兩位輕度自閉症大專生對挫折經驗因應之歷程探究

本研究以立意取樣的方式，邀請二位輕度自閉症大專生，作為參與研究對象，主要探究輕度自閉症大專生在過往不同求學階段所感知到挫折經驗的因應歷程。本研究以敘事研究為取向，以整體-內容為資料蒐集方法，敘寫二位研究參與者及其重要他人進行回溯與敘說之故事，並同時參酌相關文件資料進行研究分析與討論。研究結果發現，兩位輕度自閉症者對過往經驗重述的表現方式或不同階段的情境感受雖不盡相同，但又可見相似之處；他們生態系統中的重要他人在看待兩位輕度自閉症者皆有各自不同的觀點但也提供了相似的支持。綜合分析結果，在成長階段主要的挫折經驗與意義包括：1.雖具超常學習力，卻帶來認同感危機；2.面對排擠與霸凌，最常使用忍字訣；3.面對和事物有關議題，通常先解決心情；面對和人有關議題，則多選擇放棄；4.投入興趣，讓好心情覆蓋難過後，才又有動力面對；5.挫敗與動力，追根究底都是因為在意；6.期望被認同；7.計畫執行力的順序僵化與計畫內容單一貧乏常是挫折來源卻又不易改變。在重要他人的觀點與支持方面，較一致的發現為:1.家長多採取「不一味設框架，不急著改變孩子」、「不給『對錯』的道理，『勘忍』才是護己生存之道」、「誰都決定不了誰是朋友，但能扶持互助就該點滴感恩在心」三項觀點；2.除家長外，給予二位研究參與者支持與深刻影響的重要他人，包括「宗教輔導法師」、「軍訓教官」、「資源教室輔導員」三種角色。他們雖非專業輔導人員，但過程中發揮了「扶倒」與「福禱」的作用。最後研究者進行反思，並對教育實務工作者、家長及未來研究方向提出相關建議。

關鍵字

輕度自閉症大專生；挫折經驗；因應；重要他人

並列摘要

This research was conducted with a purposive sampling method. I invited two college students with mild autism, as the research objects. The study mainly focuses on how the students explore the coping process when they confront frustrating experiences in their school stages. Narrative research is the main method of the research topic, and the collected data is analyzed with "whole-content". The result of analysis based on is the narratives of research objects and their significant others, also reference from related documentations. The research shows have shown that although two college students with mild autism have different expressions of past experience retelling or situational feelings at different stages, similarities can be seen; significant others in their ecological systems, they regard the two mildly autistic students all have their own different views but also provide similar support. The outcomes of the comprehensive analysis, about the main frustration experience and significance in the growth stage includeing: 1.Overwhelming learning abilities, but brings a sense of identity crisis. 2.In the face of crowding out and bullying, the most commonly used is forbearance. 3.When faced with issues related to things, usually resolve the mood first; when faced with issues related to people, choose to give up more. 4.After being immersed in one's own interests and letting the good mood cover the sadness, then have the motivation to face it again. 5.Frustration and motivation, in the final analysis, are all because of caring. 6.Expect to be recognized. 7.Rigid order of plan execution and a single poor plan content are often sources of frustration, but they are not easy to change. In terms of the views and support of significant others, the more consistent findings are: 1.These parents mostly adopt the principles of "Don't limit your children blindly with a single standard, don't rush to change children", "Don't give the truth of "right and wrong", "forgiveness and patience" is the way to protect oneself and survival", "everyone decides No one is a friend, but if you can support each other, you should be grateful." These three points of view; 2. In addition to the parents of the two study participants, significant others who gave them support and profound influence include three roles: "religious counselor", "military training instructor", and "resource classroom counselor". Although they are non-professional counselors, they have played the role of "falling and raising" and "blessing and prayer" in the process. Finally, I am going to conduct the reflection of the research and give pieces of advice for the direction of further studies.