本研究使用敘說研究方法，探討未婚成年女性多重戀情的心理歷程。從文獻與實務經驗中理解到，有些多重戀情者在其中有許多負向感受（女性尤其強烈），因此希望關注在歷程中時有負向感受的女性當事人身上，給予敘說的空間。採用立意取樣由熟識的人介紹受訪者小黛，訪談與分析詮釋後發現，在說出來的故事底下，還有許多難以被說出來的故事主軸。小黛雖然本著開朗釋懷的態度，看似不受外界影響與壓迫，但其實渴望被接納，也擔心被社會評價所批判，因此說得小心翼翼，不斷地解釋與抗辯污名，並且在多重戀情歷程中持續進行自我形象的整飾。社會的負向評價不僅在訪談當時影響著故事的敘說，更在故事發生當時就扮演了舉足輕重的角色，並且已經內化為女性多重戀情者的價值觀，讓當事人被污名所壓迫，「這不是一部變心與劈腿的故事，而是一部在自我形象與感情需求的拉扯下，尋求著被允許與被接納之生存空間的故事。」 最後，本研究對多重戀情現象、質性研究者與諮商員提出反思與建議。 / The study was based on narrative research approach exploring the females’s psychological process of an unmarried adult female who had more than one lover at the same time. According to the research and practical experience, some people, especially the females who had more than one lover at the same time would experience a lot of negative feelings. The participator Diane was introduced by a friend based on purposive sampling. After interviewing and interpreting the story, there are some important stories under what she had said. Although she looked like optimistic and didn’t care about external pressure, in fact, she wanted to be accepted and worried about the social judgment. Therefore, she told about her story carefully, and explained her behavior again and again. Besides, she regulated her self-image all the time when she falling in love with two men. Not only influencing the narration in the interview, the negative social judgment also played a key person from the beginning. It was internalized by the female who had more than one lover at the same time, and oppressed her through stigmatization. “This is not a story talking about unfaith; this is a story talking about a person who seek to be accepted, be permitted to survive under the struggle between the self-image and the need of love.” Finally, there were some discussion about the phenomenon that a person had more than one lover at the same time and some suggestions to the researchers and counselors.

本研究使用敘說研究方法，探討一位明星高中成績低落學生形成自我認同的心理歷程。以後現代的觀點，來瞭解受訪者如何看待自己在耀眼的明星高中裡，所經驗到的課業問題以及對自我形象的認定。本研究採立意取樣方式，邀請正就讀於北部某明星高中，且高一至高二其間學業成績明顯低落的受訪者KK，進行半結構式的訪談。經過文本的分析詮釋後整理出KK的自我認同歷程階段表，來描述受訪者在進入明星高中前後，所經歷不同時期的自我認同樣貌；此外，研究者亦參考各心理學家所提出自我認同的相關理論來檢視受訪者的自我認同程度，並以質性的方式來描述；最後，研究者歸納出受訪者如何重新賦予自我新形象的心理模式。本研究亦針對教育工作者、質性研究者與諮商員提出反思與建議。 / The main purpose of this study is to inquiry what an underachiever expe¬riences his academically lagging behind in a prestigious high school in north Taiwan and how he establishes his self-image in the process of self-identity. By taking a post-modern perspective, I tried to understand the participator’s experiential world through his narrative language in a semi-structured interview. The method of text analysis is the holistic-content model by Lieblich, Tuval-Mashiach(1998). After a narrative interpretation, I concluded the participator’s self-identity process describing his different self-image before and after entering the prestigious high school, assessed the participator’s degree of self identity by relevant theories in a qualitative method and discussed the way he established self-images. Finally, I proposed some educational suggestions for practical educators, qualitative researchers and counselors.

