- 學位論文
責任通報後的諮商關係破裂與修復： 高級中等學校輔導教師的成功經驗
Rupture and Repair regarding Counseling Relationships between School Counselors and Clients after Mandatory Reporting- The successful experience of Taiwan high school counseling teachers
摘要
摘要 鑒於責任通報在高中輔導現場的普遍，以及對學生的影響重大，如何在通報時兼顧個案的權益與維持諮商關係對專任輔導教師而言是一項挑戰。實務研究亦提出關係破裂的辨識與修復是產生改變的重要歷程。研究者曾親身經歷因通報處遇導致關係破裂，使研究者深感通報下掌握修復關係要素的重要性，因此，本研究旨在探究高中輔導教師在通報下的關係修復經驗與要素。 本研究採質性研究取向，使用半結構訪談。研究參與者為六位曾有通報下關係破裂修復經驗之高中輔導教師，各接受1次訪談，時間約為1.5小時。於2023年2月至3月間訪談共6名女性高中專輔教師，平均年齡27.3歲，平均輔導工作年資為3.8年。運用紮根理論取向之開放編碼與主軸編碼原則，針對關係破裂修復經驗進行資料分析，並以三角驗證法檢核信實度。 本研究發現有三：1.高中輔導教師在通報下的關係破裂修復歷程可能經歷四個主要階段：（1）敏覺線索並確認通報：包括敏覺個案的掙扎、掙扎中迫選最有利作法、破除保密的說服。（2）面對拒絕與不信任：包括承接不諒解通報的情緒糾結、提供緩衝與消化情緒的空間、坦露通報背後意圖。（3）脈絡化的理解與行動：包括打開澄清焦慮與關係的空間、搭建澄清與修復關係的橋樑、尊重通報前提下的自主性。（4）走過風雨後的動向：包括放下疑慮的再信任、行動化面貌的體會、界線釐清後的新互動。2.關係破裂修復歷程中的修復因子有三：真誠自信（包含直接坦率、自信堅定）、傳達關切與理解（包含肯認且具體的回應需要、誠實表達限制與關切）、資源連結（包含系統合作、尋求協助）。3.修復歷程的影響依對象分為對輔師（包含提升信任、釐清目標、反思通報）、對個案（包含情緒安定、行為改變、認知調整）以及對諮商關係（包含強化關係韌性、釐清關係界線）的影響。 就此，本研究擴增對學校輔導教師關係修復歷程與要素之理解，建議輔導教師掌握保密關係議題與系統合作。責任通報後的處遇以個案福祉出發，益於修復關係，供學校輔導人員處遇責任通報與諮商關係修復之實務與研究參考。
並列摘要
Abstract The current research is intended to explore the following experiences and concepts: (1) the rupture resulted from mandatory reporting and the repairment of counseling relationships in high school counselors’ experiences (2) the elements of the repairment of counseling relationships, and (3) the influences of the repairment of counseling relationships. This study adopted a qualitative research orientation and used a semi-structured interview technique. The participants are six high school counselors with experience of relational breakdowns after reporting their clients, and each received an interview lasting approximately 1.5 hours. A total of six female high school counselors whose average age is 27.3 and has an average 3.8 years of counseling were interviewed between February and March 2023. The data were analyzed using the principles of open coding and spindle coding from the grounded theory for the relationship breakdown repairment experience, and the reliability was estimated with triangulation. The repair of counseling relationships between high school counselor-client after reporting may go through these four main stages: (1) Sensing the clues and recognizing the need for reporting: (including sensitizing to the client's struggles, choosing the most advantageous strategy in the struggle, and the persuasion of breaking confidentiality). (2) Handling rejection and mistrust: (including taking on the emotional tangle of not understanding the notification, providing space for processing the emotions, and disclosing the intention of reporting). (3) Understanding and action-taking contextually: (including providing a safe space for communicating client's feelings of anxiety and rebuilding the relationships, and respecting client's autonomy in the context of reporting). (4) The direction after the rupture: (including regaining trust after working through doubts, understanding client's pattern of maladaptive behaviors, and creating new interactions after clarifying the boundaries. This study has shown that there are three crucial elements for repairing ruptures: Genuineness and confidence (including directness, frankness, and determination), communicating concerns and understanding (including recognizing and responding to client’s needs in a concrete way, and honestly expressing concerns), and connecting resources (which includes systematic collaboration and seeking help) The repairment of ruptures affects three target groups: the counselor (including enhancing trust, clarifying goals of counseling, and reflecting the reporting), the client (including stabilizing emotions, changing behaviors, and adjusting cognitions), and the counseling relationships (including strengthening the relationship and clarifying boundaries). In this regard, this study expands the understanding of the process and elements of repairment from ruptures for school counselors. It suggests that counselors should master the skills of systematic collaboration and knowledge of confidentiality. It is suggested that the study should target the well-being of the client and that it should be used to repair relationships and improve the quality of school counselors' services, as well as to provide a reference for practical work and related research on reporting and counseling relationships repairment.