個人與校園資產對遭遇焦慮或憂鬱情緒困境青少年正向發展經驗之研究
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2013
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本研究主要探討有益遭遇焦慮、憂鬱情緒困境青少年正向發展之個人與校園資產內涵、青少年正向發展歷程及正向發展的結果。本研究以紮根理論方法，採半結構式一對一深度訪談方式，探討6位在國中期間，曾經驗焦慮或憂鬱情緒困境並已復原的青少年之正向發展經驗，並邀請和這6位青少年之正向發展歷程有關的2位同儕、1位老師、3位輔導老師、4位行政主任進行訪談，以能充實對個人與校園資產內涵的瞭解。研究結果發現（1）遭遇焦慮、憂鬱情緒困境青少年之正向發展歷程包括「情緒跌落」、「出現光點」、「阻礙與干擾」、「煉金與轉化」、「強壯自我」及「展現新我」等歷程。（2）青少年正向發展的結果有「情緒困擾改善，正向情緒增多」、「擁有正向自我價值感」、「問題因應與解決能力增強」、「人際維持與衝突解決能力增加」、「掌控並維持規範紀律與品德期望界限」、「學習更投入」及「仍在持續發展進步當中」。（3）在校園中重要的個人與校園資產來源包括青少年內在層面之「自我優勢」，校園外在層面之「滋養性人物」、「班級氣氛與管理」、「專業團隊系統」、「課外活動」及「學校共同文化與價值」。（4）上列各層面資產來源能發揮的資產功能有「個人優勢特質功能」、「照護支持與隸屬」、「問題因應與解決」、「賦能」、「創造心流經驗」、「發展學習優勢」及「規範紀律與品德期望界限」。最後，本研究也針對上述研究結果進行討論，並針對實務與未來研究提出建議。
The purpose of this research was to investigate the benefits of school assets on youth with anxious or depressive emotion and the process of positive development. The grounded theory was adopted in the study. Data were collected by semi-structured individual in-depth interviews. Six youths and their school associates (two peers, one teacher, three guidance teachers, and four directors of administration) voluntarily participated in the study. Results showed that (1) the processes of youth positive development included: fall into emotional adversity, turning point, obstacles and interruptions, alchemy and transformation, strengthening of self, and spreading the new self; (2) the outcome of youth positive development included: more positive emotion, sense of self-worth, coping and problem-solving competencies, interpersonal and conflict resolution competencies, maintenance of boundaries of rules and expectations, engagement in learning activities, and continued growth; (3) the source of school assets included: internal-strengths, people who nourished positive growth and well-being, positive class-atmosphere and management, team of counseling professions, extracurricular activities, school culture and value; and (4) the function of school assets included: internal traits, caring and belonging, coping and problem-solving, empowerment, flow recreating, strengths of learning, and boundaries of rules and expectations. Implications for future research and practice were discussed.
The purpose of this research was to investigate the benefits of school assets on youth with anxious or depressive emotion and the process of positive development. The grounded theory was adopted in the study. Data were collected by semi-structured individual in-depth interviews. Six youths and their school associates (two peers, one teacher, three guidance teachers, and four directors of administration) voluntarily participated in the study. Results showed that (1) the processes of youth positive development included: fall into emotional adversity, turning point, obstacles and interruptions, alchemy and transformation, strengthening of self, and spreading the new self; (2) the outcome of youth positive development included: more positive emotion, sense of self-worth, coping and problem-solving competencies, interpersonal and conflict resolution competencies, maintenance of boundaries of rules and expectations, engagement in learning activities, and continued growth; (3) the source of school assets included: internal-strengths, people who nourished positive growth and well-being, positive class-atmosphere and management, team of counseling professions, extracurricular activities, school culture and value; and (4) the function of school assets included: internal traits, caring and belonging, coping and problem-solving, empowerment, flow recreating, strengths of learning, and boundaries of rules and expectations. Implications for future research and practice were discussed.
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優勢, 校園資產, 青少年正向發展, 正向心理學, 焦慮情緒, 憂鬱情緒, strengths, school assets, youth positive development, positive psychology, anxious emotion, depressive emotion