自閉症學生之幽默風格與其父親與母親之依附關係與幽默風格之相關研究

Abstract

幽默可以在社交情境下調劑氣氛，促進人際關係之一種特質，過去研究使我們了解自閉症在人際互動與社交情境上表現困難，而自閉症在幽默表現經常不易理解或使用錯誤方式與人互動，研究者想要了解自閉症在幽默的使用是否受到與父母親依附關係影響，抑或是自閉症學生本身特質影響造成其在幽默風格使用與一般學生之不同，若能了解此情形，或許可以針對自閉症幽默風格進行教學輔導。 研究者以「中文版幽默風格量表」、「依附關係量表」為研究工具，以立意取樣，抽取全臺灣179組自閉症學生與其父母，回收後之有效樣本為69位學生、44位父親及88位母親。結果顯示： 一、自閉症學生父母在各類型幽默風格皆未達顯著差異。 二、自閉症學生對母親依附顯著高於父親依附；自閉症學生對母親依附的「信任」、「溝通」、「整體依附」顯著高於父親；自閉症學生對父親、母親在「依附－低疏離」並無顯著差異。 三、父親「自我提升型」幽默風格與父親「依附－溝通」有顯著正相關；母親「親和型」幽默風格與母親「依附－低疏離」有顯著正相關；母親「攻擊型」依附風格與母親「依附－低疏離」有顯著負相關。 四、父親「自我提升型」幽默風格與父親「依附－溝通」有顯著正相關；母親「親和型」幽默風格與母親「依附－低疏離」有顯著正相關；母親「攻擊型」依附風格與母親「依附－低疏離」有顯著負相關。 五、自閉症學生「自我提升型」幽默風格與父親「依附－溝通」、「父親依附」有顯著正相關；自閉症學生「自我貶抑型」幽默風格與父親「依附－低疏離」有顯著負相關；自閉症學生「攻擊型」、「自我貶抑型」幽默風格與母親「依附－低疏離」有負相關。 最後，根據本研究結果，職是之故，研究者建議學校或相關單位可辦理不定期親職教育講座或親職團體課程，父母可學習正向之幽默風格，藉此降低父母之負向幽默風格使用，對學生展正向幽默風格；此外，對於自閉症學生，學校或相關單位可藉由開設社交技巧或小團體將幽默融入課程中，提升自閉症學生之幽默能力，增進人際關係。Humor can adjust the atmosphere in the social situations, a way to promote interpersonal relationships. Past researches enable us to understand the autism had difficulities in interpersonal interactions and social situations. They often have difficults to understand the performance of the humor or use mistaken manner interacting with others. The purpose of this study wanted to clarify how autism affects to use humor styles and attachment relationship by their parents.And what are the differences between the students with autism and general students.These understanding of the situations, perhaps we can use more useful teaching for autism counseling of humor styles. The measurements used were the traditional Chinese version of the Humor Style Questionnaire (HSQ-TC) and Inventory of Parent and Peer Attachment (IPPA). 69 students with autism from Taiwan, 44 fathers and 88 mothers participated in this study. The results are as followed: 1. Among their parents, there was no significant difference between the parents in all types of humor styles. 2. The attachment of students with autism to mother was significantly higher than father; the attachment of "trust", "communication", "mother attachment“ to students with autism to mother attachment is significantly higher than father; there was no significant difference between students with autism in the father and mother. 3. There is a negative correlation between self-enhancing humor style of fathers and affiliative humor style of students with autism. However, there is a postive correlation between aggressive humor style of fathers and self-enhancing humor style of stuedents with autism. In addition, the affiliative humor style of mothers has a positive correlation with affiliative humor style of students with autism. 4. There is a postive correlation between self-enhancing humor style of fathers and communication with fathers. The alienation of mother attachment is positively related to affiliative humor style of mothers and negatively related to aggressive humor style of mothers. 5. There is a positive correlation between self-enhancing humor style of stuedents with autism and the attachment of communication and father attachment with fathers. However, the self-defeating humor style of students with autism was negatively related to father attachment. All negatively humor styles of students with autism have negative correlation with attachment of alienation to mothers. After researches and analyses, humor styles of parents had a correlation with students with autism , and there were differences between parents. Therefore, school could offer educational activities to improve the humor style of parents. In addition, all negatively humor styles of children have negative correlation with attachment.School could offer interpersonal and humorous courses to improve the humor style of students.