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
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