走出暗夜－一個懼學家長孩子父母的敘說

Abstract

本研究目的在於了解當孩子出現懼學行為，父母的因應歷程、對家庭系統的影響，以及社會支持系統對家庭的功能。本研究所提出的問題是：家長對於孩子懼學的因應歷程為何？懼學孩子的家長需要的社會資源是什麼？孩子的懼學行為與家庭系統關連為何？懼學孩子家長面對孩子懼學所扮演的角色與功能為何？等等。本研究的參與者為一對願意分享目前國三孩子懼學經驗的夫妻，他們的孩子曾分別於國小、國中時懼學休息在家，前後經歷兩年多的時間，最後成功的銜接學校課程，復學成功。研究者採取半結構的深度訪談進行資料收集，針對家長面臨孩子懼學的心路歷程做深入的瞭解，並將採訪結果依據質性研究的方法加以分析。

研究結果以懼學家長的故事敘說為主：楔子為文起，簡單介紹故事人物的家庭背景，之後依因應歷程依序呈現：一、暴風雨前的寧靜—父母先前的經驗，二、暗夜籠罩—父母對孩子懼學的知覺，三、與暗夜同在—父母的因應歷程，四、走過暗夜—父母的因應結果，五、回首來時路--歷程的回顧與期許，六、黑暗中的明燈－信仰的角色，七、父母和學校之間--學校的角色。

本研究的發現： （一）本研究中懼學孩子的家長，在面對孩子的懼學行為時其因應歷程為（1）對孩子懼學的知覺--拒絕上學的行為引發衝突、懼學問題對夫妻關係的影響（2）對懼學狀況採取相對的因應：處理具體的壓力事件、尋求多元資源介入、為孩子的懼學承擔責任（3）根據因應策略而有其結果：正向觀點帶來改變、新的自我瞭解與自我觀點、新的親子關係與互動模式、對孩子懼學的重新詮釋、對懼學再發生的應變性、內在條件與外在資源的運用促成改變等。 （二）本研究參與者成功的讓懼學孩子返校的重要社會支持在於父母的信仰以及父母和學校的合作。信仰提供研究參與者信心、自省與支持，屬於無形的力量，學校提供具體的策略與支持，屬於有形的力量。其中學校與信仰亦屬於社會支持系統的一部份，分在不同的階段提供研究參與者不同的協助與支持。 （三）本研究中家庭問題改變的關鍵在於夫妻次系統的重建、傾聽與溝通的增加與懼學孩子的個體化發展。本研究發現懼學家長為孩子復學背後最重要的角色，因為家長不但擔任懼學孩子和學校間的溝通橋樑，尚須承擔照護與管教的功能，而且家長與家庭功能也是影響孩子懼學成因的一環，更是推動復學的重要角色。 （四）本研究參與者面對孩子懼學是以團隊合作的概念來工作，所需動員與工作的對象包括懼學孩子本身、懼學孩子的家長以及相關的社會系統如學校、社會機構等等。 （五）本研究中的懼學家長在面對孩子的懼學行為時的輔導策略：初期為針對懼學成因的理解與努力，之後則是多方運用可行的輔導策略。他們的輔導需求因應不同的階段分別是：協助確認孩子的狀況、提供資訊與支持、對家長本身提供協助、行政上的協助和安排合適的復學策略。

最後研究者根據本研究的發現提出研究限制的說明，並對有懼學子女的家長、學校系統、社會支持系統、未來的研究提出建議，並分享研究者個人的省思。The purposes of this study were to understand the parents’ coping process for their child who has school phobia, how the child problem impact on family's system and what’s the function of the social supports system to the family. These research questions were: what is the coping process of the parents when their child is school phobia? What are the resource and it’s function the parents received? What was the connection between the school phobia behavior and family's system? What kinds of the roles and functions the parents acted when they face the school phobia child? The participants were a couple who would like to share their experiences about their son who is 9 grade in junior high school student at present. Their son had school phobia in the elementary school and junior high school, and had a rest at home more than two years. Finally, the child went back to school successfully. The data was collected by conducting semi-structural in-depth interview, and then was taped and transcribed into verbatim transcripts. The transcripts were further analyzed according to the qualitative method.

The narrative text was presented by the parent’s experience of the school phobia child. It consisted seven phases. 1. The quiet before storm -the previous family relationship and parenting. 2. The dark night coming-the perception of parents when their child began to fear for school. 3. With the dark night –the coping process of parents. 4. Pass by the dark night-the results of coping in parents. 5. Look back how they have been through -Retrospect and hope for the course. 6. The bright light in the dark - the role of faith. 7. Parents with school -role of the school.

The findings of this study were: 1. The coping process of the parents included: the awareness and perception of their child’s school phobia and it’s impact on the family system; the coping and adjusting strategies the parents’ employed; and the outcomes of the parents’ coping. The perceptions of the parents were the conflicts resulting from the child’s school refusal, and it’s negative impacts to the couple’s relationship. The coping strategies the parents employed were to respond to concrete stress, to explore multiple resources, and to take responsibilities for dealing the child’s problem. The outcomes of the parents coping included the change into a positive perspective, new self-understanding, the use of both internal and external resources.

2. The religious faith and the cooperation with the school were the parents’ two major social supports to help the child’s reentry. Particularly religious faith granted the parents confidence, personal reflection, and social support.

3. The family reconstruction played an important role in the child’s reentry. The couple improved their listening and communicating behaviors. The parents also helped the child to be more separated from them and became more individuated. The couple also made the connection between the child and the school to help their kid return to school successfully.

4. The couple worked with the school and the social agencies and resources closely. The social support system, the parents, and the school worked as a team to help the family were the key to the kid’s reentry.

5. The couple used multiple counseling strategies in different phases to help their child, and they also were in need for receiving counseling.

It was concluded that the close tie among the parents, the school, and the social support systems were the key to help the school phobia child. Furthermore, the limitation, suggestions and the implication of the study were raised in the end.