癲癇發作對青少年校園人際適應歷程影響之質化研究

Abstract

本研究採取質化研究方式進入癲癇青少年的世界來瞭解其對適應歷程的覺察，其中，深度訪談為研究資料收集之方式，訪談逐字稿與研究者訪談札記為研究之主要文本。依據研究目的，本研究之發現有三：一、癲癇青少年的適應歷程為：前一學習階段發作的適應、發作前的國中生活適應、發作初期的適應、發作一段時間後的適應、穩定後的生活適應等五個階段，並呈現各階段之影響因素。二、癲癇青少年人際適應歷程的需要與期待包括：一個友善的學習環境、更多朋友、老師有好的處理問題技巧、老師能了解並協助處理發作狀況、與人分享發揮自我功能、有可以發展的舞台、學習與人互動的技巧。三、學校曾經提供或受訪者主觀認為的有效協助有：主動認識癲癇並協助處理，提供專業建議；與家長及受訪者討論是否需要協助，尊重其決定；有技巧的協助建立人際，要避免直接管教及責罰同學，容易引起反感，招致更嚴重的排斥；協助信心重建；引導同學思考及接納。最後，研究者依據本研究的發現提出研究限制的說明，並對學校輔導實務工作及未來的研究提出建議。The purposes of this study were to understand the epileptic teenagers’ awareness of coping process. The data was collected by in-depth interviews, and then was taped and transcribed into verbatim transcripts. The transcripts and notes of study during the interviews were further analyzed according to the qualitative method. The findings of this study were: 1. The coping process of epileptic teenagers included: the time when seizure attacked during their preceding schools, junior high school lives before attack, the primary stage of seizure attack, the period after several seizure attacks and the time when patients' condition was stable. It also presented the influential factors of each stage. 2. The demand and expectation during their interpersonal coping process included: a friendly learning environment where more friends around, the teachers are equipped with good problem-solving techniques, understand and deal with seizure attacks. In this environment, epileptic teenagers are able to contribute one’s functions, develop themselves, and learn how to interact with others. 3. The effective aid the schools had provided or the aid those interviewees considered effective included: understanding and handling seizure attacks, providing professional advice, discussing with interviewees and their families and respecting their decisions, helping building the interpersonal relationship and self-confidence of epileptic teenagers, preventing disciplining and scolding classmates who have ill feeling toward epileptic teenagers, which will invoke more antipathy and rejection, and guiding them to readmit epileptic teenagers. Furthermore, the limitation, suggestions and the implication of the study were raised in the end.