本研究旨在理解一位女性諮商師諮商性侵害加害人的經驗，包含個體主觀知覺的心理衝擊、調適與突破困境的歷程，以及此經驗對她的專業工作以及個人生活上的影響。 研究的開端，是由研究者到監獄觀察性侵害加害人團體所經驗到的心理衝擊出發，逐漸聚焦至關注女性諮商師與性侵加害個案工作的經驗。 本研究採用敘說研究方法，以「整體—內容」分析法將研究參與者「白菜」的工作經驗彙整成一篇故事，並進行後續的詮釋與討論。 從白菜的敘說中可以發現到，由於工作所帶來的碰撞，其個人內在的經驗可區分為兩大主題：「內在自我間的分裂與衝突」以及「在性侵害工作中所引發的性焦慮」，而白菜一直不斷努力地進行自我的接納與整合的調適。同時，在此調適過程中，也看見白菜在她的工作場域中進行著「外在性別角色的覺察與改變」的歷程。此外，本研究並以「諮商師的專業發展與成長」之軸線來討論白菜的經驗敘說，研究者看見一位女性諮商師投注在性侵害治療工作中，每當面臨到心理衝擊或「卡住」時，就不斷地向內反覆思索並向外尋求可幫助自己繼續前行的出口，然後再整合成新的觀點，回到實務工作或私人生活中嘗試突破，而這歷程是來來回回，循環不息地發生的。 研究之末，依循研究結論並綜合白菜所述及研究者個人的認識與體悟，對性侵害治療工作人員所需要的後續關懷，提出建議。而研究者也由自己身為一位研究者與一位諮商工作者的角色進行反思對話，研究者並體認到，研究的歷程其實也是一段貼近自己的歷程，接觸性侵害加害人，無論是對研究者或參與者來說，都開啟了對另一個世界的認識，這個經驗震盪了她們的生命信念，幫助她們看見了自己在「性」、「罪惡」和「犯罪」等議題上的限制，但也同時為她們指引了成長的方向。 / The purport of this study is to understand the experience of a female counselor who works with sex offenders, including the psychological impact that the individual has perceived subjectively, and her course of self-adjustment and breaking through the predicament, and furthermore these experiences influence her professional work and personal life. The beginning of this study is to describe the psychological impact that the researcher perceived while going to the jail for observing the group composed by sex offenders, and gradually to focus on the experience of the female counselor who counsels the sex offenders. The study adopts narrative research approach. The researcher wrote down the study participant's work experience as a story in the "holistic-content" analytic method, and then interpreted and discussed it. From the narrative of the study participant ,Cabbage, the researcher discovered that because of the conflict the work brought , her internal experience was divided into two themes：“internal division and conflict” and “sexual anxiety caused from the sex offenders treatment”. However, Cabbage engaged in the adjusting course of self-admittance and self-integration hard. At the same time, the researcher also observed that Cabbage went through “the awareness and change of the external sex role”. In addition, this study discusses the narrative of Cabbage with the axis of “professional development and growth of the counselor”. The researcher saw a female counselor working on the treatment of sex offenders, whenever suffered psychological impact or impasse, she considered inwards and looked for the method to continue going ahead, and integrated into a new viewpoint to get back to the practice work or the private life for trying to break through predicament. The course happened circularly. In the end of the study, relying on the conclusion of the study, the synthesis of Cabbage’s narrative and the researcher's personal understanding, the researcher proposed some suggestions to the demand of the people who work with sex offenders. The researcher also introspected from taking as a researcher and a counselor' roles, and realized that the study was actually a journey towards herself. The experience of getting along with sex offenders, no matter for the researcher or the participant, has opened another world. It shakes their life faith, but also helps them to see their own restriction on such topics as “the sex“, “the guilt” and “the crime”, etc., as well as guided them the direction of growing up.

