| Summary: | 博士 === 國立臺灣師範大學 === 教育心理與輔導研究所 === 92 === The present study provides dropout students a multiple service which integrates the physical, mental, and spiritual aspects of individuals. The system view of family, school, and social was also taken into account. An “Integrating Service Project for Dropout Students” (ISPDS) was therefore formed including spiritual, mental, active, artistic, and living dimensions. Seven dropout adolescents and their parents were enrolled in the ISPDS. The aims of this study were: (1) To evaluate the efficacy of the ISPDS among vocational school students and their parents; (2) To evaluate the efficacy differences between “successfully go back to school” and “unsuccessfully go back to school” students after conducting ISPDS; (3) To investigate the perceived effective and ineffective factors for “successfully go back to school” and “unsuccessfully go back to school” students one year after the end of the ISPDS; and (4) To understand the executive and ideal discrepancies of the ISPDS and propose a modified version for future works. During the period of ISPDS’s intervention, self-function for “successfully go back to school” students promoted as well as “unsuccessfully go back to school” students, but the effect decreased for the latter at the one year later evaluation. “Successfully go back to school” students had continuously progress on cognitive ability but “unsuccessfully go back to school” students did not. During the intervention period, students in both successfully and unsuccessfully go back to school groups had changes on their profession plan, and students in “successfully go back to school” group obtained the most progress on academic performance one year later. The main difference between successfully and unsuccessfully go back to school groups was the ability to deal with the confliction on their peer relationships. Whether the adjusted behaviors continued depends on students’ existing self-regret. During the intervention period, students from both successfully and unsuccessfully go back to school groups could reap benefit from understanding the emotional sources of family experience and rethinking the relationship with their family members. However, when the ISPDS ended, students of unsuccessfully go back to school had fewer positive family experiences than those of successfully go back to school. One year after the ISPDS ended, five of the successfully go back to school students obtained positive helps on all dimensions of school adjustment. In general, successfully-go-back-to-school students had more positive factors for changing and much less negative factors than unsuccessfully-go-back-to-school students, which indicated there was considerably different cognition on changing factors between the two groups. The author-designed ISPDS had good effects on individual, family relationship, peer relationship, and going back to school areas for participate students through five dimensions of course. The effects of the parent’s group were on parents’ having self improvements, having more flexible parenting attitude, setting a clear line between parents and children, having progress on parent-child relationship, and receiving social support. The parent’s group promoted the consistence of perception between parents and children. The only work without expected effects on helping students going back to schools was the cooperation with schools.
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