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

An Investigation of Vocational High School Students with Self-injury Involved in the Resilience Stage on the Change of Resilience and Social Support

王蘋(Ping Wang)

指導教授 ： 柯志恩

淡江大學/教育學院/教育心理與諮商研究所碩士班/碩士(2017年)

https://doi.org/10.6846/TKU.2017.00226

摘要

本研究旨在探討有自我傷害行為的高職生，在經歷復原階段中所呈現出的能力樣貌，並同時探討社會支持對高職生在復原階段中的影響，以及希望能了解他們如何解釋社會支持對自己的影響，最後透過訪談高職生了解他們如何解釋虛擬人際關係以及現實人際關係的差異。本研究特過質性敘事的分析架構，採用深度訪談方式蒐集願意參與研究之高職生，透過受訪資料進行逐字稿謄寫及類別和主題的歸納。
根據研究目的，本研究分析結果主要整理如下：一、在不同復原階段中之能力樣貌內涵：（一）青少年在初始狀態時因負面思考和自信心缺乏呈現無助的樣貌。（二）意識階段時的青少年逐漸意識到改變的需求以及人際與社會支持的重要性。（三）過渡階段時的青少年容易受到負向經驗影響需要社會支持持續給予鼓勵。（四）行動階段時青少年逐漸發展出自我復原能力並主動挑戰更多目標。二、不同復原階段中之社會支持內涵：（一）家庭提供訊息性支持在意識階段能有效協助青少年面對問題。（二）同儕與輔導老師給予情緒性支持能有效協助青少年度過過渡階段。（三）青少年在行動階段時最能感受同儕支持的力量並且學習面對新的挑戰。（四）家人給予更多自由空間能使青少年對家庭更有信任感。（五）師長耐心的陪伴能拉近師生關係使青少年在學校能擁有另一個信任求助管道。三、現實人際關係和虛擬人際關係：青少年確實因為網路的便利性而選擇用網路與人互動，同時認為網路互動的風險仍大，因此他們仍傾向與朋友真實的接觸。根據本研究最後針對青少年、學校以及助人工作者及後續研究提出具體建議供參考。

關鍵字

自我傷害 ； 復原能力 ； 社會支持

並列摘要

The purpose of this study is to explore the appearance of ability of vocational high school students with self-injury in the stage of recsilience, the impact of social
support on their rehabilitation process, and their own interpretations of those impacts. One-on-one interviews were used to understand how they identified the differences between the virtual and real interpersonal relationships and to examine whether the way they interacted with each other had been shifting from real to virtual. In this study, the structure of the transcendental narrative analysis was used to collect the students who were willing to participate in the study. The transcriptions of the verbatim manuscripts and the categories and topics were summarized.
According to the purpose of the study, the main results of this study are summarized as follows: First, in the resilience stage on the change of resilience: (1)
Adolescents in the initial state of negative thinking and lack of self-confidence helpless appearance. (2)Awareness of the stage of the adolescent gradually aware of the changing needs and interpersonal and social support of the importance. (3)Adolescents at the transitional stage are vulnerable to negative experiences and require sustained social support for encouragement. (4) In the operational phase, adolescents gradually develop self-resilience and take the initiative to challenge more
goals. Second, the different stages of rehabilitation of social support connotation: (1)Family to provide information support in the consciousness stage can effectively help young people face the problem. (2) Emotional support from peers and counselors can help young people to survive the transition stage. (3) Teens are most likely to experience the power of peer support and learn to face new challenges during the action phase. (4) Family to give more freedom to make young people have more confidence in the family. (5) The patience of teachers to accompany teachers and students can be closer to the relationship so that young people in schools can have another trust in the pipeline. Third, the reality of interpersonal and virtual relationships: adolescents do because of the convenience of the network and choose to
interact with the network, while that the risk of interaction is still large, so they still tend to contact with friends. Based on the study, the author gives specific suggestions for adolescents, schools and assistants, and follow-up study.

並列關鍵字

Self-Injury ； Resilience ； Social Support

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