Resilience Narrative of a Taiwanese Preschool Boy with Asperger’s Syndrome: The Lens of Bioecological Model

摘要

The significance of this pioneer resilience narrative study illuminates the importance of resilience development in a Taiwanese public preschool child with Asperger's disorder. Cultivating resilience in young children with Asperger's syndrome is crucial because they have more difficulties adjusting to school than others with no special needs. This study aims to explore resilience development in a Taiwanese preschool boy, Victor, with Asperger's syndrome through both teachers' storytelling and the reflection of his narratives. An adaptation of Bronfenbrenner's Bioecological model is used to comprehensively analyze the influence of Victor's risk and protective factors on his resilience development. This qualitative study includes multiple data but relies heavily on video recording to capture Victor's narratives and social interactions. Through the combined method of Riessman's dialogic/performance and thematic analyses, the findings revealed not only the influential elements of Victor's resilience within the Bioecological model but also the unique way that Victor with Asperger's disorder showed how his resilience developed. It is important that through storytelling as an effective intervention of enhancing resilience, this study represents the first stage in improving the poor interpersonal relationships of Victor with Asperger's syndrome at preschool.