本研究主要目的在探討國小學童父母的心理調適現況、心理調適歷程之演變情形 及影響父母心理調適之父母變項和兒童變項。研究對象為臺北市國小啟智班一至六年級學生 父母共 544 名。研究方法採問卷調查法和訪談法。 以自編之「父母心理調適歷程量表」和 「家長訪談題綱」為研究工具。所得資料以卡方考驗和二因子變異數分析加以處理，主要發 現如下：(1) 智障學童父母在「拒絕、憤怒、許願、沮喪、接納」五種心理調適狀況上的人 數分布有很大的差異，絕大多數 (90 ％ ) 表現「接納」，「許願」次之 (50 ％ )； 「拒 絕」、「憤怒」和「沮喪」只佔少數，大多數受試者同時表現兩種或兩種以上的狀況。 (2) 智障學童父母的心理調適歷程極大多數不是按照單純的「拒絕→憤怒→許願→沮喪→接納」 五段式歷程演變，而是呈現複雜的個別狀況，歸納可得省略、添加、逆轉、重複和期待等變 化情形，其中以逆轉為最多。智障學童父母得知孩子為智能障礙的時間早晚，與其心理調適 的演變有關。在調適過程中父母普遍感到難過、傷心、沮喪和失望；在接納後，也有少數父 母重現過去的負向態度。(3) 雙親的婚姻幸福且教育程度高者，較能接納智障兒。

　　　　　This study explored the status, processes, and influential factors of adjustment by parents of elementary school children (ages 6 through 12) with mental retardation. The researcher designed Parental Adjustment Scales and interview were used to collect the data. Data from the survey and questionnaire, completed by 544 parents, were analyzed in terms of two-way ANOVA. Findings of the study were as follows: 1. Status of parental adjustment: These was a wide gap among the numbers of parents of mentally retarded school children in Acceptance (90%), Bargaining (54%), Depression (11%), Anger (4%), and Denial (3%). Most parents reported tohave experienced simultaneously two or more of the above emotions.2. Process of parental adjustment: Findings suggested that numerous parents did not follw the process of "Denial → Anger → Bargaining → Depression → Acceptance" but behaved in a variety of patterns. Many patterns of parental adjustment were characterized by omission, addition, reversal, repetition, and expection. The timing of the diagnosis of a child with mental retardation influenced the process parents faced as they attempted to adjust to the handicapping condition. During the adjustment process, aprents felt sorrowful, depressed, and disappointed overall. In some parents, the previously negative attitudes recurred following the Accepting stage. 3. Influential factors of parental adjustment: Parents of greater marital satisfaction or higher education were more accepting. According to the above results, the researcher presented some suggestions for future research and educational pratice.