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題名:憂鬱症父母與青少年子女的家庭劇場敘說研究
作者:鄒繼礎
校院名稱:國立彰化師範大學
系所名稱:輔導與諮商學系所
指導教授:趙淑珠
學位類別:博士
出版日期:2015
主題關鍵詞:劇場敘說分析家庭劇本家庭角色系統憂鬱症憂鬱症父母之子女theatrical narrative analysisfamily scriptfamily role systemdepressionChildren of Depressed Parent (CDP)
原始連結:連回原系統網址new window
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本研究運用心理劇理論與方法,並以劇場的建構主義精神與觀點,發展出劇場敘說訪談與分析方法,來探究憂鬱症父母及其青少年子女的憂鬱症敘說。主要的研究關注為理解憂鬱症的家庭內傳遞現象,以及可能的預防含意。
本研究有三個研究目的與問題:其一為探究在跨代的互動脈絡下,探究憂鬱症父母與青少年子女的跨代敘說經驗,特別是憂鬱症的跨代傳遞經驗以及家庭的因應經驗。也就是,如何從憂鬱症的親子敘說經驗來看待過去研究指出的憂鬱症的跨代傳遞現象?第二個研究目的為,從憂鬱症家庭的親子角色群結構的轉變,來理解家庭的故事情節與發展。研究分析將從親子角色互動與信念共構的脈絡裡,來解析青少年子女進入憂鬱症者子女(CDP)之角色學習與後設角色的發展經驗,以及這些經驗如何呈現差異性的憂鬱症傳遞現象。第三個研究目的為,從心理劇場、角色理論與家庭劇本的視框,來探究憂鬱症家庭的劇本主題。另外,將從承載家庭劇本的社會、經濟與文化脈絡來詮釋家庭劇本與信念傳遞,並解讀家庭劇本中憂鬱症的傳遞現象。
本研究角色重整與轉化理解憂鬱的症跨代傳遞,提出幾項新的理解,包括:
1. CDP角色轉變的四階段歷程提供瞭解憂鬱症跨代傳遞的新途徑。
2. 憂鬱症家庭的經濟、社會網路與其他資源的差異,造成了差異性的CDP角色轉變歷程,也造成了差異性的憂鬱症跨代傳遞。
3. CDP角色學習的第二階段,角色重整,呈現出憂鬱症跨代傳遞的關鍵機制。角色重整階段包括了角色區隔、角色統整與角色協商的機制。
4. CDP在青少年發展階段的後期離家與進入大學,拓展了人際與社會脈絡。在新的環境下,一方面CDP因過去重整階段的不完整,在壓力情境下觸發嚴重的憂鬱情緒(A家庭小婷);但另一方面,新的社會脈絡與離家經驗可以重回角色重整階段,開啟CDP角色創造階段的通道(A家庭小婷與B家庭小凱)。
5. CDP在角色重整階段的工作構成第一層角色轉化經驗,第一層轉化經驗開啟了兩個家庭的正向敘說,並為邁向第二層轉化經驗(第四階段的角色創造)的基礎。第一層轉化經驗構成了阻隔憂鬱症跨代傳遞的重要機制。
6. 第二層轉化是在社會脈絡中發生的,它需要超越家庭系統,跨越到更廣的社會脈絡中去實驗正在發展中的進取性心理劇角色。第二層轉化過的角色時,這一層轉化將帶來持久性與正向性的自我敘說,是阻隔與轉化憂鬱症傳遞的長期保護機制。
7. CDP在運用自發與創造力來跨越文化貯存時,憂鬱症父母獲取知識、努力進行角色群的重組,對於CDP的跨越文化貯存有很重要的貢獻。
根據以上研究發現,對於憂鬱症傳遞之預防與教育的主要含意為:由親子共同參與建構劇本,解構與重述生命故事的面向來設計CDP的憂鬱症預防教育課程。該課程可以藉由CDP角色轉變與學習歷程,發展一個家庭的(親子次系統、全家或多家庭團體)的CDP角色訓練課程。
Based on the spirit of psychodrama perspective and constructivism, this study applies psychodrama theory and methods to develop a theatrical narrative interview and analysis framework. The depressed parents and their children of the two families were interviewed. The main purpose of the thesis is to understand the cross-generational transmission of depression with family and its implications for prevention of such transmission.
The main findings about transmission of depression within family include:
1. The process of the four stages of role adjustment for children of depressed parents (CDP) provides new access to understand the cross-generational transmission of depression.
2. The difference in economic, social network, and other resources contributes to differential process of CDP role adjustment. And accordingly causes differential transmission of depression across generations.
3. The second phases of the CDP role learning, role restructuring, shows the key mechanism of transmission of depression.
4. The international and social context expands as the CDP leaves home during their later stage of adolescent development. On the one hand, CDP could trigger depression due to incomplete role restructuring in the new environment (daughter of family A). On the other hand, the experience of leaving home could be an access to re-entering role restructuring, which open the access to role creation (both daughter of family A and son of family B).
5. The role restructuring of CDP constitutes the first level of role transformation, which links to positive narratives among the two families. It also constitutes the basis for moving toward the second level of role transformation. The first level of role transformation seems to be the key mechanism for preventing depression transmission across generations.
6. The second level of role transformation occurs within the social context; it should go beyond family system and move further to a social context to experiment newly developed functional psychodrama roles. The second level of role transformation might be a basis for bringing long lasting positive narrative and constituting protective mechanism for depression transmission in the long run.
7. While CDP tries to overcome personal cultural conserves by spontaneity and creativity, the effort of acquiring knowing, working toward the restructuring of role clusters would contribute significantly toward CDP’s effort to overcome the restriction from personal cultural conserve.
Based on the outcome shown above, the implications for prevention of depression transmission might be: A course or program for the prevention might be designed according to the role learning process. The program could teach and give training to CDP’s role learning in the context of family or a sub-system of family.
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