自閉症類群障礙兼藝術才能優異青年之家庭支持系統網絡及其歷程

本研究旨在探究ASD藝術才能優異青年的家庭系統與網絡對其才能發展的支持歷程，以及青年對家庭支持的評價與感受，並蒐集青年藝術才能發展歷程的藝術表現和認知特徵。採用立意抽樣三位ASD青年並邀請其家庭參與，先透過半結構式的訪談蒐集資料，再以敘事研究「整體—內容」進行支持歷程分析。研究結果發現ASD青年出現學者症候群藝術家的藝術表現與特徵，包括特定於繪畫和雕塑領域、天分於幼年時出現、擁有透視法繪圖與物體三度空間感知能力、大量的主題式作品、新穎原創的表達派與素描性質的寫實派、媒材的選擇依喜好而固著、現實生活經驗為創作的主要題材。藝術表現與其認知特徵有關，包括不喜複雜好單純、高度系統化、文字創作能力帶動繪畫思維力與創造力、延伸練習。 ASD青年家庭支持系統具父母次系統且無隔代教養，僅一家庭無手足次系統。ASD青年與父母次系統的互動能形成支持；與手足次系統的互動能形成正向影響；而用餐時光，則能增進和家庭成員的認知和情感交流。ASD青年家庭內部支持網絡包括父母親、手足、親戚，外部支持網絡包括學校、臺師大特教系藝術才能研習班、家庭教師、安親班幼教老師、社會支援團體與宗教團體、朋友。家庭內部支持較多時，外部環境支持來源稍少未見得對藝術才能發展產生重大影響。但學校及臺師大特教系藝術才能研習班均作為三個家庭外部環境重點支持來源，給予家庭所無法提供的支持，對ASD青年的藝術才能發展有其增強作用。此外，情緒性支持無性別差異。三個家庭支持歷程內容相似為「重視情緒發洩或行為管理」、「陪伴」、「愛與尊重，安慰與鼓勵」、「扮演經紀人或祕書」、「旅遊或外出經驗」；各自特有的內容為Snow家庭的「推動另類安置」、「情境與人脈支持」；Forest家庭的「一般人的教育」、「不忌諱自閉症標籤」；以及Wood家庭的「母親為藝術啟蒙者」、「信仰支持」、「對生涯持寬鬆心態」。另一方面，歷程裡發現階段性變化的七個項目包括「家長對特殊才能的認知、態度與行動」：初無栽培想法，後因ASD或升學對優勢才能轉而重視，最後正式發展藝術才能並全力支持；「青年的變化」：藝術媒材均先經歷硬筆時期，再至軟筆時期，且ASD特質和藝術才能呈消長趨勢；以及「手足對ASD青年的認知變化」；「Snow母子關係的變化」；「Forest母女權力移轉」；「Wood母親心境變化」；「Wood父親家庭參與的變化」。並歸納出青年才能發展的主動性因素為教師發掘發展和母親挺身而出；被動性因素為青年的升學或轉學事件。發展良好的可能因素有四：青年的天生藝術才能與執著、家庭支持、適時出現啟蒙者或重要他人、外部環境支援。關於ASD青年對家庭支持的感受與評價是三位青年均對家庭或父母表示感謝之意，亦可發現他們對母親有較多的支持感知，比如母親給予較多的愛與鼓勵、需要母親協助處理日常和藝術事務。研究結果可作為家庭與社會網絡成員對ASD藝術才能優異青年之親職和支持的依據及參考。

關鍵字

自閉症類群障礙；藝術才能優異；青年；家庭支持；網絡

並列摘要

The main purpose of study is to discuss the process of family system and network support art-talented adolescents with ASD, include their evaluation and feeling for family support; besides, integrating the artistic abilities and cognitive characteristics of ASD with art talents’ developments. These three art-talented adolescents with ASD and their family were selected using purposive sampling with semi-structural interview to collect information and then analyze the development by narrative research “holistic-content”. The study results showed that the abilities and characteristics of savant artist appeared on art-talented adolescents with ASD, painting and sculpturing in particular; the talents usually be found in their childhood; they have excellence of liner perspective and three-dimensional space perception, prodigious series creations, expressionism or realism; have specific inclination for media and life experiences are the inspiration. Artistic abilities are related to cognitive characteristics for ASD with art talents. To embrace naive, hyper-systemizing, literary ability can drive painting, thinking, creativity and extended practices. The family support system of ASD with art talents possesses parental subsystem without grandparenting. Only one family has no sibling subsystem. The interaction of ASD with art talents with parental subsystem could become a support system; with sibling subsystem, it could make a positive impact; having meal together would improve the cognition and affective communication of family members. Internal family network of ASD with art talents includes their parents, siblings and relatives. Social network consists of schools, talent enrichment curriculum by the department of special education of NTNU, tutors or day care teachers, private association, church, and friends. When family support is sufficient but social network, it would not impact the development of art talent for adolescents with ASD. However, schools and talent enrichment curriculum by the department of special education of NTNU are important as the social network that even family support cannot instead and they also strengthen the art talent development for adolescents with ASD. Furthermore, emotional support has no gender difference. The results demonstrated that the support processes of three families are similar, like “put emphasis on emotional venting and behavior management”, “love and respect”; “comfort and encouragement”, “as an art dealer or assistant”; “traveling or hang out”. They have their own process for each family, as “push forward alterative replacement”, “context and connections support”; as others “general education” “confront label of ASD”; “religion support”, “mother inspired the adolescents’ artistic interest” and “ease up on career”. On the other hand, there are seven categories of the gradation: the cognition, attitude and action for special talent of parents. They had no plan on art talent for adolescents with ASD in the first place until it became an advantage for pursuing a higher education and eventually ASD with art talents have all the supports from their parents to develop the art careers. The changes of adolescents include through drawing and then brush painting; the growth and decline of art talent and characters with ASD; changes in cognitive from siblings; in relationship from mother and son; the power transfer of mother and daughter; psychological variation of mother; participative variation of father. To sum up, active elements of talent development for adolescents with ASD are scouted by teachers and mother stands up for it; the passive elements are staying or transferring to another school. There are four potential elements for keeping up momentum of ASD with art talents: the intrinsic ability and preoccupation on art talent in adolescents, family support, enlightened by an abecedarian and social network support. Three of Adolescents appreciated family for giving and supporting them. Especially mother, one of adolescents said that mother gives more love and encouragement. others said that they do need mother to stay with them. The study results could be a support for ASD with art talents’ family and social network members to take as a reference and source.