注意力缺陷過動症兒童之人際知覺研究──一位團體帶領者的經驗與觀點

The Research on Interpersonal Perception of a Child with Attention-Deficit Hyperactivity Disorder: Experience and Perspective of a Group Leader

本研究依據注意力缺陷過動症兒童的人際關係特徵，並融入心理劇技術，規劃人際關係團體方案，以一位患有注意力缺陷過動症的國小四年級學生為研究對象，並邀請研究對象的五名班級同儕共同參與人際關係團體。本研究的人際關係團體每週進行一次，每次五十分鐘，共進行十三次，透過注意力缺陷過動症兒童參與團體之歷程，以詮釋現象學的方法，探究注意力缺陷過動症兒童於人際關係團體中的人際知覺。研究結果發現，注意力缺陷過動症兒童於人際關係團體中的人際知覺經驗包含「接受人際訊息後的立即反應」、「立即反應引發他人具衝擊性的人際話語」、「陷入人際知覺困局」、「人際知覺鬆動」、「開展人際知覺新局」等五個階段，而替身、鏡觀、角色交換及重演等心理劇技術則能促發注意力缺陷過動症兒童人際知覺的鬆動。最後，研究者依據研究結果進行討論與省思，並提出研究限制與建議，以供未來研究與實務工作之參考。

The aim of this study was to understand the interpersonal perception of the child with attention-deficit hyperactivity disorder who participated in the interpersonal relationship group. This study planned an interpersonal relationship group program based on interpersonal perception theory, interpersonal relationship characteristics of children with attention-deficit hyperactivity disorder, and psychodrama techniques. The subject for this study was a fourth-grade student with attention-deficit hyperactivity disorder in the elementary school. Five classmates were invited to participate in the interpersonal relationship group. This interpersonal group is held once a week for fifty minutes and for a total of thirteen times. This study employed hermeneutic phenomenological approach for data analysis. The results showed that the child with attention-deficit hyperactivity disorder experienced five stages of interpersonal perception, including (1) immediate response after receiving interpersonal information, (2) immediate response triggered offensive interpersonal words, (3) suffering from difficult time of interpersonal perception, (4) becoming more flexible on interpersonal perception, and (5) developing a new vision of interpersonal perception. The results also showed that psychodrama techniques such as double, mirror, role reversal, and replay could promote the loosening of interpersonal perception in the child with attention deficit hyperactivity disorder. Finally, based on the reflection of the current findings, research limitations and suggestions are discussed for future study and practices.