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題名 建構拒學輔導團隊之行動研究
An Action Research on Constructing School Refusal Counseling Team
作者 王任羽
Wang, Ren-Yu
貢獻者 陳婉真
Chen, Wan-Chen
王任羽
Wang, Ren-Yu
關鍵詞 拒學
系統合作
行動研究
School Refusal
Systemic Collaboration
Action Research
日期 2023
上傳時間 6-Apr-2023 17:59:29 (UTC+8)
摘要 拒學意指抗拒上學的行為表徵，常伴隨學生對上學焦慮、恐懼與不安的心理狀態。本研究分析個體、家庭、整體社會文化在拒學成因中扮演的角色，因此看到系統合作對拒學個案的重要性。綜合了國內外的拒學、系統合作等相關介入，本研究以行動研究法探索本土拒學輔導團隊的建構歷程。研究者身兼團體帶領者，先後帶領了兩組輔導團隊，輔導團隊的組成包含拒學個案的導師、輔導教師、家長。研究者帶領輔導團隊從個人困境發想、行動、反省到再行動，逐漸形塑系統合作的氛圍，並據此提出「拒學輔導團隊的關鍵合作因子」。合作因子有四：首先，輔導團隊需要固定聚會，並交流個案的拒學相關資訊；再來，團體會探索個案的拒學發展脈絡，了解拒學個案的心理需求；緊接著，輔導團隊開始對個案的到校目標形成共識，維持合理的、最低限度的到校目標；最後，成員能依目標修正過去的期待與行動，並觀察個案的適應狀況。輔導團隊的最終目標是希望讓個案感受到系統成員的穩定陪伴，能減少被迫上學的焦慮感。透過反覆的覺察與行動，輔導團隊的成員間彼此互相學習，也互相鼓勵與支持，在所有成員的共同努力之下，形成能穩定涵容個案的拒學輔導團隊。
School refusal refers to the behavior of resisting going to school, which often accompanies students` psychological state of anxiety, fear and worry. This study analyzes the roles of individuals, families, and overall social culture in the causes of school refusal, and thus sees the importance of systemic collaboration for school refusal students. Combining domestic and foreign interventions such as systemic collaboration, this study explores the construction process of indigenous school refusal counseling teams by means of action research. The researcher, who is also a group leader, has successively led two groups of counseling teams. The counseling team is composed of homeroom teacher, guidance teacher, and parents of school refusal student. The researcher leads the counseling team to think, act, reflect and act again from the personal predicament, and gradually shapes the atmosphere of systemic collaboration, and based on this, put forward “the key cooperation factors of the school refusal counseling team". There are four cooperation factors: First, the counseling team need to have meetings regularly and exchange information about the student; Secondly, the group will explore the development of the school refusal behavior and understand the psychological needs of the student; Then, a consensus is formed on the student`s school attendance goal, and a reasonable and minimum school attendance goal is maintained; Finally, members can revise their past expectations and actions according to the goal, and observe student`s adaptation status. The ultimate goal of the counseling team is to make the student feel stable and reduce the anxiety of being forced to go to school. Through repeated awareness and action, members of the counseling team learn from each other, encourage and support each other, and with the joint efforts of all members, form a school refusal counseling team that can stably contain student.
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描述 碩士
國立政治大學
輔導與諮商碩士學位學程
109172005
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0109172005
資料類型 thesis
dc.contributor.advisor 陳婉真zh_TW
dc.contributor.advisor Chen, Wan-Chenen_US
dc.contributor.author (Authors) 王任羽zh_TW
dc.contributor.author (Authors) Wang, Ren-Yuen_US
dc.creator (作者) 王任羽zh_TW
dc.creator (作者) Wang, Ren-Yuen_US
dc.date (日期) 2023en_US
dc.date.accessioned 6-Apr-2023 17:59:29 (UTC+8)-
dc.date.available 6-Apr-2023 17:59:29 (UTC+8)-
dc.date.issued (上傳時間) 6-Apr-2023 17:59:29 (UTC+8)-
dc.identifier (Other Identifiers) G0109172005en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/144040-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 輔導與諮商碩士學位學程zh_TW
dc.description (描述) 109172005zh_TW
dc.description.abstract (摘要) 拒學意指抗拒上學的行為表徵，常伴隨學生對上學焦慮、恐懼與不安的心理狀態。本研究分析個體、家庭、整體社會文化在拒學成因中扮演的角色，因此看到系統合作對拒學個案的重要性。綜合了國內外的拒學、系統合作等相關介入，本研究以行動研究法探索本土拒學輔導團隊的建構歷程。研究者身兼團體帶領者，先後帶領了兩組輔導團隊，輔導團隊的組成包含拒學個案的導師、輔導教師、家長。研究者帶領輔導團隊從個人困境發想、行動、反省到再行動，逐漸形塑系統合作的氛圍，並據此提出「拒學輔導團隊的關鍵合作因子」。合作因子有四：首先，輔導團隊需要固定聚會，並交流個案的拒學相關資訊；再來，團體會探索個案的拒學發展脈絡，了解拒學個案的心理需求；緊接著，輔導團隊開始對個案的到校目標形成共識，維持合理的、最低限度的到校目標；最後，成員能依目標修正過去的期待與行動，並觀察個案的適應狀況。輔導團隊的最終目標是希望讓個案感受到系統成員的穩定陪伴，能減少被迫上學的焦慮感。透過反覆的覺察與行動，輔導團隊的成員間彼此互相學習，也互相鼓勵與支持，在所有成員的共同努力之下，形成能穩定涵容個案的拒學輔導團隊。zh_TW
dc.description.abstract (摘要) School refusal refers to the behavior of resisting going to school, which often accompanies students` psychological state of anxiety, fear and worry. This study analyzes the roles of individuals, families, and overall social culture in the causes of school refusal, and thus sees the importance of systemic collaboration for school refusal students. Combining domestic and foreign interventions such as systemic collaboration, this study explores the construction process of indigenous school refusal counseling teams by means of action research. The researcher, who is also a group leader, has successively led two groups of counseling teams. The counseling team is composed of homeroom teacher, guidance teacher, and parents of school refusal student. The researcher leads the counseling team to think, act, reflect and act again from the personal predicament, and gradually shapes the atmosphere of systemic collaboration, and based on this, put forward “the key cooperation factors of the school refusal counseling team&quot;. There are four cooperation factors: First, the counseling team need to have meetings regularly and exchange information about the student; Secondly, the group will explore the development of the school refusal behavior and understand the psychological needs of the student; Then, a consensus is formed on the student`s school attendance goal, and a reasonable and minimum school attendance goal is maintained; Finally, members can revise their past expectations and actions according to the goal, and observe student`s adaptation status. The ultimate goal of the counseling team is to make the student feel stable and reduce the anxiety of being forced to go to school. Through repeated awareness and action, members of the counseling team learn from each other, encourage and support each other, and with the joint efforts of all members, form a school refusal counseling team that can stably contain student.en_US
dc.description.tableofcontents 第一章　緒論 1
第一節　研究背景與動機 1
第二節　研究問題與研究目的 6
第三節　名詞釋義 7

