親子雙方運用「雙方角色心理位移書寫法」之影響研究

摘要本研究旨在探討親子雙方運用「雙方角色心理位移書寫法」之影響。研究參與者為5對有衝突的親子，共10人。親子雙方分別在研究現場各自進行「雙方角色心理位移書寫法」，於書寫結束接受第一次訪談後隨即再進行一個現場的親子互動，接著再接受第二次訪談，二次訪談所得之17小時逐字稿即為本研究之資料來源。資料分析以現象學取向分析方法進行，研究結果發現：一、親子雙方運用「雙方角色心理位移書寫法」之書寫影響 (一)對自我層面的影響：包含「經驗正向情緒感受」、「自我覺察與了解」、「自我關照」、「自我省思」、「觀點改變」、「表達自己」、「客觀角度」、「情緒舒緩」、「旁觀立場」、「更能面對與因應」、「自我滋養」、「來自書寫方法的助益」等十二項。(二)與對方相關的影響：包含「理解對方」、「正向看待對方」等二項。(三)對關係層面的影響：包含「產生關係的具體想法或行動」、「重視關係而願意調整自己」、「兼顧雙方」、「增進對彼此的了解」、「彷若經歷親子溝通的歷程」等五項。二、親子雙方運用「雙方角色心理位移書寫法」對親子互動之影響 (一)來自「自我」的改變：包含「產生正向情緒」、「產生因應的想法或行動」、「情緒緩和」、「互動方式的變化與提升」、「自我省思」、「想了解對方」、「理解對方」、「願意調整自己」、「自我接納」、「正向看待對方的行為」、「看待問題的角度轉變」、「接納對方」、「同理對方」等十三項。(二)來自「對方」的改變：包含「得到對方正向回應」、「幫助對方互動能力提升」、「體諒對方」等三項。(三)來自「雙方共同促成」的改變：包含「彼此理解對方」、「增進互動品質」、「促進和解」、「創造雙方相互理解之機會」、「感受到彼此對關係的在乎」、「相互尊重」、「共同書寫對未來親子關係的助益」、「相互體諒」等八項。

關鍵字

親子衝突；雙方角色心理位移書寫法；心理位移；心理位移書寫法

並列摘要

Abstract The purpose of this study was to investigate the effect of the method, "Dual-Role Psychological Displacement Paradigm in Diary-Writing" on both parents and children. The participants of the study were five pairs of parents and children in conflict, ten in total. Both parents and children had their first interviews in the end of the writing session. Following the first interview, there was parent-child interaction activity. After the interaction activity, they were interviewed again. A total of 17 hours transcription from the first and second interviews were used as the data for analysis, and the phenomenological method was used to analyze the data. The results of the study were summarized as follows: I. The writing effect of both parents and children Using “Dual-Role Psychological Displacement Paradigm in Diary-Writing" 1. Effect on the self: twelve items were included: 1) being able to experience positive emotions, 2) being able to develop the ability of self-awareness and self-understanding, 3) being able to develop the ability of self-care, 4) being able to develop the ability of self-reflection, 5) being able to change perspectives, 6) being able to develop self-expression, 7) being able to consider in an objective perspective, 8) being able to relieve emotions, 9) being able to consider in a bystander standpoint, 10) being able to have better ability to face and respond to a situation, 11) being able to develop the ability of self-nourishment, and 12) being able to experience benefits from the diary-writing. 2. Effect related to the other person: two items were included: 1) being able to understand the other person, and 2) being able to have a positive view of the other person. 3. Effect on relations: five items were included: 1) being able to generate specific thoughts and actions about relations, 2) being willing to adjust oneself due to valuing the relationship, 3) being able to take both sides into consideration, 4) developing more understanding to each other, and 5) being able to experience the process of simulating parent-child communication. II. The effect of“Dual-Role Psychological Displacement Paradigm in Diary-Writing" on parent-child interaction 1. Changes from self: thirteen items were included: 1) being able to generate of positive emotions, 2) being able to generate thoughts or actions in response to a situation, 3) being able to ease emotions, 4) being able to change and improve interaction styles, 5) being able to develop self-reflection, 6) being willing to know the other person, 7) being willing to understand the other person, 8) being willing to adjust oneself, 9) being able to accept oneself, 10) being able to have a positive view on other people’s behavior, 11) being able to change one’s perspective on a problem, 12) being willing to accept the other person, and 13) being willing to empathize the other person. 2. Changes from the "the other person”: three items were included: 1) being able to receive positive responses from the other person, 2) being able to help the other person to improve his/her interaction skills, and 3) being able to put oneself in the other person’s position. 3. Changes from "mutual contribution" were identified: 1) being able to understand each other, 2) being able to improve the quality of interaction, 3) being able to facilitate reconciliation between both sides, 4) being able to create opportunities for mutual understanding, 5) being able to receive the care for mutual relations, 6) being able to develop mutual respect, 7) being able to experience benefits of mutual writing to a future parent-child relationship, 8) being able to developing mutual consideration. Finally, the results were discussed, and suggestion based on the results were provided.