透過您的圖書館登入
IP:3.237.91.98
  • 學位論文

自傷青少年生活壓力、社會支持與自我強度的發展及其關係研究

A study of development and relationships among life stress, social support and ego-strength for self-injured adolescents.

指導教授 : 陳李綢老師
若您是本文的作者,可授權文章由華藝線上圖書館中協助推廣。

摘要


本研究旨在探討自傷青少年的生活壓力、社會支持與自我強度的發展及其關係。因此,本研究目的有三:1.探討有、無自傷行為之青少年在生活壓力、社會支持與自我強度三方面的差異情形。2.探討生活壓力、社會支持與自我強度三者關係及對青少年自我傷害行為的預測作用。3、深入訪談青少年自傷的內在歷程及主觀經驗。 本研究以401名分佈台北、桃園、基隆地區國中學生為對象,使用「生活壓力量表」、「社會支持量表」、「自我強度量表」及「自傷行為量表」為調查工具。調查所得資料分別以t檢定及羅吉式迴歸分析等統計方法進行資料處理。此外,並以訪談方式對18名有自傷行為之青少年進行質化分析。本研究主要發現如下: 1. 在生活壓力方面,有、無自傷行為之青少年在「家庭事件」和「人際事件」上有顯著差異存在,但在「學校事件」和「生長發育事件」上無明顯不同。 2. 在社會支持方面,有、無自傷行為之青少年的「父母支持」、「老師支持」、「同學支持」、「情緒性支持」、「工具性支持」及「訊息性支持」均有顯著差異存在。 3. 在自我強度方面,有、無自傷行為之青少年在「自我尊重」、「挫折容忍力」及「制握信念」上有顯著差異存在;但在「冒險取向」上無明顯著不同。 4. 青少年的自傷行為與生活壓力、社會支持、及自我強度有密切的關係,惟社會支持與自我強度兩變項能有效預測青少年的自我傷害行為。 5. 自傷青少年的內在歷程分析發現: (1) 自傷青少年親子互動不良、師生、同儕互動欠佳。 (2) 課業壓力和家庭問題是自傷青少年主要的生活壓力事件;面對壓力時,自傷青少年很少求助於父母和師長。 (3) 自傷青少年自我概念偏向負面的、缺乏自信、不滿意學業表現及消極面對困難與挫折。 (4) 青少年自傷行為本身的意義是自傷而非自殺,其動機不在結束生命,而是一種因應方式,目的在於獲得重要他人的關注、自我懲罰,或是好奇的嘗試。 (5) 自傷行為不再復發主要是因為獲得重要他人支持、自我強度增強及壓力釋放。 本研究結果有其重要意義,可作為教育、輔導的依據,並提出具體建議,以作為未來研究的參考。

並列摘要


The purposes of this study were : (1) to investigate the differences among life stress, social support and ego-strength between self-injurious experienced and unexperienced adolescents, (2) to predict self-injurious behavior according to life stress, social support and ego-strength, (3) to explore the cognitive process and subjective experiences of self-injured adolescents by interviewing. In this study, four instruments such as “Life Stress Scales”, “Social Support Scales”, “Ego-Strength Scales” and “Self-Injurious Behavior Scales” were adopted to survey 401 junior high school students. The gathering data were analyzed by t-test and logistic regression analysis methods. Furthermore, 18 adolescents who had self-injured were interviewed for qualitative analysis. The main findings were as follows: 1. According to life stress aspects, there are significant differences between self-injurious experienced and unexperienced adolescents in “family events” and “interpersonal events” , but not in “school events” and “psychophysical developmental events”. 2. According to social support aspects , there are significant differences between self-injurious experienced and unexperienced adolescents in “parent support”, “teacher support”, “classmates support”, “emotion support”, “tangible support” and “information support”. 3. According to ego-strength aspects, there are significant differences between self-injurious experienced and unexperienced adolescents in “self-esteem”, “frustration tolerance” and “locus of control”, but not in “risk- taking”. 4. Social support and ego-strength could significantly predict the self-injurious behaviors of adolescents. 5. According to the inside and subjective experience of self-injured adolescents, the results were as follows: (1)The self-injured adolescents have worse relationship with their parents, teachers and classmates. (2)“Stress of schoolwork” and “family problems” are the main life stress events for self-injured adolescents, they seldom ask their parents and teachers for help when facing stress. (3)The self-injured adolescents always have lower “self-esteem”, no confidence, negative attitude and are not satisfied with their academic achievment. (4)The meaning of self-injurious behavior for adolescents is self-injuring but not suiciding. The purpose of such self-injurious behavior is just to gain attentions from other people, or punish themselves and curiosity only. (5)The primary reasons for adolescents not to self-injure again are gaining support from others, increasing of ego-strength and releasing of stress. Based upon the above mentioned results, discussions and suggestions were presented.

參考文獻


陳毓文 ( 民89 ):他們想說什麼?--青少年自傷行為之初探。社會政策與社會工作學刊,4(2),127-178。
陳皆榮 ( 民87 ):冒險性活動對於青少年人格影響之初探研究。體育學報,25,61-70。
陳皆榮 ( 民86 b ):冒險性活動對於青少年團隊氣氛影響之研究。體育學報,23,133-144。
陳皆榮 ( 民86a ):冒險性露營活動對於青少年自我實現之影響。體育學報,22,71-81。
李素菁 ( 民91 ):青少年家庭支持與幸福感之相關研究--以台中市立國中生為例。私立靜宜大學兒童福利學研究所碩士論文。

被引用紀錄


王蘋(2017)。自我傷害後之高職生在復原階段其社會支持對其復原能力樣貌轉變之探討〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846%2fTKU.2017.00226
黃郁娟(2015)。人格特質、情緒調節、生活壓力與青少年自傷行為之關聯〔碩士論文,國立交通大學〕。華藝線上圖書館。https://doi.org/10.6842%2fNCTU.2015.00531
蘇郁惠(2009)。遭受關係攻擊與青少年社會心理適應:以社會支持為調節變項〔碩士論文,國立交通大學〕。華藝線上圖書館。https://doi.org/10.6842%2fNCTU.2009.00505
信蕙蘭(2014)。桃園縣國中生社會支持與幸福感之關聯性研究〔碩士論文,中原大學〕。華藝線上圖書館。https://doi.org/10.6840%2fcycu201400214
吳彩貴(2012)。桃園縣國小六年級學童獨處能力、寂寞感與生活壓力之關聯性研究〔碩士論文,中原大學〕。華藝線上圖書館。https://doi.org/10.6840%2fcycu201200260

延伸閱讀