目前台灣迎娶外籍配偶現象日益增加，「外籍配偶」一詞已成為台灣另一個新興族群的代稱。然多數外籍配偶在低社經地位的處境，加上文化隔閡而導致之教養困境，皆間接影響下一代子女的教育問題。 本研究旨在探究文化衝擊下，外籍配偶教養經驗之內涵與其調適歷程。採個案敘說研究取向，透過訪談一位來台十年、已育有三位子女之印尼客家籍外籍配偶，以敘事文體呈現外籍配偶過往之受教經驗、來台後歷經的教養遭遇並闡述其所持有之「原罪」與「愛必管教 」的教養觀。最後，本文參照家庭生命週期觀點與Anderson遷移者教養子女歷程論，進一步闡明外籍配偶在歷經跨文化衝擊下，獨特的「調整與修正」之教養現象與其教養圖像之形塑歷程。 / Getting married with foreign brides becomes more and more common in Taiwan now. The term, “Foreign Spouse”, has represented another new emerging group. However, most of the families with foreign spouses are in low social and economic status and the culture difference also forms a barrier to children’s education. These factors indirectly influence the education of next generation. The purpose of this research is to discuss the experience of how a foreign spouse educates and nurtures her children and the process of how a foreign spouse adjusts herself to overcome culture difference. This research applies case studies to interview an Indonesian foreign spouse, who has been married in Taiwan for over ten years and has three lovely children. This paper describes the case study as a story. It includes the education background of the foreign spouse and the experience of educating and nurturing children after she came to Taiwan. In addition, the story goes further to explain a very special point of view of education and nurture, which the foreign spouse in this case study possess. That is “the original crime” and “love to teach”. Finally, this paper refers to the viewpoint of life cycle of a family and the Anderson’s theory of a migrant’s educates and nurtures the children, and further explains the unique phenomenon and model of nurture and education, “the Adjustment and Modification”, that a foreign spouse has under the impact of culture difference.

這是本第一人稱敘事的論文，研究者帶著「青少年哲學教學如何可能？如何進行？如何在行動中形構課程？」的研究意圖投身另類教育現場－北市自主學習實驗計畫－由實習教師、兼任教師、專職教師暨導師，歷時凡五年，往來於教學與研究的雙重場域。教育現場提供「微觀」取向的見解與經驗；而教育理論、哲學等理論框架的研究者背景對教學信念與舉措起著指導作用，同時因「敘說」的學習及實驗計畫提供的滋養，提昇教師專業並轉化研究歷程，自我也有所蛻變。 　　是以進入論文書寫階段便超越原先研究目的，更且涵蓋：課堂如何成為參與者的心智、情意活動的平台？學習者如何超越、跨出課堂？課堂以外的諸般條件此間如何作用？面對師生關係的覺察與種種行動體驗，如何形構由教師發聲的哲學？以上種種且於反思回觀後企圖做「可普遍化」的談論，並公開教師知識，以為意者參照。 　　研究進路為質性研究方法中的生命傳記敘說取向，文本採集使用Fritz Schütze開展的敘述訪談法，訪談就讀實驗計畫期間參與研究者開設之哲學課與寫作課的兩個案例(其中一人現就讀外轉公立高中，另一仍就讀實驗計畫)，並且同時訪談其家長(本研究皆為母親)敘說文本，作為家庭生活與學校生活的參照。資料分析以Rainer Kokemohr的參照推論分析為主軸，輔以 F.Schütze、Moustakas並借用Bruner和Lévi-Strauss的見解。同時研究者的相關研究紀錄與學生作品亦是重要資料。由學生文本、家長文本與教師紀錄、蒐集的現場資料，構成了詮釋現象和形構理論的三角。 　　研究結果發現敘說可作為課堂「橫向聯繫」的滋養與方法，有助於知識、技能的學習、更且聯繫學習社群的各個參與者；而對參與者的想像因敘說生命故事與家族治療的影響，將個體的「我」看作帶著家庭、文化充滿故事的生命體，而這生命有著「父-母-子」的三角結構。本研究發生的場域－青少年哲學人文的課堂－藉「外化」的作用，透過創作達致思辨，在Logos和Mnemosyne(=memory)兩面向上相輔相成，而敘說可作為創作的幫助，並且也是促成外化作用生發的一種方式。研究建議，青少年哲學、寫作等課堂可觀照討論內容與課題(theme)、進行方式和探究團體的形成。 　　在互為閱聽的學校課堂中，生命得而賦權，並增加「邂逅」的機會，從而得獲教育，生命因之蛻變。教師便是形構邂逅場域的人，預設邂逅可能條件的關鍵；他的權威用以增進聯結，並在倫理上應自我取消，而形構邂逅場域的重要能力之一，便是造型力。 　　邂逅場域的形成，正可作為學校存在的特徵、價值和經營方向，而另類教育、另類學校的存在，正是提供不同邂逅的可能條件。正如身為教師的研究者得而開展迥異於體制教育的青少年哲學與寫作課程，適可作為教育典範的競逐參照，另類教育承諾了不同的教育希望，而研究者對自身生命史與論文寫作時的教師角色和研究者角色的選擇與反思，亦可作為進行教師行動研究的參考。

