社交突圍的漫漫長路：自閉症青少年參與社交技巧訓練之經驗探討

Abstract

自閉症者與人互動時常遭遇困難，進入青少年時期後，可能更難因應愈趨複雜的人際關係互動，面臨更多發展阻礙及心理健康危機。對此，許多自閉症青少年透過社交技巧訓練改善人際互動困境。雖有大量研究發現社交技巧訓練具短期成效，但一些關注長期成效及納入自閉症者的研究指出，訓練未能實質改善社交困難。現有研究也較多聚焦社交技巧訓練成效，而較少關注自閉症青少年參與經驗。然而，《身心障礙者權利公約》及神經多樣性觀點皆肯認自閉症者有權利也有能力參與涉及自身事務，深入認識自閉症青少年參與訓練之經驗，有助於探討其社交困境改善情形。本研究之研究目的即在了解自閉症青少年參與社交技巧訓練之主觀經驗，提供訓練實務及相關政策之發展改善方向。 本研究之研究對象納入6名曾在青少年時期參與過社交技巧訓練、年齡介於18至30歲的自閉症者。研究者透過網路及自閉症相關機構組織招募自願參與研究者，並以半結構式深度訪談了解自閉症者參與社交技巧訓練經驗。訪談內容於謄寫為逐字稿後，以詮釋學研究策略進行分析。 研究結果顯示，自閉症者普遍在青少年時期經歷人際困境，由他人協助獲取社交技巧訓練資源，參與原因有放鬆玩樂、與人互動、提升社交技巧能力、認識自己及滿足他人期待，連結資源時常面臨時間安排、地理距離、家庭社經條件、訓練資源多寡及個人規劃等多重阻礙。這些訓練主要來自學校特教課程及醫療院所自費課程，多以遊戲、活動、影片、對話練習等方式教導基本社交技巧知識，與其他參與者及訓練帶領者的人際互動情形，有助於個人層面的知識吸收和能力成長。訓練結束後，參與者雖然個人社交知能有所提升，但離實質改變人際困境仍有距離，多透過自我學習及調適來因應。參與者提供的訓練改善建議包括，實務方面須考量更符合自閉症者需求的訓練設計，政策方面則有訓練資源分配不均、人員流動下的資源斷裂情形待改善。

Autistic individuals often encounter difficulties in social interactions, and upon entering adolescence, they may encounter even greater challenges in managing increasingly complex interpersonal relationships and interactions. This often results in heightened developmental barriers and risks to mental health. In response, many autistic adolescents participate in social skills training to improve their social interaction difficulties.. Although a substantial body of research has demonstrated the short-term effectiveness of social skills training, studies that focus on long-term outcomes and incorporate the perspectives of autistic individuals have highlighted its limited impact on achieving substantial improvements in social functioning. Existing research has largely focused on the effectiveness of social skills training, while relatively little attention has been paid to autistic adolescents’ experiences of participation. However, both the Convention on the Rights of Persons with Disabilities (CRPD) and the neurodiversity perspective affirm that autistic individuals have the right and the capacity to participate in matters that concern them. Gaining an in-depth understanding of autistic adolescents’ experiences in participating in such training is therefore crucial for examining the extent to which their interpersonal challenges can be alleviated. The aim of this study is to explore the subjective experiences of autistic adolescents in social skills training, with the goal of informing the refinement of practical interventions and the development of relevant policies. This study recruited six autistic individuals, aged between 18 and 30, who had previously participated in social skills training during adolescence. Participants were recruited voluntarily through online platforms and autism-related organizations. Data were collected via semi-structured, in-depth interviews to explore their experiences of participating in social skills training. Interview recordings were transcribed verbatim and analyzed using an interpretative research approach. Findings indicate that autistic individuals commonly experienced interpersonal challenges during adolescence and often accessed social skills training resources with the assistance of others. Their motivations for participation included relaxation and recreation, opportunities for social interaction, improvement of social skills, self-understanding, and meeting external expectations. However, the process of accessing these resources was frequently hindered by multiple barriers such as scheduling conflicts, geographical distance, family socioeconomic conditions, limited availability of training programs, and personal planning constraints. The training programs were primarily provided through school-based special education courses or fee-based services in medical institutions. They typically employed games, activities, videos, and conversational exercises to teach basic social knowledge and skills. Interactions with fellow participants and instructors further contributed to individual learning and skill development. Although participants demonstrated some improvement in social competence after completing the training, significant changes in overcoming interpersonal difficulties remained limited. Many relied on self-learning and adaptive strategies to cope with ongoing challenges. Participants also provided suggestions for enhancing training programs. On the practical level, they emphasized the importance of designing interventions that better address the needs of autistic individuals. On the policy level, they identified inequities in resource allocation and disruptions in service continuity due to staff turnover as issues requiring improvement.