生態系統合作之個案研究 : 以情緒障礙拒學中學生為例

淡江大學機構典藏 > 教育學院 > 教育心理與諮商研究所 > 學位論文 > Item 987654321/101824

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题名:	生態系統合作之個案研究 : 以情緒障礙拒學中學生為例
其它题名:	A case study of ecological system cooperation : using the junior high school refusal student with emotional disturbance as example
作者:	詹采芸;Chan, Tsai-yun
贡献者:	淡江大學教育心理與諮商研究所碩士班郭瓈灔
关键词:	拒學;生態系統合作;正向行為支持;school refusal;ecological system cooperation;positive behavioral support
日期:	2014
上传时间:	2015-05-04 09:19:08 (UTC+8)
摘要:	本研究目的為探究不同的生態系統間如何合作，來協助接受替代性特殊教育的情緒障礙拒學中學生回歸學校。本研究採取單一個案嵌入研究設計之個案研究法，進行深入質性訪談，並採取紮根理論精神進行資料分析。本研究發現：一、生態系統之間合作之經驗:當事人能回歸學校是生態系統中每個系統的合作與相互影響，非單一系統一己之力所能促成的，而個別系統中的每個角色所做所為皆會對當事人產生影響，這個生態系統包括家庭及個人系統、學校教育系統、替代性特殊教育單位系統、醫療系統及鉅視系統。二、生態系統合作之所以發生功能乃因:(一)生態系統是依循『跨專業團隊合作的模式』提供整合式服務，讓各個系統化零為整，發揮加乘效果。(二) 跨專業團隊合作的模式依據循序漸進且多元介入的『正向行為支持』理論，從訂定目標、分析策略到行動統整而完備。(三)角色分工清楚，且功能互補，資訊流通並整合，經過多年磨合，培養互信的機制，讓溝通更順暢。(四)不專業且有效能之團隊領導者，生態系統間成員相互信賴，弭平差異與衝突。(五)當事人個人及家庭系統不僅是服務接受者，也是工作同盟之參與者，與專業人員合作。(六)鉅視系統有關升學進取價值及零中輟教育政策的推動力量。三、系統合作限制或困難：(一)生態系統合作品質攸關當事人所接受之服務品質。(二)不同專業團隊合作上對處理學生事務的標準與價值信念有差異，需進一步關切權力之議題。(三)復學歷程反反覆覆，生態系統專業人員要有長期抗戰的準備，並給當事人一段適應歷程。(四)特殊生身分是否有標籤化，抑或成為拒學行為之擋箭牌值得思辨。 This study explores how the different ecological systems cooperate with each other and assists the junior high school refusal student with emotional disturbance who accepts the alternative special education to go back to the school. The study adopts a case study approach of the single case exploratory inquiring. The data collect from qualitative deeply interview and using the spirit of grounded theory to analyze the data. Three of these findings are worth summarizing: 1. The cooperative experiences between ecological systems: the single case can go back to the school because every system cooperate and interact with each other. In each system, each role makes an influence on the single case. The system includes personal system, school education system, alterative special education, the medical system and macrosystem. 2. The factors of successful ecological systems cooperation: (a) The ecological system follows the “transdisciplinary cooperative team model” as integrative service which integrate each system into a whole unit and play bonus and synergistic effects. (b) The transdisciplinary cooperative team model follows the gradual sequence and the multiple interventions theory—Positive Behavioral Support (PBS), including goal setting, strategies analysis and integrated action. (c) The clear role division complements the function and integrates the information. After several years, the system cultivates the mutual trust and successfully communicates with each other. (d) Because the mutual trust between group members in each system, the group members trust each other and reduce the differences and conflicts during the ecological system (e) The single case and family system not only accept the service but also participant in the work league and cooperate with the professional people. (f) The macrosystem relates to the value of advancing the higher school and the pushing power of “no more dropouts” educational policy. 3. The limitation or difficulties of system cooperation: (a) The quality of ecological system cooperation relates to the single case’s acceptation. (b) Different transdisciplinary cooperative teams have different norms and values to deal with students’ issue. The issues of power rights should be further concerned. (c) The student’s school refusal behaviors do not consist so the experts of ecological system have to take a lot of time. Moreover, the single case need much time to accommodate. (d) Whether their special identity become labialized or have the excuse to have school refusal behavior should be concerned.
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