藉著聆聽教師的敘說，我研究的主要目的在於理解教師專業認同的歷程，及此歷程所彰顯的意義世界。以Mead談論的自我概念作為基礎，我認為教師專業認同的概念是一發展性的歷程，而不將其視為本質、本體或範疇。此外，個人的認同歷程在敘說中展現也是我所強調的另一個重點，也就是說，個人在向聽者敘說裡頭展現其生命經驗，而聽者得以藉著語言的力量理解敘說者的生命經驗。奠基於此，研究者（我）才得以理解教師（受訪者）的敘說。 我採用「教育學傳記研究」作為研究取向，並以德國學者Fritz Schütz發展的「敘述訪談」作為資料採取工具，蒐集而來的資料即是我所謂的「文本」或「故事」。訪談的對象是小卉 -- 一位成為國小教師五年左右、服務兩所學校的初任教師。訪談結果在轉錄成逐字稿後，依據Schütz所提出的文本分析流程進行文本結構描述，並嘗試詮釋以析出故事抽象概念。 經過文本結構描述和分析，逐漸呈現「選擇」、「在比較中了解自己」以及「愛與被愛」的教師故事圖像。然而，我並未只是停留在故事詮釋的階段，而更進一步和其它教師敘說進行對話，其目的在於企圖呈現「我們如何看待教師故事、發聲」的議題。最後，我反思本研究的價值以及教育學傳記研究的意義。 / The purpose of my research is mainly to understand the process of a teacher’s professional identity by listening teacher’s narrative. Also, I attempt to explore the meanings represented by this process. Based on Mead’s concept of self, I argued that the attribute of teacher’s professional identity might be better viewed as a developing process than essences, substances or categories. Furthermore, one’s identity process revealing from narrative is other key point in my study. That is to say, one displays his or her life experiences with a narrative to listener, and then the listener understands the experiences through the power of language. Therefore, according to the above-mentioned methodological basis, I (researcher) could make sense of the teacher’s (interviewee) narrative. I adopt ”Biographic Research in Pedagogy” as my research approach, and collected raw data called “text” or “story” with “Narrative Interview” developed by Fritz Schütz, a Germany sociologist. After interviewing the first teacher, Little-hui, who just has been working about five years in two elementary schools, I followed Schütz’s procedures of text-analysis to describe the structure of the text and attempt to catch abstract concepts in hui’s story. After the process of structure description and interpret, “choosing”,”knowing self by comparing with peers”, and “to love and to be loved” gradually showed up to be images of Little-hui’s story. However, I didn’t stay right in the position of story-interpreting. Moreover, I situated these images a dialogue with another inquires of teachers’ narratives, and attempted to raise the issue of “how have teachers’ stories, voices, or narratives been viewed and treated in the context” for discussion. At the end, I reflected on the value of this research and the meaning of “Biography Research in Pedagogy.”