本研究考量臺灣青少年拒學仍缺少生態特性的評估工具，評估時難兼顧各生態系統的互動性，故以實務為導向，探究生態系統特性之量表與潛在組型。在研究一中，以434位諮商輔導人員所觀察的拒學青少年個人與家庭系統特性初探形成評估量表，經探索性因素分析，個人逃避特性包含三因素為理想性焦慮、倦怠無動力與社交退縮；家庭糾結特性包含四個因素為照顧保護、矛盾羈絆、管教衝突與學習期待，且驗證性因素分析支持上述量表的因素結構。研究二則是經由304位諮商輔導人員對拒學青少年的生態特性評估，透過潛在剖面分析（latent profile analysis, LPA）建構生態組型，並瞭解組型與拒學的關聯性。研究結果顯示，針對拒學青少年的個人逃避、家庭糾結與學校困擾等不同生態指標評估，可分四類型，包括高生態糾結型、低生態糾結型、焦慮併家庭糾結型，以及退縮併人際困擾型。高生態糾結型與焦慮併家庭糾結型的拒學青少年顯示較為嚴重的拒學表現；反之，低生態糾結型的拒學情形較不嚴重。因此，本研究建議未來可持續完備生態評估工具，並針對不同生態類型擬定介入策略，形成拒學評估與介入的參考。

This study aimed to conduct a practice-oriented investigation. In Study 1, we developed assessment scales for the person and family systems of school-refusing adolescents. We invited 434 counselors to complete the assessment scales, thereby revealing the personal and ecological characteristics of these adolescents. Exploratory factor analysis confirmed three factors in the individual avoidance aspect of the school refusal ecological system: ideal anxiety, fatigue and lack of motivation, and social withdrawal. Family enmeshment characteristics were found to include four factors: care and protection, contradictory bonds, discipline conflicts, and learning expectations. Finally, confirmatory factor analysis supported the factor structure of the developed scales. In Study 2, 304 counseling practitioners participated by assessing the ecological characteristics of specific school-refusing adolescents. Latent Profile Analysis (LPA) was utilized to construct ecological profiles of school refusal, aiming to understand the correlation between different profiles and instances of school refusal. The study results revealed four types of school refusal based on assessments of individual avoidance, family enmeshment, and school troubles: High Ecological Entanglement Type, Low Ecological Entanglement Type, Anxiety Coexists with Family Enmeshment Type, and Withdrawal Coexists with Interpersonal Trouble Type. Specifically, school-refusing adolescents of the High Ecological Entanglement Type and the Anxiety Coexists with Family Enmeshment Type demonstrated more severe school refusal behaviors, while adolescents of the Low Ecological Entanglement Type had less severe problems. Consequently, this study suggests that counseling guidance should continue to refine

ecological assessment tools and formulate intervention strategies tailored to different ecological types, thereby creating a reference map for school refusal assessment and intervention in the future.