本研究採用質性方法的多個案研究設計，對單親中輟生的情感需求進行研究。研究以立意取樣，邀請兩位曾在國中階段具有輟學經驗的單親學生為研究參與者，以半結構訪談大綱進行訪談，深入主觀的經驗，蒐集資料。並以「基模治療」（Schema Therapy）中情感需求的理論觀點，關注當事人的情感需求，探究情感需求的特殊性；以及分析當事人的情感需求，在家庭、學校與社區中受回應之經驗，藉以探究其中輟之現象；並藉由蒐集曾輔導研究參與者的輔導人員資料，將有關的資料與當事人主觀的輔導經驗，進行分析比對，以瞭解能有效回應情感需求的輔導策略。
　　研究結果如下：
一、 單親中輟生情感需求的特殊性，包括：（1）「陪伴與照顧」是關愛的基礎、（2）安全感的匱乏、（3）「同理與梳理情緒」的需求、（4）「追求自我發展」的動力與實踐、（5）自由不受拘束，能為自己作主、（6）學習自我管理。
二、 單親父親對子女情感需求的回應，受到家庭氣氛、親職功能的缺位、單親父親養育子女的特殊性、家庭改變對父親情緒的衝擊和個人特質所影響。單親子女的情感需求無法於家中獲得有效回應，造成適應不佳的狀況，促使他們往學校和社區尋求回應。在學校中「陪伴與照顧」和「安全感」的情感需求無法獲得回應，卻在社區中尋得友伴的回應。此情感需求回應的歷程，與單親子女的中輟之間具有關聯。
三、 回應單親中輟生情感需求之輔導策略，包括：（1）以安全及真誠的互動建立關係；（2）對「人」關懷，關心陪伴先於管教；（3）傾聽與同理，形成支持的力量；（4）承接情緒，協助調適；（5）務實的管教。
根據研究結果，得到以下結論：（1）單親中輟生情感需求特殊性，與建立安全依附關係及追求自主和設立界線有關。（2）家庭、學校和社區對於單親子女情感需求的回應情形，及對個人造成的影響，彼此交互作用，促使單親子女的輟學，顯示學生中輟受到家庭和學校過程（process）因素的影響。（3）中輟生輔導策略，「以人為本」是基礎，著重建立關係，提供情感支持，彈性且保有原則的管教。最後對於未來的研究及實務提出建議，以供參考

This study adopts the multiple case study design as an approach to qualitative research on the Affectional Needs of the dropout students from single-parent families. Based on purposive sampling, this study invites two single-parent students that had experience of dropping out in junior high as research participants. Meanwhile, this study conducts interviews based on the semi-structured interview outline to obtain in-depth subjective experience and collect data. Also, from the theoretical perspective on Affectional Needs in Schema Therapy, this study pays attention to the Affectional Needs of the research subjects and explores the particularities of their Affectional Needs and their experiences on responses of families, schools and communities to their Affectional Needs to understand the phenomena of their dropout. By collecting information on counselors who have counseled research participants, the relevant information was analyzed and compared with the subjective counseling experience of the related parties to understand counseling strategies that can effectively respond to Affectional Needs.
The research has found:
1. The particularities of single-parent dropouts, including: (1)"Company and Care" as the basis of love. (2) Lack of the Sense of Security. (3) The Need for "Sympathy and Sorting out Emotions." (4) The Motivation and Practice of "Pursuing Self-Development." (5) Freedom without any Bondage and the Capacity to Make Decisions on One's Own. (6) Learning Self-Control.
2. A single father’s responses to Affectional Needs of his children may be influenced by the atmosphere in the family, the absence of parental functions, the particularities of the way in which a single father raises his children, the impacts of the family structure on emotions and personality traits. When effective responses to the Affectional Needs of single-parent children are deficient in their families, children may suffer from mal-adaptation, which pushes them to seek responses from schools and communities. When responses to Affectional Needs for "Company and Care" and the “Sense of Security” are deficient in schools, children tend to seek responses from their friends and companions in the communities. Parental responses to Affectional Needs is associated with the dropout behaviors of single-parent children.
3. Counseling strategies that can respond to the Affectional Needs of single-parent dropouts include: (1) Building relationships based on safe and sincere interactions. (2) Caring for "people" and caring before discipline. (3) Listening and giving empathy to form the supportive power. (4) Accommodating their emotions and helping them make adjustment. (5) Rendering practical disciplines.
According to the research results, the following conclusions can be obtained: (1) The particularities of Affectional Needs among dropout students from single-parent families are related to the building secure attachment, pursuing independence, and setting up boundaries. (2) Responses of families, schools and communities to the Affectional Needs of single-parent children and their influences on individuals would interact to make single-parent children decide to drop out, showing that the dropout behaviors among single-parent students are the effects of processes in families and schools. (3) Strategies for counselling dropout students shall be "people-oriented." That is, the focus shall be placed on the building of relations, providing emotional support, and rendering flexible and principled disciplines. Finally, this study provides suggestions and recommendations on future research and real-world practices for further reference.

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