妥瑞症發病於兒童期的慢性神經精神異常，其症狀以tic為主。本文以質性調查研究法，探討一位妥瑞症青少年學校適應之生活經驗，以期瞭解妥瑞症青少年學校適應之本質。由台灣妥瑞症協會取得聯絡資料，說明訪談目的並且獲得同意書後，個案家中進行訪談，訪談過程全程錄音，訪談時間共60分鐘。訪談資料依循內容分析法之步驟分析、整理及歸納的結果，得到五個主題：(1) 性別影響互動；(2)老師特質影響深遠；(3)大聲擊鼓宣傳妥瑞但效果不彰；(4)無奈損友誇大模仿；(5)期待妥瑞正常化。研究結果可提供給醫護人員深入瞭解妥瑞症青少年學校適應的生活經驗，同時有助於醫護人員、學校教師擬定妥瑞症青少年學校適應問題之照護指引及建立妥瑞症諮商介入措施，以提升妥瑞症青少年的照護品質。 Tourette syndrome is a chronic neuropsychiatric disorder which develops the main symptoms of tic during childhood. This report explores the experience of an adolescent with Tourette syndrome in school adjustment by applying the method of qualitative inquiry, to understand the nature of school adjustment of an adolescent with Tourette syndrome. We first obtained contact information of the cases from the Taiwan Tourette Family Association, explained our purpose to get his consent for inclusion into the research, and then conducted an interview at his home. The time spent for interview was 60 minutes for case and all the voices talking during interview were recorded. By following the steps of content analysis, all the information collected in the interview were analyzed, sorted out, and grouped. The results obtained from this analysis were divided into five major issues. Sex being a factor of affecting interaction, teacher’s characteristic having a deep influence, no much positive effects from the dissemination campaign of Tourette Syndrome, to feel helpless about the exaggerated mimicking behavior by unfriendly peers, and expectation of viewing Tourette Syndrome as a normal behavior. Hopefully, this study will offer healthcare provider an opportunity of deeply understanding the experience of adolescent with Tourette Syndrome in school adjustment, and at the same time can help healthcare providers and teachers establish guideline of assisting they to adapt to school life and construct the consultation intervention measures, to provide a higher quality care for adolescent with Tourette Syndrome.
