Author: |
林雅玟 Lin, Ya-Wen |
---|---|
Thesis Title: |
特教學校學生自我傷害行為現況之調查研究 The Investigation on the Students with Self-injurious Behaviors in Special Education Schools |
Advisor: | 杞昭安 |
Degree: |
碩士 Master |
Department: |
特殊教育學系 Department of Special Education |
Thesis Publication Year: | 2019 |
Academic Year: | 107 |
Language: | 中文 |
Number of pages: | 79 |
Keywords (in Chinese): | 自我傷害行為 、特教學校學生 、行為輔導 |
Keywords (in English): | self-injurious behaviors, special education school students, behavior counseling |
DOI URL: | http://doi.org/10.6345/THE.NTNU.DSE.006.2019.F02 |
Thesis Type: | Academic thesis/ dissertation |
Reference times: | Clicks: 111 Downloads: 32 |
Share: |
School Collection Retrieve National Library Collection Retrieve Error Report |
本研究旨在瞭解特教學校學生自我傷害行為及教師輔導現況,並進一步探討自我傷害學生其背景變項,以及特教學校教師背景變項對自我傷害行為輔導之差異情形。
本研究以自編「特殊教育學校學生自我傷害行為現況調查問卷」為研究工具,以特教學校班級導師為問卷發放對象,研究對象為特教學校具自我傷害行為之學生。問卷共分填寫問卷教師基本資料、特教學校學生自我傷害行為現況及相關問題、自我傷害學生其家庭狀況及相關問題以及教師對學生自傷行為處理及相關問題四個部分。問卷所蒐集資料以描述性統計、t檢定及變異數分析等方式加以分析。
本研究結果顯示自我傷害學生出現比例隨著障礙程度越重及溝通能力缺乏而越大,一半以上的自傷行為類別為「捶打」,且有一定比例的自我傷害學生有其他共病或並存其他行為問題,足見自我傷害行為輔導之複雜與困難。而在教師輔導現況上,特教學校教師對自我傷害學生在「教學輔導」上無特別覺得困難,亦認為從「研習增能」、「行政支持」面向能得到幫助,也肯定「親師溝通」在輔導自我傷害學生時顯得重要且具有正向的影響。分析教師背景變項發現,服務年資6~15年的教師顯著較服務年資5年以下的教師覺得輔導自我傷害學生有難度。
The purpose of this study was to investigate the self-injurious behaviors of the students in special education schools and the status of teacher counseling as well as to further explore the background variables of self-injury students and the differences between background variables in counseling students with self-injurious.
In the present study, the participants were the home-room teachers teaching in special education school. The instrument used in the research was a self-designed questionnaire — Special Education School Student Self-injurious Behavior Status Questionnaire. The questionnaire is divided into four parts, including the basic information of the teachers, the current situation and related issues of the students with self-injurious behaviors in special education schools, the family status and related problems of self-injury students, and the teachers' treatment applied to students' self-injury and related issues. The data collected through the questionnaire were analyzed by descriptive statistics, one-sample t-test and one-way ANOVA.
The results of the study showed that the proportion of self-injury students increases with the degree of their disability and lack of communication skills. More than half of the self-injurious behavior category was “hitting”, and a certain percentage of self-injury students had other comorbidities or coexisting behavioral problems. Hence, the situation led to the complexity and difficulty of counseling students with self-injurious behaviors “teacher guidance”, special education school teachers had no particular difficulties when dealing with self-injury students. They also mentioned that they received help from "in-service training " and "administrative support". Besides, the findings indicated that "teacher-parent communication" was important and had a positive impact on counseling self-injury students. In addition, an in-depth analysis revealed that the teachers with 6-15 years of service were significantly more likely to have difficulties than the teachers with less than 5 years of service when counseling.
