青少年死亡概念、失茖經驗及其教育需求之研究

為建立本土化及適用於國內一般青少年的死亡教育，本研究採用質性研究，以台北市某國中為研究學校，還取35名學生為研究對象（男生17、女生18名），利用開放式問卷蒐集相關文本資料並配合個別唔談，以內容分析法與三角校正進行資料分析，進而了解學生對死亡教育的相關了解與死亡教育需求。本研究重要發現如下: 一、國中生對死亡的理解除了生理層面，也包含靈性層面，生理層面傾向以失能性來定義死亡，靈性方面則傾向以生命轉換來定義死亡；對於死亡有許多負面的聯想，他們認為死亡是恐怖的、毀滅的、黑暗的，甚至是醜惡的、罪惡的，對於死別感到無助、悲傷、絕望、恐懼；有85.7 %的國中生有寵物、朋友或親人死亡的相關經驗，可能的反應包括：沒有感覺、不知所措、祝福、空虛、錯愕、否認、難過，有些人會因為難過而影響日常生活作息；認為遭遇死亡事件時，應該要有一些情緒反應的迷思，會因為自己的「沒有感覺」而感到內疚。二、國中生對於失落有許多負面的聯想，他們對失落感到孤獨、無助、鬱卒、空虛、退縮、難過、絕望，甚至聯想到自殺；有94.3 %的國中生能以自己的方式定義失落，他們以失落的原因與失落的情緒反應來理解失落，而且傾向以失落的情緒反應來定義失落；97.1 %的國中生有失落經驗，而主要的失落包括能力的失落與關係的失落，國中生最容易因為考試不盡理想、與朋友吵架或是受到同學冷落與排斥而感到失落；遭遇失落事件時，大部分的國中生獨自面對失落，很少人會向外尋求資源。他們會想辦法遺忘或是以自己的方式轉移注意力、抒發自己的失落情緒。處於失落狀態的國中生最常做的是睡覺和猛聽音樂。三、有57.2 %的國中生認為學校的相關學習無法讓他們有能力面對死亡與失落的相關事件情境或是根本不清楚學校是否提供死亡與失落的相關學習；對於死亡與失落的相關議題，希望探討的內容可歸納為生命、死亡、失落與愛四個主軸。研究者針對研究結果加以討論，並且提出建議以供未來研究與實務應用上之參考。

關鍵字

失落概念；死亡教育；死亡概念；青少年

並列摘要

The main purpose of the study was to explore the needs for death education among: he adolescents. Collecting the qualitative data from 35 junior high students with open-ended questionnaire and in-depth interviews, and analyzing it with content analysis. The main findings of the study were as follow: 1. Adolescents believed the dead would be nonfunctional and the soul could be translated. There were more negative associate in their mind, including terrible, ruined, dark, ugly, and hideout. They were helpless, sad, despairing and terrified facing dead event. 85~ 7 percent of students have suffered death events. When they were in such situation maybe nothing, withdraw, wish, emptiness, shock, denial, or melancholy. Some of them were too sad to do anything, or felt regrettable because of his nothing. 2. Adolescents had many negative associate about loss, including solitude, helpless, withdraw, melancholy, despair, or suicide. 94.3 percent of students defined loss by them selves with loss cause or feeling. 97.1 percent of students have felt losing, and the main cause was loss of technicality or relationship. Most of them faced loss alone without asking for help. Trying to forget it or transfer his attention when he suffered loss, and sleeping or listening was the most popular. 3. 57.2 percent of students expressed that they were not be able to face death or loss under the courses of school at the present time, and they considered the courses of school should be added some contents about life, death, loss and love. The result of the study and applications of the program were discussed and suggestions for future research were proposed.