學校對立性反抗性行為兒童的評量與介入

Psychological Assessment and School Intervention of Oppositional Defiant Behavior

10.6388/JES.200512.0052

洪慧涓(Hui-Chuan Hung)

對立性反抗行為 ； 心理評量 ； 學校介入 ； Oppositional Defiant Behavior ； Psychological Assessment ； School Intervention

教育科學期刊

5卷2期（2005 / 12 / 01）

52 - 60

繁體中文

本文前言說明學童對立性反抗行為臨床表現、涵蓋分類類型、行為對學校教室的影響以及對學童的影響。 兒童對立性反抗行為的理論論點探討整理精神分析、行為學派、發展觀點與權力鬥爭等四種理論對此行為的看法，以幫助學校輔導老師與教師提供評量與介入的方向治療考量。 學校評量該行為主要說明學校評量的目的不在診斷，而是在蒐集資料以作為學校介入的參考，學校評量分教師與學童，教師依據平日的觀察，填寫「干擾行為量表－教師版」與「學校情境問卷」並說明教師評量注意事項。學童評量雖有其限制，尤其學童填寫Amsterdamse scale of Oppositionality（簡稱ASO）所獲得的資訊，可以了解其知覺環境和自己的方式，以作為學童社交訓練或人際敏感訓練方案的參考。 該行為的學校介入分為結合親子互動治療或親職訓練的模式，該模式運用增進關係與行為技巧處理學童學校對立性反抗行為；以及介紹環境轉換造成學童攻擊行為的升高，可由學校教師與家長共同合作FAST方案(Families and Schools Together)。最後依據筆者的論文建議，提出訓練教師適當地分辨與回應學童透過行為所要表達的情緒或內在需求，有利教師教學目的的進行，也有益學童的學校學習與適應。

The purpose of this article was to introduce the clinical expressions of oppositional defiant behavior, and the classification of behavior, the impacts of the teachers and the children themselves. From the perspectives of psychoanalysis, behavioral learning, developmental approach and power struggle of oppositional defiant behavior, provided the school counselors and teachers to assessment and intervention the problems of children. The purposes of the school psychological assessment were not focus on the diagnosis but on gathering the data to intervention. The assessments were on teachers and children both, the teachers accorded the observation of children to answer ”Disruptive Behavior Scale-for teacher” and ”The Scale of School Situations”. Though the assessment of children had their limits, but the result of the ”Amsterdamse scale of Oppositionality” helped us understanding the perception of environment and him, and provided the datum of the program for the social skill and interpersonal sensitivity of children. The school intervention could combine the Parent-Child Interactional Training and Parent Training, the models enrichment the relationship and behavioral technique to handle the defiant and oppositional behavior of the children. And during the translation of environment made children raised their aggressive behaviors, the school teachers and parent could coordinate the program of FAST (Families and Schools Together). According to writer's thesis to train the school teachers to differentiate and response to the purpose of the behaviors either to express emotion or internal needs of the children properly, would help the goal of teaching and the learning and adjustment of the children.

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