壹、中文部分
李俊毅譯(2004) :Levenkron, Steven(1998)原著。割腕的誘惑-停止自我傷害。臺北:心靈工坊。
李姿瑩、陳佩玉、羅湘敏、黃裕惠、吳怡慧、楊梅芝、何美慧、蔡明富譯(2013): Kauffman, J. M., & Landrume, T. J. (2013)原著。兒童與青少年情緒及行為障礙。台北:華騰。
林惠芬(2010) :智能障礙學生問題行為之調查研究。特殊教育與復健學報,23,1-23。
林惠芬(2013) :特殊教育學校(班)智能障礙學生問題行為功能之調查研究。特殊教育與復健學報,28,1-16。
邱珍琬譯(2010):Michael Hollander(2008)原著。協助自傷青少年:瞭解與治療自傷(Helping teens who cut : Understanding and ending self-injury)。台北,五南。
吳統雄(1984):電話調查:理論與方法。台北:聯經出版事業公司。
唐子俊、郭敏慧譯(2002):Simeon. D. & Hollander, E.(2001)原著。自我傷害的評估與治療(Self-injurious behaviors:assessment and treatment)。臺北:五南。
特殊教育支援服務與專業團隊設置及實施辦法(2015)。中華民國104年7月3日教育部臺教學(四)字第 1040082923B號令修正發布。
高級中等學校學生輔導辦法(2014)。中華民國103年1月2日教育部臺教學(三)字第 1020195690A 號令修正發布。
教育部特教通報網(2018.5.20):特教學校統計。年度特教統計,取自https://www.set.edu.tw/Stastic_WEB/sta2/default.asp? sec=7。
教育部(2011):高中職以下階段之認知功能輕微缺損學生實施普通教育課程領域之調整應用手冊。台北:教育部
教育部(2003):校園自我傷害防治手冊。台北:教育部
莊蕙伊 (2004):台灣地區特殊教育學校教師工作壓力與因應策略之研究。國立臺灣師範大學特殊教育學系學位論文,未出版。
陳明賢(2007):輕度智能障礙青少年自傷行為之初探-以高職特教班為例。中等教育,59(1),182-193。
陳智華(2009):特殊教育學校教師工作壓力、壓力因應方式與工作倦怠之研究-以台北市某特教學校為例。國立臺灣師範大學健康促進與衛生教育學系在職進修碩士班學位論文,未出版。
鈕文英(2009):身心障礙者的正向行為支持。台北,心理。
鈕文英(2001):身心障礙者行為問題處理-正向行為支持取向。台北,心理。
管貴貞(2007):諮商人員處理自我傷害個案經驗之分析研究。國立彰化師範大學輔導與諮商系所博士論文,未出版。
賴銘次(2000):特殊兒童異常行為之診斷與治療。臺北:心理
張正芬(2000) :自閉症兒童問題行為功能之探討。特殊教育研究學刊,18,127-150。
張世慧(2010):行為改變技術-第五版。台北,五南。
楊坤堂(2000):情緒障礙與行為異常。台北,五南。
楊碧桃(2002):啟智班學生問題行為及管理的調查研究。屏東師院學報,16,99-134。
賀力行、鍾岳華(2008):苗栗縣高中職校學生自我傷害行為調查與改善之研究。興國學報,9,117-143。
臺灣省高中北一區輔導工作聯絡網譯(1993)。Poland, Scott(1989)原著:校園自我傷害行為之防治(Suicide Intervention in the School)。臺中:臺灣省教育廳。
劉秀鳳(2009):特殊教育學校教師工作壓力、因應策略與職業倦怠之相關研究。中臺科技大學文教事業經營研究所碩士論文,未出版。
貳、英文部分
American Psychiatric Association. (2000). Diagnostic And Statistical Manual Of Mental Disorders DSM-IV-TR Fourth Edition (Text Revision) Author: American Psychiatr.
Cohen, I. L., Tsiouris, J. A., Flory, M. J., Kim, S. Y., Freedland, R., Heaney, G., ... & Brown, W. T. (2010). A large scale study of the psychometric characteristics of the IBR modified overt aggression scale: Findings and evidence for increased self-destructive behaviors in adult females with autism spectrum disorder. Journal of autism and developmental disorders, 40(5), 599-609.
Crocker, A. G., Mercier, C., Lachapelle, Y., Brunet, A., Morin, D., & Roy, M. E. (2006). Prevalence and types of aggressive behaviour among adults with intellectual disabilities. Journal of intellectual disability research, 50(9), 652-661.
Deb, S., Thomas, M., & Bright, C. (2001). Mental disorder in adults with intellectual disability. 2: The rate of behaviour disorders among a community‐based population aged between 16 and 64 years. Journal of Intellectual Disability Research, 45(6), 506-514.
D'Onofrio, A. A. (2007). Adolescent self-injury: A comprehensive guide for counselors and health care professionals. NY:Springer Publishing Company.
Durand, V. M., & Mapstone, E. (1998). Influence of mood-inducing music on challenging behavior. American Journal on Mental Retardation, 102(5), 529-529.
Heslop, P., & Macaulay, F. (2009). Hidden Pain? Self-injury and people with learning disabilities. UK:Bristol Crisis Service for Women.
