The Exploratory Research On The Protective Factors Of Resilience Among The Children Of Parental Drug Abuse

Drug abuse is an international problem, which endangers the life of the people who use it, but also dysfunction their family. A lot of literatures indicate that parental drug misuse can adversely affect parental-offspring relation, parenting capacity, rearing patterns and so on, and then will make an impact on children's emotion, behavior, interpersonal relation, etc. However, we still can find these children who have the constructive behaviors and develop well in the families of parental drug abuse, this different phenomenon in the same group we use the "resilience" to definite it.Resilience is the process of successful adaptation despite the challenging or threatening circumstance. The children who grow up with parental drug abuse may also experience many other adversity, such as parental divorce, relative's death, isolation, no care-givers, so why they can go through in the face of the difficulties? What factors have protected them? How can the off-spring of the drug abusers take effective measures to use the sources around them to cope with the adverse circumstance? This thesis takes a view of psychological health, collecting information from subjects, parents/care-givers, and social workers, sifting out 71 as a resilience group from 128 children of parental drug misuse, and the other children are grouped into low- resilience, comparing the difference between the two groups in the family basic information, interpersonal relationship, activity and every factors in the Resilience and Youth Development Module. To explore more protective factors, the author interview 4 children in the resilience group, and integrate the quality and quantity research, the paper can draw the conclusions as below:(1) Compared with the low-resilience group, there is significant difference in the school achievements and no significant difference in the interpersonal relationship, activity capacity.(2) Compared with the low-resilience group, there is significant difference in high expectations of teachers; caring relationship of adults in home, goals and aspirations, problem solving, self-efficacy, self-awareness, there is no difference in other factors. (3) Protective factors in home: caring relationship of parents/care-givers, protective strength from man in home. Protective factors in school: remitting the tuition fee, teachers' care and economic support, class atmosphere, peers relationship. Protective factors in community: economic support, social worker's care, neighbor's care and economic support, teacher with love.(4) Internal assets include cognition, capacity, behavior and psychological resources. Cognition: how to evaluate parents' behavior, believe oneself, I am important, some is poorer than me. Capacity: using resources to solve problems, honorable sport capacity. Behavior: making friends with the people with the same story, thanksgiving and reward, telling, colorful life. Psychological resources: religion, idol/example, happy mind, inside mother/others, expectation to future.