探究資優學生自我傷害成癮之心理困境與情意需求

本研究旨在探究資優生自傷成癮事件的歷程脈絡與經驗，以及自傷背後的因素，藉此了解其心理困境及情意需求。研究邀請四位已就讀大學且曾自傷成癮之資優生，透過質性取向之深度訪談，以蒐集研究參與者自傷經驗歷程之資料。結果發現儘管是自傷成癮，但其自傷行為不盡相同。其成癮之外在因素為：家庭期望、人際關係、未達目標的失落、父母管教態度、高度期望導致過大壓力、親子關係不佳或受特定家庭文化影響。個人內在因素則有完美主義或自我貶抑之負向概念或因家庭背景不佳而影響自我認同，或同儕競爭、表現不如預期導致心理壓力。改變的開始則有透過心理諮商與尋求醫療協助，以逐步探求其情意需求。而當諮商關係建立後，亦發現不合理的想法，並從外在行為轉而關注內在心理歷程狀態，以探究其處於不快樂狀態之因與家庭溝通方式及完美主義對性格的負面影響。因此，本研究建議應重建家庭親子關係，以改善因家庭期望而導致資優生巨大身心壓力之困境。而教師亦應引導資優生調適其因完美主義及同儕競爭之心理壓力，並營造同儕認同與接納氛圍。此外，行政處室與心理諮商機構應長期建立夥伴關係，並提供教師如何及時介入與發現自傷案例之策略。

關鍵字

資優；自傷成癮；心理困境；情意需求

並列摘要

This research aimed to explore the history and experience of self-harm and addiction incidents of gifted students. This study hoped to understand the factors behind self-harm in order to understand their psychological dilemma and affective needs. This study invited four gifted students who had been addicted to self-harm. When participating in this study, they had already attended university. This study used qualitatively oriented in-depth interviews to collect data. The results found that: despite the self-harming addiction, their self-harming behaviors were not the same. The external factors of addiction were: family expectations, interpersonal relationships, failure to achieve goals, parental attitudes, high expectations leading to excessive pressure, poor parent-child relationship, and the influence of specific family culture. Personal internal factors included negative concepts of perfectionism or self-deprecation, or poor family background that affects self-identity, or peer competition, poor performance that led to psychological stress. The beginning of the change was through psychological counseling and seeking medical assistance to gradually explore their affective needs. When the consultative relationship was established, unreasonable thoughts were also found, and the external behavior turned to the internal psychological state, which to explore the reasons for unhappiness related to family communication methods and the negative impact of perfectionism on personality. Therefore, this study suggested that the parent-child relationship of the family should be rebuilt in order to alleviate the psychological and physical stress of gifted students due to family expectations. Teachers should also guide gifted students to adjust to the pressures of perfectionism and peer competition, and create an atmosphere of recognition and acceptance. In addition, the administrative department and the psychological consulting agency should establish a long-term partnership and provide strategies for teachers on how to intervene and discover self-harm cases in a timely manner.