研究生: |
盧麗茹 Lu, Li-Ju |
---|---|
論文名稱: |
聽聽他的聲音-
一位輕度自閉症青年情緒調適歷程之研究 Listen to Him:The Research on Emotion Regulation Process of A Youth with Mild Autism Spectrum Disorder |
指導教授: | 張正芬 |
學位類別: |
碩士 Master |
系所名稱: |
特殊教育學系 Department of Special Education |
論文出版年: | 2016 |
畢業學年度: | 104 |
語文別: | 中文 |
論文頁數: | 200 |
中文關鍵詞: | 情緒調適 、輕度自閉症青年 、質性研究 |
英文關鍵詞: | a youth with ASD, emotion regulation, qualitative research |
DOI URL: | https://doi.org/10.6345/NTNU202203790 |
論文種類: | 學術論文 |
相關次數: | 點閱:231 下載:48 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
本研究旨在探討一名輕度自閉症青年在成長與求學階段中的情緒調適歷程,資料收集方式是採取質性研究的深度訪談,邀請該名輕度自閉症青年及其重要他人進行回溯與敘說,同時參酌相關文件資料。
經由資料的收集、分析與詮釋,我先呈現該名輕度自閉症青年的情緒故事,而後分析其情緒調適歷程。研究主要發現如下:
一、輕度自閉症青年情緒調適歷程之發展特徵
(一)各階段的情緒高峰與低谷互現起伏變化大。
(二)生命貴人的現身與溫暖的相伴是安穩前行的力量。
(三)對情緒的覺察與表達從初期的混沌不明到後期的逐漸明朗。
(四)調適策略由重要他人的外在調適漸進融入個人的自我調適。
二、情緒低谷中負向情緒的主要來源與調適策略
(一)主要引發來源大致可分為「環境刺激變化大」、「教師不解難接納」、「同儕屬性差異大」、「升學考試挫折深」與「家人意見相衝突」等五大類。
(二)面對負向情緒的調適策略,包括「尋求社會性支持」、「轉移注意力」、「服藥緩解」、「選擇及修正情境」、「改變認知」、「書寫沉澱」及「問題解決」等七類。
三、情緒高峰上正向情緒的主要來源與調適策略
(一)主要來源大致可分為「環境舒適能掌握」、「教師溫暖能同理」、「同儕屬性較相近」、「才華亮點被看見」與「明白父母付出多」等五大類。
(二)提振正向情緒的調適策略,包括「空間舒適化」、「建立人際圈」、「保持生產力」與「發揮幽默感」等四類。
最後,根據研究的發現,對教育實務工作者、家長及未來研究提出相關建議,以供參考。
The study aimed to explore the emotion regulation process of a youth with mild autism spectrum disorder(ASD) at his school age. This is a qualitative research. All the data were collected and analyzed through the in-depth interviews with the youth and some important people in his life, such as his parents and his high school teachers. Also some related documents were examined.
After collecting and reading all the data, I presented the emotional stories of the youth with mild ASD firstly and then analyzed his emotion regulation process. The results were as follows:
1.The development of emotion regulation of the youth with ASD
a. The youth with ASD has been riding on an emotional roller coaster during various stages of schooling.
b. The appearance and support of significant others gave him the power to move forward.
c. The emotional awareness and expression were getting more clear through ages.
d. The emotion regulation strategy went from other-regulation to self-regulation.
2.The sources and the regulation strategies of negative emotions during emotional lows
a. The five major sources of negative emotions are the big change in the environment, the misunderstanding or non-acceptance of teachers, the different traits among peers, the frustration from exams and the conflict of opinions with family members.
b. The regulation strategies of negative emotions include seeking for social support, deploying attention, medical treatment, selecting and modifying the situation, changing cognition, collecting thoughts by writing, and solving problem.
3.The sources and the regulation strategies of positive emotions during emotional highs
a. The major sources of positive emotions are the comfortable environment, sympathetic teachers, peers with similar traits, being appreciated, and understanding parents’ love.
b. The regulation strategies of positive emotions include handling environment, establishing interpersonal circles, keeping productivity, and the sense of humor.
Finally, further implications based on the findings are put forward for the reference of educational practice, parents and future studies.
