經濟處境不利青少年的壓力因應與教師支持之影響—以自我敘說觀點出發

Abstract

本論文以自我敘說研究法，敘說屬於經濟處境不利的研究者於國小、國中、高中、大學階段的求學歷程中，在家庭生活與校園生活分別遇到什麼樣的困境與心理壓力，以及在校園和老師、同儕互動的過程中，因應壓力的方式以及心境方面有什麼樣的變化。藉由書寫各個階段遇到的不同教師、同儕、經濟與心理困境，讓讀者理解研究者各個階段的生命故事、教師支持情形、同儕互動情形以及身心狀態的變化之外，最後一一列舉出有關於教育體制、教師中產階級之意象以及家庭環境等因素中，與研究者相似情況的經濟處境不利的青少年分別可能面臨什麼樣的困境，希冀現場教師能夠透過研究者的生命歷程，瞭解經濟處境不利的青少年可能會遇到何種困境、心理會如何轉變、壓力源有哪些等等，能夠為其提供合適的幫助，助其培養強大的心志和毅力，使其能夠自信地、勇敢地改寫自己的人生。

This thesis uses a self-narrative approach to describe the hardships and psychological stresses that the researcher encountered during her schooling in a financially disadvantaged situation, in elementary school, junior high school, high school, and college, in her home life and campus life, and how she responded to the stresses and how her state of mind changed during her interactions with teachers and peers on campus.By writing about the different teachers, peers, economic and psychological dif-ficulties encountered at each stage of the study, the reader will be able to understand the story of the researcher's life, the support of teachers, the interaction with peers, and the changes in her physical and psychological state. It is hoped that through the life history of the researcher, the teachers in the field can understand what kind of difficulties the economically disadvantaged adolescents may encounter, how they may change psychologically, and what the sources of stress are, so that they can provide them with appropriate help and help them develop strong will and perseverance, so that they can rewrite their lives with confidence and courage.