A Case Study of Ecological System Cooperation:Using the Junior High School Refusal Student with Emotional Disturbance as Example

• Main Authors: Tsai-yun, Chan, 詹采芸
• Other Authors: 郭瓈灔
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/5r37nr

碩士 === 淡江大學 === 教育心理與諮商研究所碩士班 === 102 === 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.