| 摘要: | 憂鬱症，「二十一世紀的癌症」，是一種變態的狀態，個體會表現出一些徵候及症狀，包括：低內省的情緒；悲觀及無價值的態度；低自發及特定的無所作為的症狀。」(Beck, 1967)。因此，憂鬱顯示出一種情緒（mood）、症狀（symptom）、症候群（syndrome）或是疾病（disorder），而其結果可能導致社交隔離、孤獨寂寞、生活品質不良、認知衰退、日常功能減退、甚而自殺。
本研究是從主體的觀點，以個案研究法（case study），敘事取向，多次深度訪談一位被醫師判定為重度憂鬱症的國中教師在罹患憂鬱症後，對其家庭及教職工作所造成的影響，進行探索與分析。以內容分析法，一方面了解個案因憂鬱症對其家庭，包含母子關係，手足關係，夫妻關係及與其他家族成員之關係；另一方面探討個案因憂鬱症對其工作，包含教學，師生互動，同事間的相處及學校行政四方面之影響，並將生命故事做整體的呈現。本研究主要發現簡述如下：
一、家庭部分：
(一) 家人對患者的支持明確地影響對憂鬱症的預後狀況
(二) 憂鬱症對傳統的家庭而言是必須被隱而不宣的
(三) 良好的社會支持其效能可以延伸到憂鬱症患者生活的其他部分
(四) 外在資源難以介入憂鬱症病患之家庭糸統
二、工作部分：
(一) 憂鬱症對教師教學能力未造成改變，但仍會影響教學品質
(二) 憂鬱症教師在重返教職後面臨的困境主要在於和同事的互動上
(三) 憂鬱症是調整教師自我狀態的轉機
(四) 學校應提供憂鬱症教師適合且富彈性的工作環境
本研究根據研究結果提出建議，以供給憂鬱症教師、學校及相關政府機構、諮商人員以及未來研究者之參考。
Depression, ‘the 21th century cancer’, which is conceived of as an abnormal state of the organism manifested by signs and symptoms such as low subjective mood, pessimistic and nihilistic attitudes, loss of spontaneity and specific vegetative signs (Beck, 1967). So, depression has shown a kind of ‘mood’, ‘symptom’, ‘syndrome’ or ‘disorder’, and which can easily lead to social isolation, loneliness, the low quality of life, the dysfunction of cognition or daily life, even suicide.
This research based on ‘case study’, an narrative approach with multi-deep interviews to explore the whole process of a depressed secondary school teacher suffering from depression with the influences on working, include (1) teaching (2) guidance (3) the relationship with other teachers and (4) school administration; and family, include (1)the relationship between mother and son (2)the relationship between sibling (3) the relationship with conjugal and (4) the relationship with other family member based on the content analysis. Then written down the whole life story. The main findings were as follows:
1. Influences on family:
(1) The family’s support were clear influence on depression prognosis.
(2) Depression patient should be concealed in traditional family.
(3) The effect of fine society support can extend to the other part of depression patient’s life.
(4) It is hard to intervene in the family system with depression patient by external resources.
2. Influences on work:
(1) Depression teacher were no difference on teaching ability, but still influence quality of teaching.
(2) The difficult position of depression teacher is interaction with their colleague when they return teaching job.
(3) Depression is a turning point for teachers to adjust their self-condition.
(4) School should provide working environment for depression teacher with fit and elasticity.
Based on this research, it could provide some coping strategies for (1) teacher (2) school authorities (3) local education authorities (4) counselor and (5) future study to promote the quality of education. |
