國中生拒學經驗之分析研究

• Main Author: 吳閔傑
• Other Authors: 林杏足
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/65866617438274317969

碩士 === 國立彰化師範大學 === 輔導與諮商學系所 === 100 === An analytical study of junior high school students with school refusal behavior Abstract The study aimed to explore the experience of junior high school students with school refusal behavior, the impacts on themselves and other people, their coping strategy, and their adaptation after returning to school. The study applied narrative research. Three students with school refusal behavior were purposefully selected as the participants. The researcher also conducted semi-structured and in-depth interview with theses students’ parents, teachers and guidance counselors.The research findings were as follows： In terms of emotion, the students with school refusal behavior felt strongly and submerged emotions, such as anxiety, fear and anger; in terms of cognition, they thought about their traumatic experience easily, they didn’t know the reasons for school refusal, and they still wanted to go to school; in terms of behaviors, they resist or avoid school attendance, so they may cry, be in a safe place, express they don’t want to go to school, do something that their elders didn’t allow, and close themselves; in terms of physical symptoms, they may have limb weakness, fainting, and sleeping disturbance. The study found that school refusal behavior was due to school factors , rooted in the personal factors ,and had the complex family factors behind it. Around the three parts of these factors were interpersonal problems. Personal factors that may be associated with school refusal behavior included the students’ personality, emotional disturbances, coping abilities, and lifestyle. Family factors included high-pressure family, poor parent-child relationship, lacking communication channels, resistance to their elders’ expectations, and their parents’ attitudes toward school refusal behavior. School factors were associated with their bullied experience in school, learning frustration, and requirement and blame from their teachers. The students refusing to school had a great effect on theirselves and other people . The impacts on individuals lead to academic backwardness, the increased risk of not graduating, and prone to impulsive behavior and lifestyle changes. The impacts on family members were the increase in family conflict, disorder of family life, change in parent-child relationship and their parents’ mental and physical exhaustion. The impacts on peers were that they had poor perception to each others, the peers may imitate them, they increased the peers’ workload in class and became the peers’ conversation taboos. These affected the classroom atmosphere. The impacts on the teachers lead to increase the difficulties of implementing classroom affairs, to face in the choice of the order when teachers deal with the students’ problems and to be frustrated when they handle these kinds of students. This study found that handling the school refusal behavior can be divided into two stages. The first was to reduce the emotional distress, and the second was to increase the school wishes and implemented. Both of these needed the efforts from individuals, families and schools. In individuals, the students who refused to go to school made efforts to find their own interests and increased motivation to go to school, to adjust their status to their school life, as well as strengthen the idea that they want to go to school. Their families must give them support, companionship, persuasion or to force them to school, and help them to convert the environment or seek external resources. With regard to schools, they must adjust their demands to give the students with school refusal behavior flexibility, help them integrate into the class, invite their peers to assist them and, if necessary, give referral to external resources. The students returning to school adapted better when their parent-child relationship had been improved, and they maintained the learning habits and normal life. The entire school refusal process may give the students the growth of interpersonal relationships, thinking patterns, and help them to find their own interests. This research discussed the above findings and provides concrete suggestions to counselors, teachers, and parents. It also offered suggestions for future research examining similar topics. Key words：school refusal behavior, school refusal experience, narrative research