壹、中文部分
丁凡(譯)(2008)。破牆而出:我與自閉症、亞斯伯格症共處的日子(Stephen Shore著:Beyond the wall:Personal Experences with Autism and Asperger Syndrome)。臺北市:心靈工坊。
王政茹(2008)。亞斯伯格青少年自我概念之生命故事敘說。國立臺灣師範大學特殊教育學系碩士論文(未出版)。
王春展(2004)。台灣地區大學生情緒智慧、憂鬱傾向與情緒調整策略之研究。嘉南學報,30,443-460。
王春展(2006)。高中職生情緒智慧、憂鬱傾向與情緒調整之研究。嘉南學報,32,484-507。
王鳳慈(2008)。情緒教學對增進高功能自閉症學生情緒適應之行動研究。國立臺灣師範大學特殊教育學系碩士論文(未出版)。
王櫻芬(2012)。情緒調節在青少年人際依附與心理困擾之中介角色分析研究。教育心理學報,44(2),273-294。
江文慈(1999)。情緒調整的發展軌跡與模式建構之研究。國立臺灣師範大學教育心理與輔導研究所博士論文(未出版)。
江文慈(2004)。大學生的情緒調整歷程與發展特徵。教育心理學報,35(3),249-268。
江文慈(2013)。穿梭在現實與虛擬之間:網路人格的探索。諮商與輔導,329,5-10。
任凱、陳仙子(合譯)(2006)。兒童發展心理學 (H. Schaffer 著:Introducing child psychology)。臺北市,學富。
身心障礙學生及資賦優異學生鑑定辦法(2013)。中華民國一百零二年九月二日教育部臺教學(四)字第1020125519B號令修正發布。
何北音(2007)。揚帆,航向大學新生活---亞斯伯格青年之個案研究。國立臺灣師範大學特殊教育學系碩士論文(未出版)。
吳念瑾(2012)。團體音樂治療活動對國小高年級泛自閉症兒童的情緒調適和社交技巧輔導效果。國立臺中教育大學諮商與應用心理學系碩士論文(未出版)。
李文佑(2011)。部落格中自我揭露、社會支持與負面情緒調適之研究。臺北市立教育大學心理與諮商學系碩士論文(未出版)。
李宜蓁(2016)。孩子脾氣壞?還是你沒找到對的視角?親子天下,78,118-119。
周玉筍(2011)。情緒敲敲門。臺北市:臺灣彩虹愛家生命教育協會。
林慧姿、程景琳(2006)。國小六年級學童自尊、情緒調節與友誼相關之研究。教育心理學報,38(2),177-193。
高淑清(2008)。質性研究的18堂課-首航初探之旅。高雄市:麗文。
張正芬(2013)。自閉症鑑定辦法說明。2015年7月12日取自http://www.ntnu.edu.tw/spe/identify2014/
張正芬、吳佑佑(2006)。亞斯柏格症與高功能自閉症早期發展與目前症狀之初探。特殊教育研究學刊,31,139-164。
張正芬、林迺超、王鳳慈、羅祥妤(2012)。數位社會性課程教學攻略:在高功能自閉症與亞斯伯格症之應用。臺北市:心理。
張正芬、陳美芳(2007)。亞斯柏格資優生適性教育方案第一年成果簡介。論文發表於國科會科學教育處舉辦之「96學年度數理特殊教育專題研究計畫成果研討會」,臺北市。
張齣云(2009)。情緒調控策略介入對自閉症兒童情緒調控表現的行動研究。國立臺北教育大學心理與諮商學系碩士論文(未出版)。
梨樂山、程景琳、簡淑真(2008)。幼兒情緒調節策略、照顧者反應與幼兒氣質之關係。教育心理學報,40(2),283-302。
莊清如(2015)。亞斯伯格症大學生復原力與生活適應之研究。國立臺灣師範大學教育心理與輔導學系碩士論文(未出版)。
莫少依、張正芬(2014)。不共脈絡性:輕症自閉症學生的人際互動特徵。特殊教育研究學刊,39(2),33-59。
許慧珍(2009)。國小中度自閉症學童情緒調控方案介入之行動研究。國立臺北教育大學特殊教育學系碩士論文(未出版)。
陳金定(2007)。青少年發展與適應問題。臺北市,心理。
陳金定(2008)。探究不同情緒調適方式之隱藏代價。輔導季刊,44(2),1-11。
陳姵君(2008)。青少年依附關係、自我認同、獨處能力與情緒調節之關係。國立臺灣師範大學教育心理與輔導學系碩士論文(未出版)。
陳柔吟(2012)。不同數位情緒調適策略之介入對國小自閉症學生的情緒行為調適與數學學習效能之探討。國立臺南大學重度障礙研究所碩士論文(未出版)。
陳珂粹(2011)。探討與家長共同處理自閉症兒童情緒調控歷程之研究。國立臺北教育大學特殊教育學系碩士論文(未出版)。
陳莉娜(2010)。教師處理自閉症幼兒負向情緒之情緒調控策略之探討。國立臺北教育大學特殊教育學系碩士論文(未出版)。
陳淑蓉、陳學志(2005)。幽默感的定義與測量。應用心理研究,26,167-187。
郭瑞增(2010)。情緒管理大師:情緒控管影響一生。臺北市:合記。
喬馨慧(2005)。亞斯柏格症青少年解讀非口語訊息覺察他人情緒之能力研究。國立臺灣師範大學特殊教育學系碩士論文(未出版)。
鈕文英(2014)。質性研究方法與論文寫作。臺北市:雙葉。
