反髮禁運動中青少年的自主發展動力

The Autonomy Development of Adolescents in Protest Over Hair Regulation

蕭欣瑋(Hsin-Wei Hsiao)

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(2008年)

摘要

此研究以九十四年四月至九月期間，由中學生所發起的反髮禁運動為研究場域，了解參與其中的青少年，如何在外界期待與自主需求中取得平衡，研究問題包括：青少年參與反髮禁運動過程中的內在心理歷程為何？父母、師長、同儕、人本大人給予什麼樣的回饋？這些回饋如何影響著青少年爭取反髮禁的過程？青少年又採取哪些方式來因應父母、師長、同儕所給予的回饋？藉此了解反髮禁青少年與外界互動時的自主發展動力。
本研究採質性研究方法，以立意抽樣選取研究對象，共訪談了五位積極投入反髮禁運動的青少年，研究發現青少年面對不同的環境脈絡，所呈現的自主動力都是不同的，其中父母、師長是青少年邁向自主需面對的權威角色，共同的特徵是雙方關係的不平等，青少年需與父母共同協商，也必須在師生所建立的工具性關係中，因應師長來的壓力；同儕則提供了正向的能量，增強青少年的思考與因應，亦可能因為同儕的反對而更增強了投入反髮禁的動力；而人本教育基金會的大人則扮演賦權的角色，使得青少年有機會與大人建立平等關係，在大人的引導下，學習更適當的方法與師長、父母對話。
此外，反髮禁運動提供了一個完整的場域，讓青少年展現了各種能力去達成目標，包含獨立的思考評估、內在的堅持、勇於承擔壓力、彈性的採取各種因應策略來回應權威等，在認知、情感、行為等三方面都展現了自主。

關鍵字

青少年 ； 自主發展 ； 反髮禁

並列摘要

The study scope covers the protest over hair regulation initiated by junior high school students from April 2005 to September 2005. It probes into how the participating adolescents find balance between what is expected of them and their need for autonomy. The study questions include: What is the mentality of the adolescents during the protest over hair regulation process? What are the feedbacks from parents, teachers, and peers, adults from the Humanistic Education Foundation? How do these feedbacks affect the adolescents during the protest over hair regulation process? What approaches do the adolescents take in response to the feedbacks coming from the parents, teachers, and peers? These questions help us understand the autonomy development of adolescents in the authoritative environment.
The study findings show that the autonomy development of the adolescents under different environments is unique. Parents and teachers are authoritative figures the adolescents are confronted with on the journey toward autonomy. The common characteristic is the inequality of the relationship between both sides. The adolescent has to negotiate with his parents and respond to stress coming from his teachers based on the instrumental relationship established between the teacher and the student. Moreover, the peers provide positive energies that enhance the adolescent’s thinking and responses. His protest over hair regulation may even prompt him to put in more efforts because of oppositions from his peers. The adults in the Humanistic Education Foundation play the role of empowerment. The adolescents are given the opportunity to establish an equal relationship with the adults. Under the supervision of the adults, the adolescents learn to have conversations with their teachers and parents. Furthermore, the protest over hair regulation offers a comprehensive site that allows the adolescents to demonstrate their competence in achieving targets. They include independent thinking assessment, mental persistence, undertaking stress, and adopting flexible strategies in response to authoritativeness etc. Autonomy is demonstrated in three aspects: perception, emotion, and behavior.

並列關鍵字

Adolescent ； Autonomy Development ； Protest Over Hair Regulation

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