國中專輔教師輔導身心障礙受欺凌學生之個別與系統工作輔導策略及經驗探討

本研究旨在探討國中專輔教師輔導身心障礙受欺凌學生之個別與系統工作輔導策略及困境探討。本研究採用質性研究紮根理論取向，以立意取樣與滾雪球取樣招募7位符合研究主題資格之國中專任輔導教師，5位男性，2位女性；七位受訪者的平均年齡為36.1歲； 1位台北市，4位桃園市，2位台中市；平均輔導相關年資11年，以半結構式訪談，訪談平均時間為86.9分。在訪談後進行資料整理與分析得到以下結論：受訪專輔老師處理身心障礙學生欺凌事件個人輔導策略運用挑戰包括：一、與身心障礙學生個別晤談挑戰。二、特教知能不足。三、晤談時短，練習效果有限。四、個案量大影響品質。五、介入時間太晚成效不彰。個人使用策略運用包括：一、依學生需求調整晤談模式或地點。二、利用媒材引導個案表達或確認個案情緒。三、教導個案控制情緒或將情緒失控時離開現場避免衝突。四、透過課程或入班宣導，協助個案疏通班上同學情緒，讓同學理解個案。五、社交技巧課程一般化，早期介入預防勝於治療。與學校系統合作可分為「制度」、「人」及「校外資源」三大類：一、制度層面包括：1.專輔排案或調整案量機制。2.特教研習制度未落實、教師參與度低落。3.代理教師流動率大，難以建立同盟關係。4、職責劃分不清。二、人的因素包括1.導師因素：態度、覺察度、價值觀、合作意願、特質、對身心障礙學生了解程度、班級經營都是重要關鍵因素。當導師成為欺凌帶領者，讓身心障礙學生陷入更大的困境。2.一般教師因素：對個案特質及需求理解程度、特教之能不足。3.家長因素：過於保護、對孩子障礙的接受或理解度、過去合作經驗對系統合作也有很大影響。校外資源：與社工及醫療單位合作的困境。促成受凌身心障礙學生輔導成功經驗有：調整輔導策略、協助身心障礙學生疏通整個系統。輔導室、導師、家長建立「溝通黃金三角」。與夥伴建立良好同盟關係、專輔清楚自己的立場及角色、普篩高危險群、預防勝於治療、針對旁觀者教育及全班性教育課程與學務處攜手合作，都是有效的防欺凌策略。

關鍵字

欺凌；身心障礙學生；國中專輔；系統合作

並列摘要

This study aimed to explore individual and systemic counseling strategies and challenges employed by junior high school guidance teachers in assisting students with disabilities who had experienced bullying. Adopting a qualitative research approach with a grounded theory orientation, 7 qualified junior high school guidance teachers were recruited using purposive and snowball sampling. Of the participants, 5 were male and 2 were female, with an average age of 36.1 years. They were from Taipei City (1), Taoyuan City (4), and Taichung City (2). The average counseling-related experience was 11 years. Semi-structured interviews were conducted, with an average interview time of 86.9 minutes. After the interviews, data were organized and analyzed to draw the following conclusions: The interviewed guidance teachers mostly encountered bullying incidents among students with disabilities, particularly those with autism, emotional disorders, and intellectual disabilities. Challenges in using individual counseling strategies include: (1) difficulties in conducting individual interviews with students with disabilities, (2) lack of special education knowledge, (3) limited effectiveness due to short interview duration, (4) impact of a large caseload on quality, and (5) limited effectiveness when intervention occurred too late. Strategies employed by individuals include: (1) adjusting the interview mode or location based on student needs, (2) using media to guide expression or confirm emotions, (3) teaching students to control emotions or leave the scene when emotions escalate to avoid conflicts, (4) assisting students in emotionally connecting with classmates through curriculum or in-class promotion, and (5) implementing social skills courses for early prevention. Collaboration with the school system involves three categories: "institutional," "personal," and "external resources." Institutional challenges include: (1) lack of case allocation or adjustment mechanisms, (2) insufficient implementation of special education training and low teacher participation, (3) challenges due to high turnover of substitute teachers, and (4) unclear division of responsibilities. Personal factors involve: (1) attitudes, awareness, values, cooperation willingness, traits, understanding of students with disabilities, and class management among guidance teachers, and the potential for guidance teachers to inadvertently lead bullying incidents, (2) general teachers' understanding of student characteristics and needs, and their lack of special education knowledge, and (3) parental factors, including overprotection, acceptance or understanding of their child's disability, and past cooperation experiences affecting system collaboration. External resources involve challenges in collaborating with social workers and medical units. Successful experiences in counseling students who had experienced bullying include: adjusting counseling strategies, assisting students with disabilities in connecting with the whole system, establishing a "Golden Triangle" of communication among the counseling room, homeroom teachers, and parents, building strong alliances with partners, clarifying the guidance teacher's position and role, implementing universal screening for high-risk groups, prioritizing prevention, providing education for bystanders, implementing whole-class educational curricula, and collaborating with the student affairs department.