| Summary: | 碩士 === 國立暨南國際大學 === 輔導與諮商研究所 === 101 === This study focuses on the exploration of the development context and factors of the subject’s school refusal behavior and on the interactions between the subject’s school refusal behavior and the ecosystem. The study adopts a “case study” approach and uses purposeful sampling to select a subject with school refusal behavior. Thereafter, the researcher collects information and data through semi-structured interviews with the subject’s family and school advisor, direct observation, and organization of documents and files relevant to the subject. The data analysis is performed with a “general qualitative analysis,” and the research findings are as follows.
1. The school refusal behavior is not the subject’s individual behavior problems but an interaction co-constructed in the system.
This study finds that the factors that influence the subject’s school refusal behavior include “personality traits as latent factors for environmental adaptation,” “the subject’s grandmother’s intervention in disciplining children and the parents’ lack of parenting capacity, resulting in dysfunctional parenting,” “family lifestyle that affects the normal daily routine,” “the influence of teaching beliefs and coping strategies of different teachers on the frequency and intensity of the school refusal behavior,” and “the influence of traditional folk beliefs on the subject’s family’s outlook on life and
parenting styles.”
2. The quality of the interactions between the systems influences the development of the subject’s school refusal behavior.
The study finds the interactions between the systems are that “parent-teacher communication fails to synchronize,” that “the school refusal behavior, the teacher-student relationship and the peer relationship form negative interaction cycles,” and that “the school refusal behavior worsens when the school refusal behavior becomes the focus of the treatment.”
3. The subject’s school refusal behavior triggers the interactions between the systems to re-adjust and change.
The study finds that the changes between the systems include that “the teacher and the parents change the past mode of thinking” and that “the subject’s father’s parenting capacity improves with the intervention of the school counseling system.”
In the end, the study provides discussion and suggestions based on the research findings for the reference of counselors, educators, parents, and future researchers.
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