身心障礙兒童父母參與正向心理學取向親職方案之行動研究

本研究探討身心障礙兒童父母之親職教養困境，以及父母參與正向心理學取向親職方案的成效。本研究以正向心理學五大元素、正念減壓、優勢觀點、復原力、感恩，同時結合親職知能與技巧，兩大主題為課程設計的主要架構。研究對象為4名身心障礙兒童及媽媽們，共進行四天課程，以及1小時的親子個別教學，利用團體歷程逐字稿、親職方案回饋表、觀察員評估紀錄、訪談等資料進行方案成效評估。本研究以行動研究的方式進行，主要之研究結果如下: 一、身心障礙兒童父母親職教養困境:父母過度期待、親子情緒牽引、處理子女的教育或行為問題上力不從心、缺乏情感支持。二、父母能看見孩子的優勢能力，並覺察個人情緒影響孩子的行為，進而修正親子互動模式；父母能以正向策略引導孩子學習，且從生活實踐中，應用所學而感到成就感與希望感，因而對自已更有自信；並積極營造正向家人關係，恢復家庭功能。三、親職方案發生成效關鍵因素為結合親子共餐、共學，讓親子互動問題得以如實呈現；而方案兼具理論與實務，切和父母需求。最後，根據研究結論提出具體建議，作為實務工作者及未來實施身心障礙兒童父母親職教育者參考。

關鍵字

身心障礙；正向心理學；親職方案

並列摘要

This study explores the parenting plight of parents of children with physical and mental disabilities and the effectiveness of parental involvement in positive psychology oriented parenting programs. This study takes the five elements of positive psychology, mindfulness decompression, strengths perspective, resilience, gratitude, and the integration of parenting knowledge and skills as the two major topics for the main framework of curriculum design. The study was conducted by four children with physical and mental disabilities and their mothers for a total of four days of classes and one hour of individualized parent-child instruction. Using verbatim group histories, feedback forms for parenthood programs, observer assessment records, interviews and other information to evaluate the effectiveness of the program. This study was conducted in the form of action studies, and the main findings are as follows: 1. Parenting dilemmas of children with physical and mental disabilities: excessive parental expectations, parent-child emotional involvement, incompetence in dealing with their children's educational or behavioral problems, and lack of emotional support. 2. Parents are able to see their children's strengths and abilities and recognize that their personal emotions influence their children's behaviors, thus modifying their parent-child interaction patterns; parents are able to use positive strategies to guide their children's learning, and feel a sense of accomplishment and hope from applying what they have learned in their lives, thus gaining more confidence in themselves; and actively create positive family relationships to restore family functions. 3. The key factor for the effectiveness of the parenting program is the combination of parent-child meals and learning together, so that parent-child interaction issues can be presented realistically; and the program is both theoretical and practical, which is relevant to parents' needs. Finally, specific recommendations based on the findings of the study are provided as reference for practitioners and future implementers of parenting education for children with physical and mental disabilities.