應用敘事研究法探討參與藥物濫用防制活動之高關懷青少年生命經驗

pplying a narrative research to explore life courses of high-risk adolescents in participating activities regarding illegal drug use prevention

本研究目的為應用敘事研究法詮釋高關懷青少年生命經驗的歷程，以了解高關懷青少年於事件的自我看法，分析影響藥物濫用防制因素之經驗連結，並且探究關懷青少年對於藥物濫用防制活動之感受與需求。本研究對象為七位在某縣市學園所接收之高關懷青少年，並且曾經參加過學園所安排之藥物濫用防制活動與課程，透過分別與研究對象進行訪談敘說的方式，以更全面與深切的觀點，從研究對象的角度去參透其想法。應用敘事研究法以「整體──內容」觀點，綜觀各研究對象生命經驗之時序性：進入學園前→學園生活→未來展望，作為訪談大綱架構。研究結果為詮釋研究對象各階段事件的背景脈絡，並且分析與非法藥物相關之連結，從思維層面至行為層面進行探討，總結與討論方向為內在心理之轉化：（一）互動關係從缺失趨為穩定、（二）自我認同感從混淆至澄清、（三）自我情緒管控失衡至適應。行為之外在表露：（一）追尋認同感而引發仿效行為──培養正確辨別是非的能力、（二）習得一技之長──尋獲生活的重心，冀望能透過本研究瞭解研究對象更為切實的想法以提出建議。 The study aims to use the narrative research method to explore the life experiences of high-risk adolescents, realize their perceptions, and further analyze linkages between the life experiences and influential factors regarding illegal drug use prevention. Through the exploration of feelings and needs in terms of activities related to the illegal drug use prevention among high-risk adolescents. Seven adolescents at high-risk agreed to participate this study, who were recruited in a county-funded school, and had participated in the drug abuse prevention activities and courses arranged by the school. Through interviewing those adolescnets, their perceptions could be explored and comprehensively interpreted. The 'whole-content' view of the narrative research method was used. The timeline of the life experiences : before entering the school→the life in school→the future resolution was used as the structure of the interview outline. The background of the events at each stage in each participant was interpreted and analyzed with the linkages related to illegal drug use. From the level of thinking to the direction of behavior, One theme was the transformation of internal psychology, that included three categories: (a) the interactive relationships from shortage to stability, (b) self-identity from confusion to clarification, and (c) emotional sel-control from dissonance to adaptation. The other theme was the phenotype of behavior, that included two categories: (a) initation of behavior caused by pursuing identity needed cultivating the ability to correctly distinguish right from wrong, and (b) acquire a skill to find the value of life.