發(fā)布時(shí)間：2018-10-23 14:49

【摘要】：創(chuàng)傷后成長(zhǎng),是指?jìng)�(gè)體面對(duì)創(chuàng)傷性生活事件或情境時(shí),在抗?fàn)庍^(guò)程中所體驗(yàn)到的心理積極方面的變化。而智力殘疾兒童的父母在日常生活中撫育殘疾兒童時(shí),他們一方面要忍受著這一創(chuàng)傷帶來(lái)的痛苦,而另一方面如此不同的經(jīng)歷往往也觸發(fā)他們產(chǎn)生新的人生感悟。所以本研究把智力殘疾兒童父母的“創(chuàng)傷后成長(zhǎng)”為研究主題,同時(shí)結(jié)合自己作為志愿者和實(shí)習(xí)生的學(xué)習(xí)經(jīng)驗(yàn),決定采用質(zhì)性研究方法進(jìn)行研究,使用半結(jié)構(gòu)化訪談問(wèn)卷,對(duì)十位智力殘疾兒童父母為進(jìn)行深度訪談來(lái)傾聽(tīng)他們的聲音,對(duì)所獲訪談資料用解釋性現(xiàn)象學(xué)的方法進(jìn)行編碼和分析。研究結(jié)果得到以下三個(gè)類(lèi)群主題內(nèi)容:首先,智力殘疾兒童父母會(huì)經(jīng)歷創(chuàng)傷后成長(zhǎng)的五個(gè)階段,依次是痛苦期、斗爭(zhēng)期、耗竭期、被動(dòng)接受期、主動(dòng)成長(zhǎng)期;其次,他們的成長(zhǎng)主要體現(xiàn)在人格積極的變化,主要表現(xiàn)在自我調(diào)節(jié)、責(zé)任感、忍耐、同理心等方面;最后,孩子的成長(zhǎng)、內(nèi)部信念系統(tǒng)以及外部支持系統(tǒng)是促進(jìn)父母創(chuàng)傷后成長(zhǎng)的三個(gè)核心促進(jìn)因素,并形成創(chuàng)傷后成長(zhǎng)的支持系統(tǒng)。最終根據(jù)本研究發(fā)現(xiàn),并結(jié)合相關(guān)理論提出促進(jìn)父母“創(chuàng)傷后成長(zhǎng)”的三點(diǎn)建議:第一,充分利用普校和特殊學(xué)校的資源開(kāi)展各類(lèi)活動(dòng)幫助家長(zhǎng)克服“創(chuàng)傷”;第二,通過(guò)非政府公益組織或家長(zhǎng)自發(fā)組織的機(jī)構(gòu)展開(kāi)同類(lèi)型殘疾兒童之間家長(zhǎng)的互助活動(dòng);第三,開(kāi)通針對(duì)有心理求助需求家長(zhǎng)的心理咨詢(xún)服務(wù)。
[Abstract]:Post-traumatic growth refers to the positive psychological changes experienced by individuals in the process of struggle in the face of traumatic life events or situations. The parents of children with intellectual disabilities in their daily life, they have to endure the pain of this trauma, on the other hand, so different experiences often trigger them to a new life perception. Therefore, this study takes the "post-traumatic growth" of the parents of children with intellectual disabilities as the research topic, and combines their learning experience as volunteers and interns, and decides to adopt qualitative research method and use semi-structured interview questionnaire. Ten parents of children with intellectual disabilities were interviewed in depth to listen to their voices. The obtained interviews were encoded and analyzed by means of explanatory phenomenology. First, parents of children with intellectual disabilities will go through five stages of post-traumatic growth, which are pain period, struggle period, exhaustion period, passive acceptance period, active growth period, second, the following three types of topics: first, the parents of children with intellectual disabilities will experience five stages of post-traumatic growth, followed by pain, struggle, exhaustion, passive acceptance, active growth. Their growth is mainly reflected in positive changes in personality, mainly in self-regulation, responsibility, patience, empathy, etc. Finally, children grow up. The internal belief system and the external support system are the three key factors to promote the post-traumatic growth of parents and form the post-traumatic growth support system. Finally, according to the findings of this study, and combining with relevant theories, three suggestions are put forward to promote parents'"post-traumatic growth": first, to make full use of the resources of general schools and special schools to carry out various activities to help parents overcome the "trauma"; second, The mutual aid activities between parents of the same type of children with disabilities are carried out through non-governmental public welfare organizations or organizations organized spontaneously by parents. Thirdly, psychological counseling services for parents with psychological needs for help are opened.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：B845.67

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本文編號(hào)：2289565