隔代教養家庭祖父母親職教育之研究--以嘉義縣三所教育優先區國民小學為例

Research on Grandparent Education--Based on a Sample Taken from the 3 Elementary Schools Designated within the Education Priority Area of Chiayi County

黃韻瑜(Huang Yun Yu)

指導教授 ： 林如萍

國立臺灣師範大學/教育學院/人類發展與家庭學系/碩士(2006年)

摘要

本研究之目的在於探討隔代教養家庭的教養情形、分析隔代教養對祖孫的影響及瞭解學校推展隔代教養家庭祖父母親職教育與隔代教養家庭祖父母參與的情形。研究者分別在嘉義縣三所參與教育優先區計畫的國民小學，進行半結構式訪談。以方便取樣方式取得包括輔導主任、導師與隔代教養家庭祖父母等十五位有效樣本。使用之研究工具包含訪談同意書和半結構式訪談大綱。
結果發現：在隔代教養家庭的教養情形方面，隔代教養家庭的祖父母對孫子女的生活層面照顧比起課業督導更能使得上力；寵愛、說理、支持鼓勵和打罵都是祖父母常見的幾種教養方式；隔代教養家庭祖父母的教育背景、資源有限或是世代差異而無法有效地督導孫子女的課業，抑或是因為不完整的家庭結構給予孫子女有限的支持而導致人格成長受到限制或扭曲，諸此種種，可能是隔代教養家庭裡會出現的教養問題。
在隔代教養對祖孫的影響方面，經濟、生理健康、心理健康與社會關係等是祖父母主要受影響的層面。祖父母在面對經濟困窘時，常採取「樂天順命，減少開支」、「放下自尊，向人求助」等因應策略；面對教養工作對生理健康的威脅時，祖父母可能會「積極面對」或是「消極忽略」；當教養責任使心理失衡時，宗教信仰可以幫助祖父母宣洩情緒、導引壓力；面對教養任務對社會關係產生限制時，祖父母則以「配合孫子女作息，調整社交時間」作為因應。而對孫子女來說，主要的影響則出現在教育適應、心理健康與社會關係等方面。縱然隔代教養家庭裡的祖孫受到諸多影響，年邁的祖父母與年幼的孫子女卻始終牽手相伴，這是隔代教養家庭裡最值得珍惜的資產，也是其優勢所在。
在隔代教養家庭祖父母親職教育的實施現況方面，「為家長舉辦研習會與討論會或成立支持團體」、「針對個別家長的需求提供必要的資訊與服務」與「協助兒童的發展與學習的服務」等三種親職教育類型可以提供隔代教養家庭祖父母不同面向的強化與協助，且與現行教育優先區計畫裡的「親職教育活動」、「個案家庭輔導」與「課後學習輔導」等三種推展項目呼應對照。在隔代教養家庭參與這三類親職教育的情形方面，祖父母對「為家長舉辦研習會與討論會或成立支持團體」的參與並不踴躍，反倒是具有主動性的「針對個別家長的需求提供必要的資訊與服務」比較被祖父母們接受，而具有彌補祖父母對孫子女教育有限協助的「協助兒童的發展與學習的服務」，隔代教養家庭孫子女的參與則頗為踴躍。
最後根據研究結論提出具體建議，俾供建構有效賦權的隔代教養家庭祖父母親職教育模式之參考。

關鍵字

隔代教養家庭 ； 隔代教養家庭祖父母親職教育 ； 教育優先區

並列摘要

This research aims to gain insight into the parenting of grandfamilies, analyze the impact of grandparenting on grandchildren and grandparents, and to understand schools' progress on promoting grandparent education, as well as the participation and responses of grandparents. We conducted semi-structured interviews on research subjects each attending 1 of the 3 elementary schools currently designated within the Education Priority Area of Chiayi County. We were able to obtain 15 valid observations including the Director of Guidance, teachers, and grandparents of grandfamilies by means of convenience sampling. Data collecting tools used included the interview agreement and the semi-structured interview format.
We discovered that: grandparents of grandfamilies take better care of grandchildren in daily living than in academic performance; indulgence, reasoning, encouragement and support, and discipline were all common ways of parenting. The difference in educational backgrounds, limited resources, or generation gaps which contributed to the inability of grandparents of grandfamilies to offer academic assistance to grandchildren, or the limited support for grandchildren arising from incompleteness in family structures resulting in restrained or distorted character development may be problems that exist within grandfamilies.
The impacts of grandparenting on grandparents were mainly of economical, physical, psychological, and social aspects. Under constrained sources of income, grandparents often take the view "being grateful for what you have and cut back on spending", "lower your pride and ask for help". When physical health is being threatened, grandparents either "actively resolve" or "passively ignore". When encountering psychological imbalances, grandparents seek for religious support to ease their emotions and pressure. When facing the likelihood that parenting may interfere with their social activities, grandparents choose to “reschedule their social activities to suit grandchildren’s lifestyles”. As for grandchildren, impacts were mainly on educational, psychological, and social aspects. Even though grandparents and grandchildren of grandfamilies are impacted by the generation gap, the elderly and the youngsters still take care of each other; this is the most precious asset as well as the advantage grandfamilies possess.
In real practice, “establishing workshop conferences or support groups for parents”, “providing the necessary information and service based on the needs of individual parents”, and “providing services that help youngsters grow and learn” can serve as enhancements and assistance on various aspects of grandparent education. Further more, these three programs are also consistent with the three objectives: “parenting education”, “case by case family guidance”, and “supplementary studies after school” currently assigned to the Education Priority Area. As for the participation of the above three parenting education programs by grandfamilies, grandparents were reluctant towards “establishing workshop conferences or support groups for parents” but favor the more active program of “providing the necessary information and services based on the needs of individual parents”; while the program “providing services that help youngsters grow and learn” which complements grandparents’ parenting of grandchildren was highly participated in by grandchildren of grandfamilies.
Finally, practical advice is given based on the conclusion of this research, which shall serve as a guide to establish a joint responsibility parenting pattern for grandparent education.

並列關鍵字

grandfamily ； grandparent education ； Education Priority Area

參考文獻

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