相輔相成？適得其反？—從導師視角看拒學問題

Abstract

本研究主要在探索國中階段的導師，在面對拒學個案的處遇時，如何從對拒學問題的茫然焦慮，走向身心的安頓。導師又是如何被其信念影響，建構出對拒學問題的圖像。導師又該如何在拒學處遇的系統合作中，展現其角色價值？本研究採質性取向，分成前導研究與正式研究兩個階段。本研究之9位研究參與者乃以立意取樣的方式產生，前導研究階段2位，正式研究階段7位，為顧及理論的遷移性，取樣時盡量使研究參與者具異質性，如：性別、年資、任教學校地域……等。研究皆以半結構式深入訪談的方式，蒐集曾處理過拒學個案的國中導師的生命經驗，並使用內容分析法將所蒐集的資料，以系統性步驟進行分析，企圖建構出導師在處理拒學個案時的信念圖像。研究發現有三：一、導師在面對拒學問題時，依其心境、行為及態度的不同，大致可分為三階段—問題辨識期、策略嘗試期、心境穩定期。二、導師與系統進行合作時，會因彼此理念、立場與角色期待的不同，而引起系統衝突；互動頻繁、明確分工以及各司其職，是合作順暢的關鍵；系統間的各角色相互支持，則能緩解彼此的負向情緒。三、導師無論是否知覺被系統支持，皆會走完處遇三階段，找到心境調節策略，使身心得到安頓。此研究結果將以具邏輯性的方式呈現，使日後在進行拒學個案的系統合作時，能因理解而增加合作效能，也期待正面臨拒學處遇難題的導師，能夠知覺被同理，找到安頓心靈之道。The main theme of this research is examining how junior high school teachers move from blank anxiety to calmness when facing cases of school refusal. It also explores how teachers are influenced by their beliefs to construct an image of the school refusal issue. In addition, how teachers should display the value of their role when cooperating with the system for school refusal treatment.This research takes a qualitative approach, which is divided into two stages: the pilot study and the formal study. The 9 participants in this study were chosen by purposive sampling. There were 2 participants in the pilot stage, and 6 in the formal stage. To take into account the mobility of the theory, the participants chosen were as heterogeneous as possible, such as in: gender, years of teaching, teaching location, etc. In all stages, semi-structured in-depth interviews were conducted with junior high school teachers who had dealt with school refusal cases previously and their life experiences were discussed. With the research spirit of content analysis, the data collected was analyzed in systematic steps in an attempt to construct the image of the teachers’ beliefs when dealing with cases of school refusal.The results of this study can be summarized as follows:1. When teachers face the problem of school refusal, depending on their mental states, behaviors, and attitudes, their response can be divided into three stages: the problem identification stage, the strategy trial stage, and the stable mental state stage.2. When the teachers are working with the system, conflicts may arise because of different ideals, positions, and role expectations. Frequent interaction, a clear division of labor, and each party performing their respective roles are keys to a smooth cooperation. When the roles in the system are mutually supportive, the negative sentiments towards each other can be alleviated.3. Whether or not the teachers feel that they are supported by the system, they will still complete the three stages of the treatment and find a way to regulate their mental states so that their bodies and minds are calm.The results of this study are presented in a logical way, so that in the future, when system cooperation for school refusal cases is carried out, the roles in the system are able to better understand the thoughts of the teachers and can support their beliefs and increase the effectiveness of their cooperation. In addition, it is hoped that, from the life experiences of the research participants, teachers who are currently facing the problem of school refusal will know that there are others who can empathize with them, be enlightened, and find a way to calm their minds.