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題名:高功能自閉症類群障礙成人同理心經驗之探究
作者:蕭雁文
作者(外文):Yen-Wen Hsiao
校院名稱:臺北市立大學
系所名稱:教育學系博士班
指導教授:趙家琛
學位類別:博士
出版日期:2014
主題關鍵詞:成人自閉症類群障礙同理心高功能adultsautism spectrum disorderempathyhigh functioning
原始連結:連回原系統網址new window
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許多學者指出自閉症者有困難同理他人,然而過去研究較缺乏對自閉症者同理心經驗及觀點的探討。本研究旨在了解高功能自閉症類群障礙(以下簡稱HFASD)成人同理心的經驗,從中探究其同理心的內涵、意義、歷程、影響因素及困難。研究採質性研究法,研究對象包括4位20-21歲之HFASD成人(3男1女),由研究者進行17次個別訪談與6次團體。每次訪談及團體後,研究者與研究對象進行反思與回饋,不斷循環以修正對HFASD同理心經驗的理解。資料處理包括謄寫逐字稿、形成文本、分析與總結。
研究結果發現:(1)多數HFASD成人缺乏完整的同理心經驗;(2)HFASD成人同理心內涵包括同理意願、依據資料、推理、理解、認可、關懷、支持、分析、建議及解決問題等;(3)同理的意義包括將同理心視為可學習的技能、連結他人的方式、助人的方法、思考訓練及認同;(4)HFASD成人同理歷程包括啟動、資料處理及反應三階段,為一理性的資料處理歷程;(5)影響HFASD成人同理因素分為關鍵、催化及輔助因素;(6)HFASD成人同理他人的困難可能是神經生理障礙、同理經驗不足、特殊的推理偏好及獨特的同理心定義交互影響的結果。
最後,依據研究結果建議實務工作者(1)對HFASD成人的同理必須具體、清楚表達及行動化;(2)教導HFASD成人同理他人需以建立關係為前提,尊重其意願、提供完整資訊,並教導如何適切回應他人等。
Many scholars have pointed out that people with autism have difficulties empathizing with others. However, there were few studies about autistic individuals’ experiences and perspectives of empathy. This study intends to explore the empathy experiences of adults with high functioning autism spectrum disorder (HFASD) in order to understand the connotation, meanings, process, influential factors, and difficulties of their empathy experiences.
A qualitative research method was used to study four HFASD adults (three males, one female) aged from 20 to 21. Seventeen sessions of individual interviews and six group sessions were conducted. After each individual and group session, the researcher and participants tried their best to write down their reflections and feedback about the session until HFASD empathy experiences could be comprehensively understood. Data analysis included verbatim transcription, forming texts, text analysis, and drawing conclusions.
Results: (1) Almost all the participants lacked complete empathy experiences. (2) Their empathy connotation included willingness to empathize, information basis, inference, understanding, recognition, care, support, analysis, advice, and problem- solving. (3) The meanings of empathy varied among these participants, for example, one regarded empathy as a skill to be learned, others considered empathy a way to make connection with others, a method of helping others, training for making inference, or identification. (4) Empathy was viewed as a rational process of data processing, including three phases: initiation, data processing, and response. (5) Factors that affecting empathy included pivotal, catalytic, and auxiliary factors. (6) The difficulties of HFASD adults’ empathy may be the result of interaction among multiple factors, including neurological disorders, lack of empathy experiences, special inference preferences, and unique definitions of empathy.
Based on our findings, a few suggestions for practitioners: (1) When empathizing with HFASD patients, be specific, clearly expressed, and proactive. (2) When helping HFASD patients develop their empathy ability, it is important, first, to establish rapport and respect their will, then, to provide sufficient information, and, third, to teach them how to respond appropriately to others.
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