第二章　文獻探討 8
第一節　拒學的定義與內涵 8
第二節　拒學之問題成因 13
第三節　學校中的拒學輔導策略 19
第四節　建構拒學輔導團隊的重要性與挑戰 22
第五節　行動研究建構拒學輔導團隊的適用性 28

第三章　研究方法 32
第一節　拒學行動研究 32
第二節　研究參與者 34
第三節　研究工具 40
第四節　研究設計與流程 43
第五節　研究資料的分析 46
第六節　研究倫理 50

第四章　研究結果 51
第一節　第一輪團體－小軒輔導團隊的行動歷程 51
第二節　第一輪團體檢討 64
第三節　第二輪團體－小妍輔導團隊的行動歷程 67
第四節　第二輪團體檢討與研究者反思 83
第五節　拒學輔導團隊的關鍵合作因子 86

第五章　討論 91
第一節　拒學輔導團隊的循環發展歷程 91
第二節　拒學現象的反思 94

第六章　結論與建議 96
第一節　研究結論 96
第二節　實務建議 99
第三節　研究限制與未來研究建議 101

參考文獻 103
附錄一　訪談大綱 116
附錄二　焦慮自我評估量表（GAD-7） 117		zh_TW
dc.format.extent 3081519 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0109172005en_US
dc.subject (關鍵詞) 拒學zh_TW
dc.subject (關鍵詞) 系統合作zh_TW
dc.subject (關鍵詞) 行動研究zh_TW
dc.subject (關鍵詞) School Refusalen_US
dc.subject (關鍵詞) Systemic Collaborationen_US
dc.subject (關鍵詞) Action Researchen_US
dc.title (題名) 建構拒學輔導團隊之行動研究zh_TW
dc.title (題名) An Action Research on Constructing School Refusal Counseling Teamen_US
dc.type (資料類型) thesisen_US
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