中學導師面對學生死亡事件之心理歷程與處理方式初探

NHUIR > College of Humanities > Department of Life-and-Death Studies > Disserations and Theses(M. A. Program in Life-and-Death Studies) > Item 987654321/20643

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Title:	中學導師面對學生死亡事件之心理歷程與處理方式初探
Authors:	吳淳肅 Chung-Sue, Wu
Contributors:	生死學研究所吳秀碧;廖梅花
Keywords:	中學導師;死亡;心理歷程 death
Date:	2000
Issue Date:	2015-05-12 13:36:15 (UTC+8)
Abstract:	學生死亡事件對一向寧靜的校園是一個強大的衝擊，而對死亡學生所屬的班級師生而言，更是一個需要面對的失落。本研究探討中學導師在經歷學生死亡事件時的心理歷程及處理方式，釐清他們在面對事件時的困難和需要，並進一步瞭解學生死亡事件對導師造成的影響。本研究採立意抽樣，共訪談了五位中學導師，並以紮根理論為基礎，進行資料的譯碼及分析。研究結果發現，在面對學生死亡事件的過程中，中學導師所執行的「角色」（不論是基於社會的角色期待或是導師個人內化的價值）滲透性的影響了他們的「情緒」、「想法」和「處理方式」，構成死亡事件發生後的主要歷程。在事件處理上，導師面臨的困難環繞在「情緒」上，如不知如何處理學生的情緒。導師的需求則包括「事件處理的相關訊息」、「情緒支持及歸屬感」和「心靈層次（spiritual）的慰藉」。另外，學生死亡事件也對導師造成多方面的影響和改變。受訪的導師對自己及學生的狀態大抵能清楚的覺察。不過，他們似乎較難覺察本身的情緒壓抑，也無法意識到學生的某些行為和悲傷的關係。一般而言，導師的情緒需求不僅被自己否定，也不為周遭的支持系統（尤其是行政體系）所知覺，造成導師的悲傷被剝奪（disenfranchised）的境況。要之，死亡常引發個人對生命的困惑與質問；而校園中的「學生死亡事件」所激起對生命的思考絕非「一般班級事務」所能引發，故不應被視為一般性班級事務來看待。最後，本研究針對教師及行政機關提出若干建議。 To a peaceful campus, a student’s death is usually a shocking turmoil; to the class, where the deceased student used to belong, the death means a great loss. This study explores 1) how high school mentors react to a student’s death cognitively, emotionally, and behaviorally, 2) what their difficulties and needs are in dealing with the death and 3) what long-term impacts the death has on the mentors. Employing purposive sampling, the researcher interviewed five high school mentors. Grounded theory method was used to analyze the collected data. The findings show that “the mentors’ role as a teacher” (either based on social role expectation or sprung from internalized believes ) presents an overarching factor influencing their emotions, thoughts, and ways of dealing with the death. These mentors’ difficulties seem to center upon emotion related issues, e.g., they do not know how to deal with students’ emotions. Their needs include 1) the needed information for handling the death, 2) emotional support and the feeling of relatedness with others, and 3) the care of their spiritual needs, e.g., the request of some sensible explanation of the death. Most of the participant mentors are well aware of their own and students’ mental states in the entire process. However, they do not seem to be able to detect their own suppressed emotions. They also have difficulties understanding that certain student behavior is a manifestation of their grief. Generally speaking, the mentors’ needs to express their emotions are not only denied by themselves but also not recognized by their social network, which leads to the so-called “disenfranchised grief.” In summary, a death event usually forces individuals to start to think and question about all the serious issues of life. And, in this respect, a campus death event is distinctively different from everyday class affairs. Accordingly, a death event should be handled differently. Based on the findings, some suggestions are provided to teachers and administrative systems, e.g., paying more attention to the mentors’ emotional needs.
Appears in Collections:	[Department of Life-and-Death Studies] Disserations and Theses(M. A. Program in Life-and-Death Studies)

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