After dark night--A Narrative of parents of school phobia child

• Main Authors: Yi Ming Chou, 周怡敏
• Other Authors: 陳秉華
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/29908613799823125294

碩士 === 國立臺灣師範大學 === 教育心理與輔導研究所 === 93 === 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.