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題名：干擾性行為兒童與母親互動模式分析
作者：洪慧涓
作者(外文)：Hui-Chuan Hung
校院名稱：國立彰化師範大學
系所名稱：輔導研究所
指導教授：吳秀碧
高淑貞
學位類別：博士
出版日期：2004
主題關鍵詞：干擾性行為；母子互動；家庭系統；互動序列；循環性因果關係；馬謝克互動法；disruptive behavior；mother-child interaction；family system；interaction sequence；circular causality；Marschak Interaction Method (MIM
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干擾性行為兒童與母親互動模式分析
中文摘要
本研究主旨在對具干擾性行為的兒童與母親互動模式進行衡鑑與分析，以了解其母子互動的特色與品質。同時，運用家庭系統觀點以了解由母子系統對特定問題行為的看法，包括干擾性行為引發的關鍵事件、母子關鍵反應對互動的持續、惡化與終止之關聯，以及此互動序列所形成的循環性因果關係。研究設計採用質性研究方法，以觀察法與訪談法蒐集研究資料，再以內容分析法進行研究資料分析。共招募得九對母子參與本研究。研究發現結果如下：
一、 母子互動的特色與品質隨孩子年齡的成長有轉變，造成互動內涵的偏頗，母親偏重結構兒童的行為與期待兒童的表現，忽略參與兒童的活動與撫育兒童的情緒和需求之滿足；兒童呈現喜愛歡參與活潑和生動的活動之特性，對於母親的高結構與高期待，分別以冷淡、不理會、自作自的方式加以回應，對於撫育性的活動有些孩子會表現不習慣與不自在。
二、 在母子對特定問題行為的觀點方面，發現：
（1） 母方如果對問題行為的看法為外在歸因，則會花心思於嚴加管制或放棄管教的責任；若作內在歸因，則會尋求專業的協助，學習自我控制與管教技巧，以中斷原來的互動模式。
（2） 母方若能了解兒童行為的目的，是為滿足兒童自己的情緒或需求，則有能力了解與親近兒童。由此，要改變母子互動模式才有可能。
（3） 干擾性行為的兒童對問題行為，則傾向作外在歸因。
三、 在母子互動序列的發生、持續、惡化與終止方面，發現：
（1） 兒童要求被拒、母親的命令與要求、母親懷疑違規行為、與兒童進行喜歡的活動或行為被拒等四類為引發兒童干擾性行為互動的關鍵事件。
（2） 兒童提出命令或要求被拒引所發干擾性行為的互動：母親的關鍵反應為去處理孩子拒絕的行為或去解決問題，若引發兒童的關鍵反應是間接反抗，則互動會持續，若引發兒童直接反抗則互動會惡化；而母親控制自己的情緒和反應，或安撫兒童情緒或滿足兒童需求才能終止干擾性行為的互動。由此，才有教導與指正兒童問題行為的機會。
（3） 母親的命令與要求所引發干擾性行為的互動：母親不考量提出的時機或兒童的負荷，是造成兒童間接反抗互動的持續和直接反抗互動的惡化之關鍵；互動的終止，則與賦予兒童能力有關；母親若能預告要求，也較有機會引發兒童順從的互動行為。
四、 本研究依據母子互動序列描繪出循環性因果關係的各種類型，證實母子互動並非線性關係，而是交互作用的結果。
An analysis of disruptive behaviors on mother-child interaction patterns
Abstract
This study was to evaluate and analyze the impact of “disruptive behaviors” on mother-child interaction patterns. The study examined characteristics and qualities of mother-child interactions. The sub-system of mother-child system in the theory of family system was applied to explore how mother-child system affected the way in which specific problems were perceived both by mothers and by children, to identify critical events that triggered interruptive behaviors, to observe the effects of critical responses on the continuity, deterioration, and ending of the disruptive mother-child interactions, and to demonstrate the circular causality of interaction sequences. The study used the methods of observation and interview to collect data for qualitative analyses. Nine pairs of mother-child were recruited to participate in this study. The findings are as following:
1. In general, characteristics and qualities of mother-child interactions were changed as children growing older, and resulted in biases in interaction contents. Those mothers emphasized on structuring the children’s behaviors and performances, but ignored participation in the children’s activities and the satisfaction of the children’s emotions and needs. Those children obviously enjoyed energetic activities but did not enthusiastically respond to mothers’ concerns for high structuring interactions and high expectations. Some children showed uncomfortable and uneasy responses toward mothers’ nurturing parenting.
2. The study found differences in mothers’ vs. children’s perceptions toward specific problem behaviors.
i. If a mother made external attributions of problem behaviors, she would further try to exercise more control or to give up her responsibilities of discipline. If a mother made internal attributions instead, she would seek professional help to learn self-control and nurturing skills in order to abort her previous interaction patterns.
ii. If a mother realized that the child’s behaviors were meant to satisfy his or her emotions/needs, she would be able to understand and to get close to her child. By this way was how a change on mother-child interaction patterns became possible.
iii. Children who exhibited disruptive behaviors tended to make external attributions of their behaviors.
3. The analyses of onset, persistence, deterioration, and ending of interaction sequences demonstrated the following findings.
　(1) Four types of critical events that triggered disruptive behaviors were: rejection of the child’s requests, mother’s orders and demands, a mother’s doubt that a child made violating behaviors, and the rejection of favorite activities or behaviors that a child presently engaged in.
(2) The interactions triggered by rejection of a child’s stated orders and requests: When a mother’s critical response was to deal with a child’s rejected behavior or with the problems, if the triggered critical behavior of a child was indirect disobedience, the mother-child interaction continued; but, if the triggered critical behavior was direct disobedience, the mother-child interaction deteriorated. As for the termination of interactions, only the mother controlled her emotions and reactions, and calmed down the child’s emotions or satisfied his needs, could interactions terminated. Then, the mother had a chance to teach and to correct the child’s problem behaviors.
(3) The interactions triggered by the mother’s orders and requests: The critical factor was that the mother did not pay attention to timing or the child’s capability when she gave order or demand. If her order/request resulted in indirect disobedience, the mother-child interaction continued; if direct disobedience, the interaction deteriorated. The discontinuity of interactions was related to empowering the child. If a mother forecasts her request, it was more likely to bring about obedient interaction behaviors from a child.
4. The study also depicted different patters of circular causality in mother-child interactions. Such findings confirmed that mother-child interactions were nonlinear relations and were the results of interactions.
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