- 學位論文
優勢觀點運用於高風險家庭青少年情緒及行為問題
A Study on the Treatment of Teenagers’ Emotions and Behaviors in High Risk Families-Applying the Strengths Perspective.
摘要
本研究為運用優勢觀點於高風險家庭青少年情緒及行為問題之處遇研究，主要研究目的在於（一）藉由優勢觀點的執行與運用，觀察高風險家庭青少年在工作中的情緒及行為改變歷程、（二）透過運用過程的描述與紀錄，探討優勢觀點運用於青少年工作中的適用性與成效以及（三）立基於研究結果建議如何運用優勢觀點於青少年之情緒與行為處遇。質此，本研究乃以個案研究為取向，經由文件、檔案記錄、訪談、直接觀察與參與觀察等五種證據來源，以及使用多重證據來源、建立個案研究資料庫與發展一連串的證據鏈等三種收集資料原則進行證據的取得。研究分析單位則由南投的高風險家庭服務機構取得兩個案進行實地處遇。 透過優勢觀點的運用以及個案證據的取得，本研究歸納出以下幾項重點： 一、高風險家庭青少年情緒及行為之發展：包括有家庭帶給青少年的影響，像是家庭資源的多寡將影響青少年選擇的多樣性、家庭親子衝突也會影響青少年的生活適應；而青少年本身的發展特性上則有面臨自我認同危機、自我尋求因應情緒與行為違常之方法；另高風險家庭中的青少年亦具有其優勢，例如他們會體諒家中情況、社會學習能力佳等情形。 二、優勢觀點運用於高風險家庭青少年情緒及行為問題之發現：首先是關係建立的方 式會影響青少年對個管師的信任程度，因為他們會希望個管師是有別於教師與家長的角色，並且工作中可以試著讓青少年成為主導者；此外藉由優勢觀點介入策略的運用可以訂定明確的工作目標，增強目標的脈絡性與彈性，且訂定個人計畫時也是個管師與個案協力的展現，共同取得與利用資源；再者則可以使得青少年工作不再只是工作，因為青少年可以在工作中獲得力量與激發動機，個管師則因為想像力、創造力的再生而避免工作耗竭；最後，會產生雙向復元的效果，使得個管師和個案都能將危機視為轉機。 三、研究者角色之影響：由於研究者本身即為個管者，因此研究者的個人特質，諸如對自身生命歷程的反思以及研究者的工作模式、研究者的角色與個管者之間的互補或抗衡、研究者與機構的分工等都是影響本個案研究發展的重要因素。 因此，本研究根據以上幾點發現，在文末提出討論與建議，提供未來相關研究與 實務工作做為參考。
並列摘要
This study aims at applying the Strengths Perspective to the teenagers with emotional and behavioral problems from high risk families. The specific purposes are: (1) to observe the changes on the emotional and behavioral problems within the teenagers who were served; (2) to examine the adaptability and effects of the Strengths Perspective on this population and (3) based on the findings to suggest treatment model for this population.. Therefore, this study used a single subject design and utilized both qualitative and quantative approaches. Multiple sources of data were collected, including archive, case records, interviews, direction observation, and participation observation. Two teenagers and their family from Nantau were the subjects of this study. Thd major findings are as follows: First, the emotional and behavioral development of teenagers from high risk families: The impact that families brought to the teenagers were: Family resources could influence the diversity of the choices that the teenagers had; the conflicts between parents and children had also affected the teenagers’ adaptation to life;in terms of the teenagers’ developmental characteristics, they faced the crisis of self-identity, however they also tried to cope with their emotional and behavioral difficulties; yet, teenagers from high risk families also hadtheir own strengths,for instance, they could understand the situation of their families and they displayed good social learning abilities, to name only a few. Second, the findings concering the application of the Strengths Perspective to the teenagers with the emotional and behavioral problems: the relationship built between the case manager and the teenagers could influence the trust that the teenagers had on the case managers. The teenagers expected that the case manager played a role that was different from that of a teacher or their parents, and they liked to be director of their own goal. Using the strengths perspective the teenager and the case manager worked together as a teem to exert synergy, and the case manager tried every possible way to facilitate the goal-setting and personal plan; yet the ultimate purpose was to instill hope and empower them therefore their autonomy could be enhanced. Third, the influence of the researcher: In this study, the researcher was also the case manager. Thus, the researcher’s personal attributes, such as the reflection of his/her own personal life, work style, the counterpart and counterbalance between the role as a researcher and as a case manager, and the division of labor between the researcher and the agency all had crucialinfluence on the development of the cases. Based on the above mentioned findings, the discussions and suggestions are madefor the reference of related research and practice in the future.