Huisman, S., Mulder, P., Kuijk, J., Kerstholt, M., van Eeghen, A., Leenders, A., ... & Hennekam, R. (2018). Self-injurious behavior. Neuroscience & Biobehavioral Reviews, 84, 483-491.
Klonsky, E. D. & Muehlenkamp, J. J.(2007).Self-Injury : A Research Review for the Practitioner. Journal of Clinical Psychology.63(11), 1045-1056.
Lowe, K., Allen, D., Jones, E., Brophy, S., Moore, K., & James, W. (2007). Challenging behaviours: Prevalence and topographies. Journal of Intellectual Disability Research, 51(8), 625-636.
Matson, J. L., Cooper, C., Malone, C. J., & Moskow, S. L. (2008). The relationship of self-injurious behavior and other maladaptive behaviors among individuals with severe and profound intellectual disability. Research in Developmental Disabilities, 29(2), 141-148.
Nock, M. K., Teper, R., & Hollander, M. (2007). Psychological treatment of self‐injury among adolescents. Journal of clinical psychology, 63(11), 1081-1089.
Oliver, C., Petty, J., Ruddick, L., & Bacarese-Hamilton, M. (2012). The Association Between Repetitive, Self-Injurious and Aggressive Behavior in Children With Severe Intellectual Disability. Journal of autism and developmental disorders, 42(6), 910-919.
O’Reilly, M., Sigafoos, J., Lancioni, G., Edriinha, C., & Adrews, A.(2005).An Examination of the Effects o Classroom Activity Schedule on Level of Self-Injury and Engagement for a Child with Severe Autism. Journal of Autism and Developmental Disorders,35(3),305-311.
Poppes, P., Van der Putten, A. J. J., & Vlaskamp, C. (2010). Frequency and severity of challenging behaviour in people with profound intellectual and multiple disabilities. Research in developmental disabilities, 31(6), 1269-1275.
Richards, C., Oliver, C., Nelson1, L. & Moss, J.(2012). Self-injurious behaviour in individuals with autismspectrum disorder and intellectual disability. Journal of Intellectual Disability Research,56, 476-489.
Roberts-Dobie, S. (2005). Self-injury in the Schools: School Counselors' Perspectives (Doctoral dissertation) Available form Oregon State University Libraries.
Rojahn, J., Matson, J. L., Lott, D., Esbensen, A. J., & Smalls, Y. (2001). The Behavior Problems Inventory: An instrument for the assessment of self-injury, stereotyped behavior and aggression/destruction in individuals with developmental disabilities. Journal of Autism and Developmental Disorders, 31, 577 – 588.
Rojahn, J., Rowe, W. E., Sharber, C. A., Hastings, R., Matson, L. J., Didden, R., Kroes, B.D.,& Dumont, L. E. (2012). The behavior problems inventory-short form for individuals with intellectual disabilities: Part I--development and provisional clinical reference data. Journal of Intellectual Disability Research, 56(5), 527-545.
Rojahn, J., Schroeder, S. R. & Hoch, T. A.(2007). Assessment and Treatment of Child Psychopathology and Developmental Disabilities, Volume 2 : Self-Injurious Behavior in Intellectual Disabilities. Oxford, UK : Elesevier.
Savarimuthu, D. & Bunnell, T. (2002).The effects of music on clients with learning disabilities : a literature review. Complementary Therapies in Nursing and Midwifery, 8(3), 160-165.
Skegg, K.(2005).Self-harm. Lancet,366,1471-1483.
Simon, D., & Favazza, A. R. (2001). Self-injurious behaviors. Self-injurious behaviors, assessment and treatment, 1-28.
Simeon. D. & Hollander, E.(2001).Self-injurious behaviors:assessment and treatment. Washington, DC : American Psychiatric Publishing,Inc.
Suyemoto, K. L.(1998).The functions of self-mutilation. Clinical Psychology Review,18(5),531-554.
Tenneij, N. H., & Koot, H. M. (2008). Incidence, types and characteristics of aggressive behaviour in treatment facilities for adults with mild intellectual disability and severe challenging behaviour. Journal of Intellectual Disability Research, 52(2), 114-124.
Walker, V. L., & Snell, M. E. (2013). Effect of Augmentative and Alternative Commuication on Challenging Behavior: A Meta-Analysis. Augmentative and Alternative Commuication,29(2),117-131.
Walsh, B. W., & Rosen, P. M. (1988). Self-mutilation: Theory, research and treatment.New York: The Guilford Press.
World Health Organization. (2018). ICD-11 for Mortality and Morbidity Statistics (ICD-11 MMS) 2018 version, Retrieved from http:// icd.who.int/browse11/l-m/en.