The Impact of Patients with Depression on Work and Family - A Case Study of secondary school teacher

• Main Authors: Chao-Hung Hsieh, 謝昭弘
• Other Authors: Jyh-Sheng Lin
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/59757794943396459149

碩士 === 中國文化大學 === 心理輔導研究所 === 94 === Depression, ‘the 21th century cancer’, which is conceived of as an abnormal state of the organism manifested by signs and symptoms such as low subjective mood, pessimistic and nihilistic attitudes, loss of spontaneity and specific vegetative signs (Beck, 1967). So, depression has shown a kind of ‘mood’, ‘symptom’, ‘syndrome’ or ‘disorder’, and which can easily lead to social isolation, loneliness, the low quality of life, the dysfunction of cognition or daily life, even suicide. This research based on ‘case study’, an narrative approach with multi-deep interviews to explore the whole process of a depressed secondary school teacher suffering from depression with the influences on working, include (1) teaching (2) guidance (3) the relationship with other teachers and (4) school administration; and family, include (1)the relationship between mother and son (2)the relationship between sibling (3) the relationship with conjugal and (4) the relationship with other family member based on the content analysis. Then written down the whole life story. The main findings were as follows: 1. Influences on family: (1) The family’s support were clear influence on depression prognosis. (2) Depression patient should be concealed in traditional family. (3) The effect of fine society support can extend to the other part of depression patient’s life. (4) It is hard to intervene in the family system with depression patient by external resources. 2. Influences on work: (1) Depression teacher were no difference on teaching ability, but still influence quality of teaching. (2) The difficult position of depression teacher is interaction with their colleague when they return teaching job. (3) Depression is a turning point for teachers to adjust their self-condition. (4) School should provide working environment for depression teacher with fit and elasticity. Based on this research, it could provide some coping strategies for (1) teacher (2) school authorities (3) local education authorities (4) counselor and (5) future study to promote the quality of education.