本研究旨在了解癲癇發作對癲癇青少年在校生活與人際適應歷程内涵及 其影響因素，以作為未來校園輔導者協助癲癇青少年建構良好人際關係之參 考。本研究共訪談四位癲癇青少年；訪談逐字稿與研究者訪談札記為研究主 要文本。研究發現，癲癇青少年的人際適應歷程大致可分為五個階段：入學 前的適應、發作前的適應、發作時的適應、發作後的適應、與穩定後的適應 階段。重要影響因素包括：疾病因素（包括癲癇發作的特性、癲癇青少年對 疾病的看法、癲癇青少年對人際期待的看法、同學對癲癇的看法等）、與人互 動因素（包括對人際變化的因應、對旁人疑惑的因應、預防教育的推動等）、 學校介入因素、及個人成就因素等。最後，本研究依據研究結果，進行與理 論的對話，並提出對學校輔導工作實務及未來研究的相關建議，以供未來輔 導癲癇音少年之參考。

The purposes of this study were to understand how seizure attacks influence epileptic teenagers5 coping process with interpersonal relationships in school. This was a qualitative study, data were collected by in-depth interviews with four epileptic teenagers. The interviews were all taped and transcribed, and the recorded transcripts and notes taken from the interviews were further analyzed according to the template analysis style. The findings of this study were that the coping process of epileptic teenagers can be analyzed in five stages: the time preceding school, daily life in junior high school before the attack, the period during seizure attacks, the period after seizure attack，and the time when patient’s condition was stable. The factors that have a major impact on the coping process are: characteristic of seizure attack, the view of the disease by epileptic teenagers, the view of interpersonal anticipation by epileptic teenagers, the view of epilepsy by schoolmates, responses to interpersonal change, responses to questions from other people, and impetus to prevention education. Furthermore, this study provided some suggestions for the future development on approaching counseling practices and mentoring in the school and the concepts raised in this paper could be used as fundamental material for future research.