從生態系統觀探究國小學童拒學行為之個案研究

本研究主要探討個案拒學行為的發展脈絡與因素，以及個案的拒學行為與生態系統間的互動情形。採「個案研究」之方式，以立意取樣選取一位有拒學行為的個案，對當事人、個案家人、學校導師透過半結構式深度訪談，以及直接觀察、個案相關文件檔整理的方式來蒐集資料，以「一般質性分析」進行資料分析，研究結果如下：一、拒學並非個案的個別行為問題，而是系統中共構出來的互動。本研究發現影響個案拒學行為的因素包含:「人格特質為環境適應的潛在因子」、「案祖母介入管教，以及父母親教養能力不足，親職功能無法正常運作」、「家庭生活方式影響正常作息」、「不同教師的教學信念與因應方式會影響個案拒學行為的頻率及強度」、「傳統民間信仰影響案家人生觀及教養方式」。二、系統之間互動的品質影響個案的拒學行為發展。本研究發現系統之間互動情形為:「親師溝通無法同步」、「拒學行為與師生、同儕關係形成負向循環互動」、「當拒學行為成為處遇焦點時，反而讓拒學情況惡化」。三、個案拒學行為引發系統之間的互動重新調整改變。本研究發現系統之間的轉變包含:「教師與家長轉換過去的思維模式」、「學校輔導系統介入，案父教養能力獲得增能」最後，本研究根據研究結果進行討論並提出建議，以提供輔導人員、教育工作者、家長及未來研究者之參考。

關鍵字

拒學行為；生態系統理論；個案研究

並列摘要

This study focuses on the exploration of the development context and factors of the subject’s school refusal behavior and on the interactions between the subject’s school refusal behavior and the ecosystem. The study adopts a “case study” approach and uses purposeful sampling to select a subject with school refusal behavior. Thereafter, the researcher collects information and data through semi-structured interviews with the subject’s family and school advisor, direct observation, and organization of documents and files relevant to the subject. The data analysis is performed with a “general qualitative analysis,” and the research findings are as follows. 1. The school refusal behavior is not the subject’s individual behavior problems but an interaction co-constructed in the system. This study finds that the factors that influence the subject’s school refusal behavior include “personality traits as latent factors for environmental adaptation,” “the subject’s grandmother’s intervention in disciplining children and the parents’ lack of parenting capacity, resulting in dysfunctional parenting,” “family lifestyle that affects the normal daily routine,” “the influence of teaching beliefs and coping strategies of different teachers on the frequency and intensity of the school refusal behavior,” and “the influence of traditional folk beliefs on the subject’s family’s outlook on life and parenting styles.” 2. The quality of the interactions between the systems influences the development of the subject’s school refusal behavior. The study finds the interactions between the systems are that “parent-teacher communication fails to synchronize,” that “the school refusal behavior, the teacher-student relationship and the peer relationship form negative interaction cycles,” and that “the school refusal behavior worsens when the school refusal behavior becomes the focus of the treatment.” 3. The subject’s school refusal behavior triggers the interactions between the systems to re-adjust and change. The study finds that the changes between the systems include that “the teacher and the parents change the past mode of thinking” and that “the subject’s father’s parenting capacity improves with the intervention of the school counseling system.” In the end, the study provides discussion and suggestions based on the research findings for the reference of counselors, educators, parents, and future researchers.