本研究旨在探討隔代教養家庭中親職化子女的生活經歷,並分析對其成長與發展中使其有正向發展的保護機制。本研究以深度訪談法進行,訪談四位年齡介於18至28歲、於兒少期間隔代教養的親職化子女。研究結果顯示:隔代教養家庭因不同的經濟狀況、同住家庭成員、祖父母身心健康狀況等,影響孫子女承擔不同的親職化任務。親職化任務包含了:經濟支持、家務協助、個人化照顧協助、回應需求的情感性任務等。復原歷程的保護機制則來自:個人、家庭、學校三方面,個人層面包含正向的自我調節、面對未來抱持實際的態度以及自我效能作用;家庭層面包含:家中楷模對象、家庭支持與關懷;學校層面包含:學校老師的信任與關心、同儕支持。最後,本研究依據研究結果對家庭教育、學校教育與未來研究提出建議。
This study aims to examine the life experience of parentified adolescents in grandparent-headed families, and analysis the protective mechanisms of their resilience process. Data were collected through in-depth interview method. Four parentified adolescents, ranging from 18 to 28 years, living in grandparent-head families in childhood were interviewed. The result are as follows: First, because of different economic conditions, family members, physical and mental health of grandparents, grandparent-head families lead to parentified adolescents providing different types of caregiving. The former of caregiving refer to earning income, doing household chores, providing person-centred care, and respond to the emotional needs. Second, the three aspects of protective mechanisms of the resilience process in this study are in terms of individual, family, and school. The individual factors include positive self-regulation, being practical towards the future, and self-efficacy. The influence from family include: role models, family support and care. The influence from school include: trust and concern of school teachers, peer support. This study provides suggestions for family education, school education, and future study based on the findings.