學習型家庭之親子性溝通：以青少年父母為例

Abstract

親子性溝通過去在台灣多為公共衛生和性學之研究主題，未受到家庭生活教育領域之明顯關注。美國家庭關係協會（NCFR）將「人類的性」（human sexuality）列為家庭生活教育主題，「親子」又與家人關係相關，故家庭生活教育研究理當對於親子性溝通加以探討。基於家庭生活教育對教育的預防功能之看重，本研究從父母「學習」與青少年孩子談論性的觀點思考與解析親子性溝通。

本研究旨在探討學習型家庭的父母對於青少年子女之親子性溝通互動特色與態度。以立意取樣和滾雪球方式招募十一位具有學習型家庭特色的青少年父母，使用焦點團體討論法探究其親子性溝通方式和困難，並釐清親子性溝通背後之動機與價值信念。

研究主要發現為：（一）習於親子性溝通之父母具備較完整的全人的性知識，會主動創造溝通時機，展現掌握親子性溝通機會的敏銳度和能力。（二）夫妻能否共同合作以及母子間的性溝通隔閡為過去研究鮮見的親子性溝通困難。（三）父母在親子性溝通中希望把個人價值觀傳遞予孩子；親子性溝通前的心理預備對父母相當重要。（四）對全人的性知識之充足理解可賦予父母信心與能力進行親子性溝通。焦點團體成員間的討論互動產生鼓勵效果。

Parent-adolescent communication about sexuality is rarely investigated in the research field of Family Life Education (FLE) in Taiwan. However, FLE researchers should pay more attention to the communication about sexuality among parents and children since human sexuality has much to do with family.

This research aims to see how parents from learning families communicate with their adolescent children about sexuality and how they view sexuality communication. By purposive and snowball sampling, 10 parents joined the focus group discussions, talking about their ways of sexual communication, difficulties they encountered and the values and beliefs they have.

The major themes emerging from the focus group discussions include: (1) Active sexual communication parents have broader knowledge about sexuality, showing capability and sensitivity to grasping and creating opportunities for sexual communication. (2) Co-parenting and the mother-son sexual communication are the difficulties mentioned though group discussions but not seen in previous literature. (3) Parents long to transmit their values to children in sexual communication. (4) Parents gain confidence when they have fuller understanding of sexuality.