本研究為初探性研究，其目的在以質性研究的方法，瞭解國中割腕女生的割腕歷程。本研究將從解組型依附的觀點切入，對國中割腕女生的家庭環境與童年成長經驗，做更深入的了解，以期待探究出在家庭環境與童年成長經驗中，造成割腕行為的一些關鍵性因素。研究參與者為三位就讀國中三年級的女生，持續割腕行為一年以上，並且願意真誠分享自己割腕及童年成長經驗。資料收集的方法是以半結構式的訪談大綱進行深度訪談。研究發現主要分為五個部分呈現：
一、指出三位割腕國中女生四項家庭環境特色與七項特殊童年經驗。共同的家庭環境特色為：（1）母親早婚，並在第一段婚姻遭受婚姻暴力；（2）母親孕期有飲酒行為，父母或主要照顧者喝酒情形頻繁、量多且依賴，酒後暴力行為造成研究參與者身體和精神上的傷害以及心理上的威脅；（3）父母及主要照顧者有精神方面的疾病；（4）不表露情緒或心事的家庭互動，研究參與者甚至還要負擔主要照顧者的情緒。特殊童年經驗有：（1）主要照顧者隨著年齡階段不斷變化，以致心理依附對象也不斷改變；（2）成長過程面臨父母或主要照顧者的忽視、拒絕；（3）童年時期經歷與最感親近的人的分離或死亡，並在之後經歷與失落相關事件時，引發恐懼；（4）主要照顧者的暴力行為引發恐懼，並因這些事件引發的情緒割手；（5）幼年時期有住院經驗，家人及心理依附對象的住院，會引發研究參與者「失去」的恐懼；（6）對父母或主要照顧者有害怕、憤怒的情緒；（7）和父母的關係都有一段如同「陌生人」的描述，曾故意避開和父母相處在同一空間。
二、呈現割腕國中女生十項人格和行為特質，分別為：（1）內在男性性格突顯；（2）負向自我概念；（3）渴望與父母親近並表示與外人「親近」；（4）正負向兩種對立情緒同時存在；（5）情感失語；（6）人際關係孤獨疏離；（7）面對壓力不太求助尋求安慰；（8）情緒壓抑與行為暴力；（9）顯現非行行為；（10）一度曾有企圖自殺行為，但不會再想自殺。
三、割腕國中女生家庭脈絡、童年經驗、人格及行為特質與解組型依附類型個體之家庭脈絡、童年經驗、人格及行為特質呈現相當之一致性。
四、將國中女生割腕行為分六部分呈現其特徵，分別為低致命性、割痕、割劃自己的衝動、血、痛以及第一次割腕時間。
五、呈現割腕國中女生單次割腕事件之進程，分別為先前事件、負向感覺狀態、沒有能力用言語描述感覺、焦慮和緊繃增加、從人群中撤退進到自我感喪失的狀態、闖入自我傷害的念頭、割腕行為發生。
六、提出研究者認為國中割腕女生割腕行為發展歷程。

最後則根據本研究的發現與限制，對實務工作者及未來研究提出建議。

This study is an exploratory research with the purpose to understand the process of wrist-cutting behavior in junior high school female adolescents. With qualitative methodology, the study intends to analyze the family backgrounds and childhood experiences of junior high school girls, who experienced wrist-cutting behavior, in order to delineate some critical factors that would lead to this gesture. The participants for this study are three female ninth grade junior high school students with wrist-cutting behavior lasted for more than one year. All three adolescents volunteered and were willing to share their own childhood and wrist-cutting experiences. The data collecting method is in-depth interviews with a semi-structured guideline. The findings from this study are presented in the six following parts.
1. The three participants share four identical family contexts and seven peculiar childhood experiences. The four family contexts include: (1) mother married at a very young age and experienced domestic violence in the first marriage; (2) mother consumed alcohol during pregnancy; parents or the primary caretaker has had frequent and heavy alcohol use and dependency, and has posed physical violence and mental threat to the participant while under alcohol influence; (3) parents or the primary caretaker suffer from mental illness; (4) very reserved and non-communicative interaction patterns within the family, and the participants even need to carry the burden of the primary caretakers' mental state. Peculiar childhood experiences include: (1) constant changing of objects of attachment due to change of primary caretaker frequently while growing up; (2) experience of being neglected and rejected by parents or the primary caretaker during childhood; (3) experience of separation or death of closest family members, which led to the feeling of loss and anxiety while experiencing similar situation afterwards; (4) fear of violence from primary caretaker; (5) fear of loss due to their own or family members’ experience of being hospitalized; (6) emotions of fear and anger toward parents or the primary caretaker; (7) all have alienated feelings toward parents and have purposely avoided to be with parents in the same environment.
2. Ten personality traits and behaviors characters of the participants include: (1) salient male character; (2) negative self-esteem; (3) desire for close relationship with parents and non-family members; (4) co-existence of two clashing emotions; (5) inability of expressing emotions and feelings; (6) alienated interpersonal relationship; (7) does not seek help or consult when under pressure; (8) suppression of emotions and violent behavior; (9) antisocial behavior; (10) attempting suicide once in the past, but is not suicidal anymore.
3. The family context, childhood experience, personality traits and behaviors of the participants correspond to those individuals of disorganized attachment.
4. Wrist-cutting behavior in female adolescents of junior high school can be divided into six stages - low fatality, skin incision, the impulse of cutting oneself, bleeding, pain, and the initial time of wrist-cutting experience.
5. The procession of one wrist-cutting episode by the female adolescents of junior high school includes previous event, the state of negative feeling, the inability to verbally express feelings, increase of anxiety and tension, withdrawing from people to the state of depersonalization, the flash of thought of hurting oneself and the execution of wrist-cutting behavior.
6. The researcher presents developmental process of wrist-cutting behavior in junior high school female adolescents.

Finally, based on the findings and limitations of the current study, the researcher proposes suggestions for future research.

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