黃惠姿、林銘泉(譯)(2006)。愛上小雨人:自閉症參與融合教育完全手冊(Paula Kluth著:”You’re going to love this kid!” : Teaching students with autism in the inclusive classroom)。臺北市:心理。
趙榆茹(2009)。國中生親子關係、情緒調整與友誼關係之研究。國立高雄師範大學輔導與諮商研究所碩士論文(未出版)。
鳳華、周婉琪、孫文菊、蔡馨惠(2014)。自閉症兒童社會-情緒實務工作手冊。臺北市,心理。
劉晏廷(2013)。大學生生活壓力、網路社群社會支持、與復原力之研究-以Facebook為例。臺北市立教育大學心理與諮商學系碩士論文(未出版)。
劉瓊瑛(譯)(2009)。亞斯伯格症進階完整版(Tony Attwood著:The complete guide to Asperger’s syndrome)。臺北市:智園。
潘淑滿(2008)。質性研究理論與應用。臺北市:心理。
鄭乃連(2013)。大學生的共依附特質、情緒調節、人際效能與正負向情感性之相關研究。國立臺灣師範大學教育心理與輔導學系碩士論文(未出版)。
蔡秀玲、楊智馨(2013)。情緒管理。臺北市:揚智。
蔡松益(2011)。會說話的虎尾蘭。臺北市:商周。
簡意玲(2014)。依然真摯與忠誠:談成人亞斯伯格症與自閉症。臺北市:心靈工坊。
顏瑞隆(2016)。輕度成人自閉症者成長歷程中的家庭韌力探究。國立臺灣師範大學特殊教育學系博士論文(未出版)。
顏瑞隆、張正芬(2012)。從生態系統理論談自閉症學生的學校適應。特殊教育季刊,124,11-19。
羅玉慧(2009)。亞斯柏格青少年之負向思考。國立臺灣師範大學特殊教育學系碩士論文(未出版)。
貳、英文部分
Aldao, A., Nolen-Hoeksema, S., & Schweizer, S. (2010). Emotion-regulation strategies across psychopathology: A meta-analytic review. Clinical Psychology Review, 30, 217-237.
America psychiatric Association (2013). Diagnostic and statistical manual of mental disorders : DSM-5. Washington, DC: American Psychiatric Association.
Attwood, T. (2007).The complete guide to Asperger’s Syndrome. London, England: Jessica Kingsley.
Baron-Cohen, S., & Wheelwright, S. (2004). The empathy quotient: An investigation of adults with Asperger syndrome or high functioning autism, and normal sex differences. Journal of Autism and Developmental Disorder, 34(2), 163-175.
Baron-Cohen, S., Wheelwright, S., Lawson, J., Griffin, R., Ashwin C., Billington, J., & Chakrabarti, B. (2005). Empathizing and systemizing in autism spectrum conditions. In F. R.Volkmar., R.Paul., A.Klin., & D. Cohen. (Eds.). Handbook of autism and pervasive developmental disorders ( pp. 628-639). New York, NY: John Wiley & Sons.
Bellini, S. (2004). Social skill deficits and anxiety in high-functioning adolescents with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 19(2), 78-86.
Carthy, T., Horesh N, Apter, A., & Gross, J. J. (2010). Patterns of emotional reactivity and regulation in children with anxiety disorders. Journal of Psychological Behavioral Assessment, 32, 23-36.
