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研究生:吳姿吟
研究生(外文):WU, TZU-YIN
論文名稱:漂泊與蓄勢待發-醫療與教育系統跨域合作之拒學青少年經驗探究
論文名稱(外文):Drifting and Gathering Momentum : Exploring the Experiences of Adolescents with School Refusal through Interdisciplinary Collaboration between Medical and Educational Systems.
指導教授:鳳華鳳華引用關係
指導教授(外文):FENG, HUA
口試委員:王麗斐王欣宜鳳華
口試委員(外文):WANG, LI-FEIWANG, HSIN-YIFENG, HUA
口試日期:2023-07-01
學位類別:碩士
校院名稱:國立彰化師範大學
系所名稱:復健諮商研究所
學門:社會服務學門
學類:身心障礙服務學類
論文種類:學術論文
論文出版年:2023
畢業學年度:111
語文別:中文
論文頁數:127
中文關鍵詞:拒學日間病房醫療跨域合作
外文關鍵詞:school refusaladolescent day wardinterdisciplinary collaboration
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本研究目的為探討青少年從拒學到在醫療系統中接受替代性教育的歷程與經驗。研究參與者為三位參與日間病房持續三個月以上的高中/職女性,年齡介於17-18歲,其中兩位是第二次參與日間病房。研究者以自行設計的訪談題綱收集資料,與協同分析者以敘事研究中之「整體-內容」及「類別-內容」進行資料分析,探究青少年的拒學歷程、參與日間病房前的生活及參與日間病房後的轉變。研究結果如下:(一)拒學發展過程中,在學校層面,青少年與老師及互動經驗會直接影響學校適應,並且他們期望融入同儕,在學業上面臨挫折;在家庭層面,青少年與家庭間出現溝通阻礙,關係緊張:在生活層面,青少年與外界連結少,生活由自己安排。(二)拒學青少年在日間病房的經歷包含課業壓力減輕、保有與同儕互動機會並有較充足環境支持。(三)拒學青少年在日間病房的改變包含重建規律生活、緩和與家庭的衝突、穩定情緒狀態。
根據研究發現提出建議,提供與拒學青少年的學校、家長及醫療系統做為參考。
The purpose of this study is to explore the process and experiences of adolescents with school refusal about receiving alternative education in the medical system. The participants in the study were three high school female students who had participated in adolescent day ward for three months or more, aged between 17 and 18 years old. Among them, two had previously been involved in adolescent day ward. The researchers collected data through self-designed interview outlines and conducted data analysis with collaborative analysts using the "holistic-content" and "category-content" approaches in narrative research. The study aimed to investigate the process of school refusal, their lives before joining the day ward, and the changes after participating in day ward. The research findings are as follows:
1.At the school level, the experiences of interaction with their teachers directly influence school adaptation of adolescents, and they desired to fit in with peers, what’s more, they may face academic setbacks. At the family level, communication barriers and tense relationships may arise between adolescents and their families. At the personal level, adolescents have limited external connections, and they tend to lead self-directed lives.
2.The experiences of adolescents with school refusal in day ward include a reduction in academic pressure, the opportunity to maintain interactions with peers, and having a more supportive environment.
3.The changes observed in day ward include rebuilding a structured life, easing conflicts with their families, and stabilizing their emotional state.
Based on the research findings, recommendations are proposed to provide guidance for schools, parents, and the healthcare system in dealing with school refusal.

摘要.....................................I
Abstract................................II
誌謝....................................III
目錄....................................IV
表目錄..................................VII
圖目錄..................................VIII
第一章 啓程...............................1
第一節 旅程的起點.........................1
第二節 定位導航...........................5
第三節 共同的語言.........................6
第二章 旅行指南...........................9
第一節 認識情緒行為障礙...................9
第二節 認識拒學..........................18
第三節 青少年日間病房模式.................24
第三章 行前規劃...........................29
第一節 研究設計..........................29
第二節 研究參與者........................31
第三節 研究場域..........................35
第四節 研究工具..........................37
第五節 研究程序..........................40
第六節 資料分析..........................42
第六節 研究品質..........................45
第四章 旅途中的交會.......................49
第一節 找路的途中迷路了-轉轉...............49
第二節 尋得身心的安定-小靜.................64
第三節 追求平凡的校園生活-小樂.............78
第四節 漂泊在茫茫大海的小船們..............87
第五節 登島,停泊,蓄勢待發................95
第五章 旅程的回味........................102
第一節 旅行的收穫.......................102
第二節 給未來旅行者的筆記................104
第三節 旅程的反思........................106
參考文獻..................................109
附錄......................................116
附錄一:青少年日間病房課程時間表..........116
附錄二:訪談題綱.........................117
附錄三:IRB通過證明......................119
附錄四:研究同意書.......................120
表目錄
表 2-1 情緒行為障礙學生在不同層次安置的優缺點比較...15
表 3-1 研究參與者基本資料.........................34
表 3-2 敘事分析類型..............................44
表 3-3 從文本中產生主題的範例.....................45
表 4-1 拒學青少年的家庭互動分析...................92
圖目錄
圖 2-1 美國情緒障礙學生之特殊教育連續性服務........14
圖 2-2 拒學行為的發展歷程........................22
圖 2-3 拒學發展圖示..............................24
圖 4-1 轉轉的歷程................................63
圖 4-2 小靜的歷程................................77
圖 4-3 小樂的歷程................................86
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