本研究目的為探究臺灣繭居族青年繭居經驗的內涵與歷程。本研究採現象學研究方法，以半結構個別深度訪談的方式進行資料搜集。共計八位符合繭居定義的青年參與研究，男女各半，平均27.8歲，繭居開始的年齡平均為23.2歲，繭居持續期間平均為1.8年。
研究結果呈現以下主題。首先，參與者繭居經驗的內涵方面，呈現漫無目標、經濟受限、人際疏離和迴避的生活情況，依賴網路互動與娛樂來調節繭居生活。他們感受內在自我批判與羞愧，承受家人或他人的批評與不理解的雙重壓力，趨向迴避與孤立，處於「空白、停滯、封閉、斷裂」的心境。其次，關於參與者的繭居歷程，前期經歷由掙扎到失序的漸進放棄過程，中後期趨向不同發展，包括：(1)自我身心修復的歷程，(2)內在覺察與外在契機的改變過程，及(3)內在自我對話與調適因應的過程。參與者均呈現心理調適轉化特色，朝向較為接納自己、彈性思考及嘗試以行動來因應問題。最後，關於繭居演進的脈絡與因素的影響，參與者遭受(1)兒少期失功能的家庭互動和養育方式，及高度學業競爭壓力的影響，(2)學習的困難，以及初入職場時工作挫折的影響，(3)薄弱的人際支持網絡的影響，及(4)內在自我挫敗的認知、負面情緒反應的模式、及精神疾病因素的影響。參與者的社會心理狀態呈現：(1)未定的自我認同，及(2)在獨立與依賴間擺盪。總之，參與者受到多向度發展方面的多元因素交互影響，逐步陷入繭居狀態。早期家庭與學校環境及學業或職涯的挫折壓力影響其形成不同的繭居型態。
諮輔專業人員評估個案的繭居狀態時，需考慮其整體的發展歷程，及其如何詮釋和解讀繭居生活的意義與影響；評估個案的成長經驗如何塑造其獨特的內在運作模式和認知基模，助其探索成長過程和生活感受，辨識核心的情緒傷害及其對自我的影響；考慮個案發展的危機和任務，協助發展多元的自我價值與認同；協助個案增加社會支持與連結，將挫折經驗正常化，增進自我同理與接納。最後，諮輔專業人員可推廣心理衛生教育，強化父母親職教育，倡導教育的多元價值觀，避免過度競爭或僅重視學業或工作表現；關注初入成年人銜接校園與就業，尤其是就業初期的職場適應；改善就業環境，提供社會支持及心理關懷，破除大眾對繭居族的迷思與偏見。

The purpose of this study was to explore the connotation and process of cocooning experience of Hikikomori youth in Taiwan. A qualitative method of phenomenology and semi-structured in-depth interviews were adopted to analyze and collect data. Eight participants (four males and four females) participated in the study. Their average age was 27.8 years old, average age of starting cocooning was 23.2 years, and average cocooning duration was 1.8 years.
The findings of the study revealed the following themes. First, in terms of the connotation of the participants’ cocooning experience, themes were emerged, including a living situation of aimlessness, financial constraints, interpersonal alienation and avoidance, reliance on internet interaction and entertainment to cope with cocooning life. Participants felt the double pressure of inner self-criticism and shame, as well as criticism and inapprehension from family members or others. Thus, participants avoided contact with others and isolated themselves, and indulged themselves in "blank, stagnant, closed, and broken" states. Secondly, in terms of participants’ cocooning process, they revealed gradual abandonment from behaving orderly in the early stage. During middle and late stages, participants revealed: (1) a self-repair process of body and mind, (2) a process of changing internal awareness and focusing on external opportunities, and (3) a process of using inner self-talk and adjustment styles. Participants gradually became acceptable and flexible in encountering themselves and life. Finally, in terms of the contextual factors of cocooning, participants elaborated some subthemes: (1) negative family interaction and parenting style, and the impact of high pressure of academic competition at schools, (2) difficulties encountered in higher education, and the impact of frustration in workplace, (3) fragile support network, and (4) self-defeating patterns of cognitive and negative emotional responses, and mental illness. Participants' psychosocial states showed: (1) uncertainty of self-identity, and (2) swings between independence and dependence. Participants reported interaction and influence of multi-dimensional development which brought them into a cocooning state. Their cocooning patterns were affected by early family and school environment and the school and/or work pressure.
When assessing a client's cocooning state, counseling professionals consider his/her overall development process and interpret the meaning of his/her cocooning; evaluate how the client's growth shapes his/her unique inner working models and cognitive schemas; help the client explore the developmental process in life, and identify the core emotional trauma and its impact on himself/herself; consider the client’s developmental crisis and tasks; and help him/her develop multiple self-worth and self-identity; and assist him/her increase social support and connections, and accept themselves. Finally, counseling professionals should promote mental health and value of diversity in education; avoid students to suffer from competition of academic performance; assist youth have a smooth transition from school to work, cope with workplace, and improve the work environment; provide social support and psychological care; and break the myths and prejudices about the Hikikomori.

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