Charman, T., Swettenham, J., Baron-Cohen, S., Cox, A., Baird, G., & Drew, A. (1997). Infants with autism: an investigation of empathy, pretend play, joint attention, and imitation. Developmental Psychology, 33(5), 781-789.
Davis, N. O., & Carter , A. S. (2014). Social development in autism. In F. R. Volkmar, S. J. Rogers, R. Paul, & K. A. Pelphrey (Eds.), Handbook of autism and pervasive developmental disorders (pp. 212-229). New York, NY: John Wiley & Sons.
Fountain, C., Winter, A. S., & Bearman, P. S. (2012). Six developmental trajectories characterize children with autism. Pediatrics, 129(5), 1112-1120.
Frith, U. (1991). Asperger and his syndrome. In U. Frith (Ed.), Autism and Asperger syndrome (pp. 1-5). New York, NY: Cambridge University Press.
Geller, L. (2005). Emotional regulation in autism spectrum disorders. Autism Spectrum Quarterly, Summer, 14–17.
Glense, C. (2005). Becoming qualitative researcher: An introduction (3rd ed.). Boston, MA: Allyn and Bacon.
Gross, J. & Thompson, R. (2007). Emotion Regulation: Conceptual Foundations. In J. J. Gross(Eds.), Handbook of Emotion Regulation(pp. 3-24). New York, NY: Guilford Press.
Gross, J. J. (2014). Emotion regulation: Conceptual and Empirical Foundations. In J. J. Gross(Eds.), Handbook of emotion regulation(pp. 3-20). New York, NY: Guilford Press.
Gross, J. (1998). Antecedent- and response-focused emotion regulation: Divergent consequences for experience, expression, and physiology. Journal of Personality and Social Psychology, 74(1), 224-237.
Gross, T. F. (2004). The perception of four basic emotions in human and nonhuman faces by children with autism and other developmental disabilities. Journal of Abnormal Child Psychology, 32(5), 469-480.
Happé, F., & Frith, U. (2006). The weak coherence account: Detail-focused cognitive style in autism spectrum disorders. Journal of Autism and Developmental Disorders, 36(1), 5-25.
Hippler, K., & Klicpera, C. (2003). A retrospective analysis of the clinical case records of ‘autistic psychopaths’ diagnosed by Hans Asperger and his team at the University Children's Hospital, Vienna. Philosophical Transactions of the Royal Society B, 358, 291-301.
Hobson , R.P. (2014). Autism and emotion. In F. R. Volkmar, S. J. Rogers, R. Paul., & K. A. Pelphrey (Eds.), Handbook of autism and pervasive developmental disorders (pp. 332-353). New York, NY: John Wiley & Sons.
Hobson, J. A. , Harris, R., Garcia-Perez, R., & Hobson, R. P. (2009). Anticipatory Concern: A Study in Autism. Developmental Science, 12, 249-263.
Hobson, R. P., & Lee, A. (1998). Hello and goodbye: A study of social engagement in autism. Journal of Autism and Developmental Disorders, 28(2), 117-127.
Jahromi, L. B., Bryce, C. I., & Swanson, J. (2013). The importance of self-regulation for the school and peer engagement of children with high-functioning autism. Research in Autism Spectrum Disorders, 7, 235–246.
Jahromi, L. B., Meek, S. E., & Ober-Reynolds, S. (2012). Emotion regulation in the context of frustration in children with high functioning autism and their typical peers. Journal of Child Psychology and Psychiatry, 53(12), 1250-1258.
Klin, A., Jones, W., Schultz, R., Volkmar, F., & Cohen, D. (2002). Defining and quantifying the social phenotype in autism. American Journal of Psychiatry, 159(6), 895-908.
Konstantareas, M. & Stewart, K. (2006). Affect regulation and temperament in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 36(2), 143-154.
Laurent, A. C., & Rubin, E. (2004). Challenges in emotional regulation in Asperger’s Syndrome and high-functioning autism. Topics in Language Disorders, 24, 286–297.
MacDermott, S., Gullone, E., Allen, J. S., King, N. J., & Tonge, B. (2010). The emotion regulation index for children and adolescents(ERICA): A psychometric investigation. Journal of Psychopathology and Behavioral Assessment, 32, 301-314.
Mazefsky, C. A., & White, S. W. (2014). Adults with autism. In F. R. Volkmar, S. J. Rogers., R. Paul, & K. A. Pelphrey (Eds.). Handbook of autism and pervasive developmental disorders (pp. 191-211). New York, NY: John Wiley & Sons.
