Linehan（1993）、Krause等人（2003）發現童年在情緒無效環境中成長的個體會產生情緒調節困難，且情緒無效性常會惡化成人時期的心理及行為問題，包含自我傷害行為。據此，研究者試圖了解童年情緒無效性是否會造成個體無法接納其負向情緒，進而增加其自我傷害行為的發生機率。本研究的目的有二：一是發展「情緒不接納量表」，並初步驗證其信效度。二為探討「童年情緒無效性」與「情緒不接納」與「青少年自我傷害行為」三者的關連性。 　　本研究採問卷調查法，研究對象為478位高中職及國中學生。研究結果發現，情緒不接納量表可分為「對情緒的自我評價」及「對情緒的否定」兩個因素。負向情緒社會化與心理虐待會使個體較容易產生對情緒的自我評價。心理虐待能預測高中職學生自我傷害發生的有無及累積頻率；對情緒的自我評價能預測兩組學生自我傷害行為發生的有無。對情緒的自我評價及對情緒的否定在負向情緒社會化與自我傷害累積頻率、心理虐待與自我傷害累積頻率之間並無中介效果。最後研究者針對國中、高中職學生心理發展階段的不同、負向情緒社會化與心理虐待在概念上的差異，及對自我傷害的影響路徑進行討論。 / Linehan (1993), Krause et al. (2003) found individuals who grow up in an emotional invalidating environment during childhood may have difficulties in emotional regulation, and emotional invalidation often deteriorate both psychological and behavior problems later on in their adulthood, including deliberate self-harm behaviors. Therefore, this study tried to investigate whether childhood emotional invalidation can cause one’s emotional nonacceptance, and therefore can increase the probability of deliberate self-harm behaviors. The purpose of this study was to develop the scale of emotional nonacceptance, and to explore the relationship between childhood emotional invalidation, emotional nonacceptance and adolescents’ deliberate self-harm behaviors. The study was based on questionnaires, and the participants were 478 high school students in Taiwan. The main results were as follows: First, the scale of emotional nonacceptance can be divided into two factors: self evaluation of emotion and denial of emotion. Second, negative emotion socialization and psychological abuse can predict adolescents’ self evaluation of emotion. Third, psychological abuse can predict the occurrence and accumulative frequency of deliberate self-harm of senior high school students, and self evaluation of emotion can predict the occurrence of deliberate self-harm of all high school students. Finally, self evaluation of emotion and denial of emotion do not play as mediators between childhood emotional invalidation and the frequency of adolescents’ deliberate self-harm behaviors. The investigator discussed the different stages of psychological development between junior and senior high school students, the differences between negative emotion socialization and psychological abuse, and their paths that influence deliberate self-harm behaviors.