本研究考量目前臺灣因應青少年拒學行為仍缺少對拒學生態特性的認識，且在研究方面亦未能顧及不同生態系統的互動性，即使強調家庭介入對拒學議題的重要價值，卻尚未提出實證研究可供參考。故本研究擬借鏡生態系統理論，發展以實務為導向之生態系統特性之研究，經由發展拒學青少年不同生態層面的評估量表，邀請304位國小、國中、高中之諮商輔導實務工作者為本研究之參與者，透過其對特定拒學青少年的評估，瞭解國內拒學青少年的生態特性，並透過潛在剖面分析（latent profile analysis, LPA）建構出拒學的生態組型，瞭解不同組型與拒學情形的關聯性。
研究結果顯示，拒學青少年不同生態層面的評估量表包括個人逃避、家庭糾結與學校困擾三部份，且不同生態特性依其所處環境脈絡而有所不同。依據不同生態特性表現進一步可分為不同類型，其中個人逃避、家庭糾結與學校困擾各指標一起存在高分狀態可稱為「高生態糾結型」；反之，普遍低分，稱為「低生態糾結型」；另外，也可以看見個人逃避指標中的理想性焦慮與家庭糾結的並存關係，因而稱之為「焦慮併家庭糾結型」；以及個人逃避指標中的社交退縮與學校人際困擾合併出現的情況，稱為「退縮併人際困擾型」。其中，「高生態糾結型」與「焦慮併家庭糾結型」的拒學青少年顯示較嚴重的拒學表現；反之，「低生態糾結型」的拒學情形較不嚴重。
根據上述研究結果，本研究完成從生態系統互動的角度將拒學生態特性納入類型評估，提供了臺灣拒學青少年的生態特性的初步瞭解，建議諮商輔導實務工作者在分類和評估拒學行為時，應考慮生態系統各個層面的狀態，並針對不同類型制定不同的生態介入策略，據以形成拒學評估處遇的地圖，做為日後校園諮商輔導與介入之參考。

This study was conducted mainly due to the few understandings of the ecological characteristics of school refusal adolescents in Taiwan currently, as well as the insufficient consideration of the interaction among different ecological systems in researches. Despite the emphasis on the importance of family intervention in addressing school refusal, there was no such empirical research outcome as a proof. Thus, based on Ecological Systems Theory, this study aimed to conduct a practice-oriented investigation research. This study developed an assessment scale of different ecological systems of school refusal adolescents, and then invited 304 participants, including 304 elementary, junior high, and high school counseling practitioners, to completed the assessment scale to reveal the personal and ecological characteristics of these adolescents in Taiwan. Finally, Latent Profile Analysis (LPA) was utilized to construct ecological profiles of school refusal in order to understand the correlation between different profiles and instances of school refusal.
Results of this study showed as the following: First, the assessment scale of school refusal adolescents consisted of three parts: Individual Avoidance, Family Enmeshment and School Troubles, and the ecological characteristics vary depending on the contextual environment in which they are situated. Secondly, according to the performance of various ecological characteristics, the study result revealed several types of school refusal: High Ecological Entanglement Type indicated all the high scores in Individual Avoidance, Family Enmeshment, and School Troubles indicators; Conversely, Low Ecological Entanglement Type indicated low scores in the three indicators above; Additionally, Anxiety Coexists with Family Enmeshment Type indicated the coexistence of Ideal Anxiety in Individual Avoidance and Family Enmeshment; Last, Withdrawal Coexists with Interpersonal Trouble Type indicated the combination of Social Withdrawal in Individual Avoidance indicator and School Interpersonal Troubles. Among these, the school refusal adolescents of the High Ecological Entanglement Type and the Anxiety Coexists with Family Enmeshment Type demonstrated more severe school refusal behaviors; conversely, the adolescents of the Low Ecological Entanglement Type had less severe problems.
According to the result, this study successfully incorporated the characteristics of school refusal into a type assessment from the perspective of ecological system interaction. It provided a preliminary understanding of the ecological characteristics in Taiwan. Besides, the study suggested that counseling practitioners, when classifying and assessing school refusal behaviors, should consider the status of all levels of the ecological system, and formulate different ecological intervention strategies based on different types. So, this would form a map for school refusal assessment and intervention, serving as a reference for school counseling and intervention in the future.

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