就讀高關懷班中輟生復學適應

THE SCHOOL ADAPTATION OF DROPOUT STUDENTS STUDYING IN THE INTENSIVE-CONCERN PROGRAMS.

王藝璇(Yi-Hsuan Wang)

指導教授 ： 孫世維

國立臺北大學/社會科學學院/社會工作學系/碩士(2013年)

摘要

回顧國內探討高關懷班的相關文獻，大多著重在評估高關懷班實施方式、實施情形、青少年參加高關懷班級後行為和情緒控制方面的改變、學校適應情形等，缺乏將復學生放在復學環境的脈絡中，瞭解他們一天之中來回兩個教學環境間，可能面臨的挑戰和適應狀況的研究。本研究欲探討中輟生進入高關懷班後，適應上面臨的挑戰，他們如何因應上述的挑戰，在與環境互動後，就讀高關懷班中輟生的復學適應又展現出什麼樣貌。
本研究選擇在開設高關懷班規模位居全國之冠的新北市，採質性研究深度訪談的方式進行資料蒐集，從8位受訪者的故事整理結果發現：
1.歷經中途輟學的轉折，在主動或被動的因素下回到學校面臨新的挑戰，復學生身處在復學環境中所知覺的挑戰包括：遊走在主流教育與另類教育之間、來回於兩個教學環境之間的代價和標籤。
2.復學之路充滿挑戰，復學生在主流教育和另類教育中尋找個人目標。
3.復學生「留下來」的狀態中存在高度差異性，分別是：穩定就學、遊走在中輟邊緣和處在輟學的高風險中。
4.良好的復學適應需要內外在因素相輔相成，缺乏內在拉力時，外在拉力是復學生留下來的關鍵。
根據上述的研究發現，於研究最後針對高關懷班的實務工作與未來研究提出建議。

關鍵字

高關懷班 ； 中輟生 ； 適應

並列摘要

As of the considering the recent findings on literature discussing about the Intensive-concern program, most of the studies have focused on evaluating the executive ways, executive conditions, and the behavior and emotional control change of adolescents after they finish the Intensive-concern program. Yet, few studies have placed returnees in the context of the return to school environment, to understand their daily back and forth between the two teaching environments, the challenges they are likely to face, and their adaptation for returning. This article will attempt an exploration of the challenges that dropout students face after they enter the intensive-concern programs as well as the challenges in adaptation, and then how they cope with these challenges. In addition, after interacting with the environment, how dropout students show their picture of adaptation in studying in the Intensive-concern programs.
The research information stems from New Taipei County that opens largest scale of intensive-concern programs in Taiwan. This research is a qualitative research utilizing in-depth interview method to gather information.
Following are the findings of interviewing 8 respondents:
1.Experiencing the turning point of dropout, as the returnees return to school either by force or not, the challenges they face include: the price and label of switching around between mainstream education and alternative education programs.
2.A great challenge for returnee as they are trying to return to school is seeking their own target goals
between mainstream education and alternative education programs.
3.Highly differentiated in different categories of stay status for returnee, such as: go to school regularly,
walk in the dropout edge, or are at high-risk of dropping out of school.
4.As a good returnee adaptation, both of the internal pull and external pull are complementary to make returnee to stay over. When lack of internal pull, the external pull is the key to keep returnees in school.
Finally, based on the research findings, the researchers make recommendations about Intensive-concern programs practice and future research.

並列關鍵字

Intensive-concern programs ； dropout students ； adaptation

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