輕度自閉症資優學生失敗經驗的情感調節及復原歷程之研究

Emotional Adjustment and Recovery Process for Gifted Students with Mild Autism Spectrum Disorders and Failure Experiences

本研究以三位已就讀大學之輕度自閉症資優學生為對象，採敘說分析取向，並從復原力觀點，探討其失敗經驗的調節與復原歷程，以了解個案之復原力如何啟動與其復原模式如何建構。研究設計以個別及團體訪談，探討個案經歷失敗經驗的歷程現象與復原過程。研究發現，個案經「感受期」至「行動期」而減輕失敗衝擊，促進自我認知，以釐清成敗關係，並移轉、沉澱、重建後，願意嘗試不同挑戰。其情感調節與復原策略，有助個案調節負向情感並喚起自我責任，同時也賦予事件的正向意義與重塑自我價值。研究結論為輕度自閉症者之人際互動特性可能影響復原歷程尋求協助之意願，且此歷程需內在自我覺察與外部支持同時啟動，並需重要他人之支持與同理。因此，本研究建議應調整個案關注之焦點，輔導其評估事件對自我之影響，再檢視環境與自我之關聯，以轉化對失敗事件的負向感受。此外，教師與家長亦應指導學生理解個人價值並未因失敗事件而消失，藉此學習不過度重視他人評價，以減輕個案常感遭受他人關注之壓力。同時，亦應教導後設認知策略，以強化行動前之自我規劃與監控能力。 Purpose: The purpose of this study was to examine the process of emotional adjustment and recovery from failure experiences in gifted students with mild autism spectrum disorders (ASD) from the perspective of ability restoration in order to understand how the restoration of students' failure event is initiated and how recovery modes are developed. Methods: This study was based on a narrative analysis, and three gifted students with mild ASD from three universities were enrolled in the study. Individual and group interviews were conducted in this study; these interviews helped the researcher to deeply explore the experience of failure and understand what factors had affected their recovery modes. Results/Findings: The main findings were as follows: (1) The three gifted students with mild ASD experienced recovery periods, which reduced the impact of failure. In this process, students could clarify the relationship between success and failure. (2) These strategies of emotional regulation and recovery enabled them to regulate their negative emotions and evoke self-responsibility. (3) The interpersonal characteristics of individual interviewees might affect their willingness to seek assistance in the recovery process. (4) The three gifted students with mild ASD who experienced emotional regulation and recovery began becoming internally self-aware and began seeking external support. (5) In this recovery process, students could release their negative emotions, which also changed their awareness. (6) Students who experienced the recovery process could plan their actions to face different challenges. (7) These strategies and methods regulated the emotions pertaining to failure and reconstructed their sense of self-responsibility, which induced them to identify positive meanings and different values from the failure events. Moreover, these strategies enabled them to examine their relationship with the environment to transform their negative feelings about their failure events. Conclusion/Implications: (1) Interpersonal interaction might affect the willingness of gifted students with mild ASD to seek resources and assistance. (2) Students should focus on adjusting their attention to the effect of events and viewing the relationship between themselves and the environment. (3) Teachers and parents should guide students to eliminate their feelings of failure by identifying positive meanings from failure events. (4) Students should learn not to pay attention to the evaluation of others to reduce the pressure caused to oneself. (5) Teachers should teach metacognitive strategies to enhance self-planning and skill monitoring prior to actions.