拒學青少年輔導介入模式之初探

The Intervention Strategies for School Refusal Behavior in Adolescents: A Preliminary Discussion

青少年拒學是臺灣近年來校園新興議題，青少年拒學人數不斷上升，如何對拒學青少年進行有效處遇則有待研究，本研究採實務研究角度，主要目的為透過文獻與實務經驗，整理出此議題介入之困難，並整合生態系統理論、自體心理學、心智化理論與認知行為取向等，提出「拒學青少年輔導介入模式」，進一步建構此模式之具體執行策略，以及初探執行效果。本研究採個案研究之資料蒐集與分析方式，以五位自願參與本研究之拒學青少年之個別諮商不同階段會談筆記、單次晤談逐字稿、觀察記錄、家長回饋等資料進行分析，結果發現可行的拒學青少年輔導介入流程，包括以協助生態系統穩定涵容、個人内外在連結與彈性因應為目標之具體策略，且介入後對拒學青少年之關係連結與增加出席等表現有改善，其後續研究與校園實務應用，將於文中進一步討論。

School refusal has been an emerging issue on campus in Taiwan. The purpose of this study is to explore the challenges of school refusal through the approach of the literature review and practical observation. There were two major challenges of the current school refusal interventions. The first one was the restraint of the interaction of the ecological system, and another one was the characteristics of withdrawal and rejection of adolescents with school refusal issues. In response to the above dilemma, a practice research, using 5 voluntaries case counseling process to analyze feasible intervention strategies for the intervention for adolescents with school refusal issue. The results found that effective intervention strategies included assisting in the stable inclusion of the ecological system, as well as personal internal and external connections and coping flexibility. The results also showed that these intervention strategies have improved their performance regarding conforming to school norms, investing in career interests, improving family and interpersonal relationships, and increasing attendance. The study also provided suggestions for future studies and campus practical applications.