Mazefsky, C. A., Pelphrey, K. A., & Dahl, R. E. (2012). The need for a broader approach to emotion regulation research in autism. Child Development Perspectives, 6(1), 92–97.
Meyer, J. A., Mundy, P. C., Hecke, A. V., & Durocher, J. S. (2006). Social attribution processes and comorbid psychiatric symptoms in children with Asperger Syndrome. Autism, 10(4), 383-402.
Myles, B. S. (2003). Behavioral forms of stress management for individuals with Asperger syndrome. Child and Adolescent Psychiatric Clinics of North America, 12, 123–141.
Quek, L. H., Sofronoff, K., Sheffield, J., White, A., & Kelly, A. (2012). Co-occuring anger in young people with Asperger’s syndrome. Journal of Clinical Psychology, 68(10), 1142–1148.
Rieffe, C., Terwogt, M. M., & Kotronopoulou, K. (2007). Awareness of single and multiple emotions in high-functioning children with autism. Journal of Autism and Developmental Disorders, 37, 455–465.
Rump, K. M., Giovannelli, J. L., Minshew, N. J., & Strauss, M. S. (2009). The development of emotion recognition in individuals with autism. Child development, 80(5), 1434-1447.
Rutherford, M., & McIntosh, D. (2007). Rules versus prototype matching: Strategies of perception of emotional facial expressions in the autism spectrum. Journal of Autism and Developmental Disorders, 37(2), 187-196.
Samson, A. C., Huber, O., & Gross, J. J. (2012). Brief report: emotion regulation in Asperger’s syndrome and high-functioning autism. Emotion, 12(4), 659–665.
Samson, A. C., Phillips, J. M., Parker, K. J., Shah, S., Gross, J. J., & Hardan, A. Y. (2014). Emotion Dysregulation and the Core Features of Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 44(7), 1766-1772.
Scarpa, A., & Reyes, N. M. (2011). Improving emotion regulation with CBT in young children with high functioning autism spectrum disorders: A pilot study. Behavioral and Cognitive Psychotherapy, 39, 495–500.
Sigman, M. D., Kasari, C., Kwon, J. H., & Yirmiya, N. (1992). Responses to the negative emotions of others by autistic, mentally retarded, and normal children. Child Development, 63, 796-807.
Simmons, A. (2006). The story factor: Inspiration, influence and persuasion through the art of storytelling (Rev. ed.). Cambridge, MA: Perseus Books Group.
Smith, L. E., Maenner, M. J., & Seltzer, M. M. (2012). Developmental trajectories in adolescents and adults with autism: The case of daily living skills. Journal of the American Academy of Child & Adolescent Psychiatry, 51(6), 622-631.
Sofronoff, K., Attwood, T., & Hinton, S. (2005). A randomised controlled trial of a CBT intervention for anxiety in children with Asperger syndrome. Journal of child psychology and psychiatry, 46(11), 1152-1160.
Sofronoff, K., Attwood, T., Hinton, S., & Levin, I. (2007). A randomized controlled trial of a cognitive behavioural intervention for anger management in children diagnosed with Asperger Syndrome. Journal of Autism and Developmental Disorder, 37, 1203–1214.
Taylor, J. L., & Seltzer, M. M. (2010). Changes in the autism behavioral phenotype during the transition to adulthood. Journal of autism and developmental disorders, 40(12), 1431-1446.
Thede, L., & Coolidge, F. (2007). Psychological and neurobehavioral comparisons of children with Asperger’s disorder versus high-functioning autism. Journal of Autism and Developmental Disorders, 37, 847-854.
Thompson, R. A. (1991). Emotional regulation and emotional development. Educational Psychology Review, 3(4), 269-307.
Thompson, R. A. (1994). Emotion regulation: A theme in search of definition.Monographs of the Society for Research in Child Development, 59, 25–52.
von Salisch, M., & Vogelgesang, J. (2005). Anger regulation among friends: Assessment and development from childhood to adolescence. Journal of Social and Personal Relationships, 22(6), 837-855.
White, S. W., Oswald, D., Ollendick, T., & Scahill, L. (2009). Anxiety in children with autism spectrum disorders. Clinical Psychology Review, 29, 216–229.
Wimpory, D. C., Hobson, R. P., Williams, J. M., & Nash, S. (2000). Are infants with autism socially engaged? A study of recent retrospective parental reports. Journal of Autism and Developmental Disorders, 30, 525-536.