一個拒絕上學的國中生在敘事治療歷程中對問題故事的解構及建構

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題名:
一個拒絕上學的國中生在敘事治療歷程中對問題故事的解構及建構
著者: 楊雅琪; Yang, Ya-chi
王萬清; WAN-CHIN WANG; 教育經營與管理研究所
主題: 敘事治療; 拒絕上學; narrative therapy; school refusal
描述: 本研究旨在探討一個拒絕上學的國中生在接受敘事治療過程中，整個諮商歷程的轉變過程。由研究者擔任諮商員，針對台南市某國中三年級的學生為對象，進行每週一次，為期共十一次的敘事治療，整個諮商過程加以錄音並轉錄為逐字稿，就諮商歷程資料進行分析結果與討論。研究發現如下：一、本研究所探討的拒絕上學國中生面臨著「強迫式的關心」之問題故事。媽媽與老師成為社會主流價值的化身，以權力為名，對當事人進行壓迫，實行聯合的高壓監控，其中雖包裹著以關心為名，卻是當事人所不能接受的表達方式，此種方式，讓當事人產生逃開學校、家裡的念頭，出現蹺家、蹺課的行為以對抗媽媽及老師所加諸的規訓，亦讓母子間的裂縫愈來愈大，難以進行溝通。此外，以升學掛帥的班級、教師嚴格的管教方式等，皆讓當事人在學校感到不適應，沈重的壓力負荷，導致不想上學，而出現蹺課的行為。二、在解構拒絕上學國中生的問題故事歷程中，先經由解構式傾聽的對話，讓當事人的問題故事浮現，再針對問題故事進行探索，瞭解其問題歷史、助長問題故事的背景等，以幫助當事人瞭解自己是如何建構問題故事的，諮商師並將問題外化為「管東管西」。透過「外化」及「解構」的敘事治療介入技術，讓當事人發現問題故事「管東管西」的背後，包含了媽媽及老師對他的關心，讓他從不同的觀點來詮釋「管東管西」。三、在建構拒絕上學國中生新故事的歷程中，戰勝「蹺課大王」的新故事，力量來源有二，分別是對於未來的生涯規劃，另一個則是來自於媽媽的轉變。在生涯規劃的部份，藉由故事隱喻的方式，讓當事人對於蹺課引發不同的體認。此外，透過選擇較喜歡的新故事之詢問，確認所建構的新故事是當事人所喜歡的，且運用意識全景，反映出行動的意義內涵，讓當事人自覺打敗「蹺課大王」很棒。最後，再透過信件、證書等使用，讓當事人對於繼續打敗「蹺課大王」擁有高度的自信心。研究者針對上述研究結果加以討論，並據此分別對未來研究、實務工作及教育工作者等提出具體建議。
The purpose of this study was to explore the school refusal junior high school student received narrative therapy in the change of the counseling process. The researcher took the role of both counselor and researcher. All the counseling processes were recorded and transcribed to verbatim transcripts, then the outcomes of the couseling process materials were proceeded to analyze and discuss.The findings were as follows： 1. The client’s mother and teacher became the incarnation of the saocial dominat value to produce pressure and implement the strict monitoring. In this way, the client couldn’t accept and cause him to emerge the tuancy behaviors and ideas to resist the disciplines of his mother and teachers. Therefore, the gap between the client and his mother became larger and larger. In addition, both the academy-dominated class and the teacher’s disciplinary methods caused the client feel uncomfortable and heavy burdens resulted in the client’s school refusal and truancy behaviors. 2. In the process to deconstruct the problem story of the school refusal junior high school student, the counselor used deconstructive listening to emerge the client’s problem story and helped the client understand how he constructed the problem story to make him understand the problem history and background through the exploration of the problem story. The counselor externalized the problem story as “the meddlesome” and let the client discover the concern of his mother and teachers behind the problem story through narrative intervention technologies of “externalization” and “deconstruction”. 3. In the process to construct the new story of the school refusal junior high school student, there were two origins of powers from the new story. One is the career plan for the future ; another is the change of the client’s mother. In the part of the career plan for the future, the mothod of metaphor aroused the client’s different understandings. Furthemore, the questions of preferred new story confirmed that the client liked the constructed new story. The landscape of consciousness reflected the meanings of actions and let the client feel good when defeating the problem story. At last, through the ues of letters and certificates, the client owned high confidence to contiune defeating the problem story. According to the above study results, the concrete suggestions were proposed for the future study, counseling practices and educators.
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建立日期: 2005
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/5282
資源來源: NUTN IR

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一個拒絕上學的國中生在敘事治療歷程中對問題故事的解構及建構

楊雅琪; Yang, Ya-chi 王萬清; WAN-CHIN WANG; 教育經營與管理研究所 2005

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