愛在流轉：某偏鄉國中傳承式生涯輔導方案之實施與成效

本研究主要目的在探討某偏鄉國中之「傳承式生涯輔導方案」實施方式與成效。該方案為某私人企業與基金會所贊助之部分心理諮商服務方案，已持續進行七年，過程採循環修正方式執行；方案成果評估採實務取向研究。共邀得橫跨七屆之在校生共52人（25男27女），與橫跨七屆畢業生33位（男19女14）自願參與。此方案之發展歷程大致可分為三個層層相疊的循環階段，分別為：（1）以紀錄影片串起在校生與畢業生連結；（2）畢業生跨屆「戰勝挑戰工作坊」；以及（3）年長畢業生結構化講座分享。研究結果發現：（1）較年長的畢業生從就讀高中職困境中發展出因應策略，並透過本介入方案分享因應訣竅（tips）給學弟妹。他們在面對經濟困境之因應策略包括申請獎學金、打工與發展存錢策略；原住民身份被排擠的挑戰之因應策略則是用行動證明自己；學業適應之因應策略包括自律、找伙伴、不放棄；生涯未定向之因應策略採取探索興趣與追求自己的生涯夢想；（2）傳承式生涯輔導方案係採取「學生帶領學生」的校友典範；此方案帶給在校生典範與現實感提升效益，且具有因「典範」而產生「見賢思齊」的激勵作用，以及學長姐分享挫折經驗幫助學弟妹產生現實感；（3）這七年方案已提升畢業生穩定就學或畢業率，這些畢業生的自我教育期待亦提高。未來對「傳承式生涯輔導方案」的應用與建議，將於文中提出討論。

關鍵字

傳承式生涯輔導模式；生涯輔導；青少年諮商；偏鄉教育；實務取向研究

並列摘要

Counselors should help students explore their career opportunities and work toward their career goals. This study examined the effectiveness of the Heritage-Based Career Counseling Program (HBCCP) at a rural junior high school. Rural junior high school students face academic and lifestyle challenges that restrict their education and career development, such as being economically disadvantaged (Lin & Wang, 2017; Mahuteau & Mavromaras, 2014). Studies have found that being economically disadvantaged is a risk factor for dropping out of senior high school (Mahuteau & Mavromaras, 2014). Yu and Hwang (2016) found that education level, employment status, and income were lower among indigenous people in rural areas than among those in urban areas. Huang (2018) indicated that economically disadvantaged indigenous students exhibited lower goal setting and volition in academic learning than those who were not economically disadvantaged. Likewise, our previous research found that economically disadvantaged indigenous students benefitted from a long-term school-based counseling support program. This counseling support program not only supported them during middle school but also taught them how to develop a "never give up" attitude to increase their career volition and high school graduation prospects (Lin & Wang, 2015). Few studies have investigated career counseling programs for rural junior high school students in Taiwan. The main purpose of this study is to explore the effectiveness of the Heritage-Based Career Counseling Program (HBCCP) in successful graduation from high schools or stable attendance at a rural junior high school. The HBCCP is run in accordance with the principles of University Social Responsibility (USR) and has received financial support from a private enterprise and a foundation since 2009. The HBCCP was established 7 years ago. The research design was based on Practice-Oriented Research (POR). In total, 52 junior high school students (25 boys and 27 girls) and 33 HBCCP graduates (19 males and 14 females) voluntarily participated in the study. The HBCCP can be roughly divided into three overlapping cyclical stages: (1) documentary materials and techniques are used to form links between graduates and students, (2) a series of "Fighting Challenge Workshops," where graduates share how they adapted to life in senior high school, are conducted, and (3) graduates share certain specific adaptive dilemmas, their coping processes, and other tips for success. The results indicated that the following: 1. The major difficulties that graduates faced upon entering senior high school can be categorized into three main domains: academic, interpersonal, and financial. Graduates who developed coping strategies for dealing with the challenges they faced in high school shared their strategies with the students. Strategies for coping with financial difficulties included applying for scholarships, working part time, and saving money. Strategies for coping with being a minority included proving oneself with action. Strategies for adapting to a new academic situation included having self-discipline, finding a partner, and not giving up. Strategies for dealing with career indecision included exploring one's interests and pursuing one's dreams. In the first and second stages of the HBCCP, graduates shared their frustrations and difficulties, how they overcame difficulties, such as not giving up, and the positive aspects of completing their senior high school diploma. In the third stage, the graduates presented their tips and solutions. When they were students, they felt excluded because of their indigenous background. They felt estranged due to language differences, stereotypes, and prejudice from classmates and teachers. Their solution was to study harder to prove themselves. They also encountered difficulties studying, particularly a lack of motivation to study. Their solutions included having self-discipline, setting small goals, and rewarding themselves upon accomplishing goals. They studied together with their peers and never gave up. Finally, graduates who had difficulties choosing career paths suggested that students explore their interests and start working toward their dream job right away. 2. The Heritage-Based Career Counseling Program was adopted by the model of "students leading students," which involved senior graduates share their tips and solutions of high school challenges with younger students. The graduates acted as role models and inspired younger students to build a strong will to overcome their future career. Young students also expected themselves to be future role models for next generation. The HBCCP has taken advantage of the positive influence effects of the "students leading students" model. 3. This program has increased their high school attendance rates as well as graduation rates (from 17% to 78%) from high schools during last 7 years. Moreover, motivation to complete high school has been improved too. In conclusion, the HBCCP provided a forum whereby graduates were able to demonstrate successful career models and motivate students to pursue their career development. In addition, the students appreciated the graduates' demonstrations. The results also revealed that the positive effects of HBCCP accumulate over time. The long-term school-based counseling intervention provided assistance with career planning in a rural area. In the first stage, the HBCCP facilitated an emotional link between the graduates and students. In the second stage, a series of "Fighting Challenge Workshops" were held. In the third stage, the graduates provided unique strategies for coping with the special challenges faced by these students. Students developed the spirit of never giving up. In summary, three key factors helped these students. First, engaging with role models who were from the same background as the students and who were successful engendered feelings of hope and a sense of motivation among the students. Second, the graduates and students had common background and similar experiences which created a sense of universality. Third, the graduates provided specific problem-solving strategies which were more fit to their specific challenges. Overall, the current study demonstrated that the HBCCP is different from other existing career guidance programs. More specifically, the HBCCP has integrated ecological and environmental factors to respond to the special needs of rural teenagers. The ecological and environmental factors included academic difficulties and economic disadvantages. The HBCCP has connected the students with social and cultural resources to support them. The graduates provided concrete tips and information to support the students and to encourage the students to complete high school. The HBCCP is unlike traditional career guidance programs, which focus on exploring career interests, personality, and developing career goals. Future research and the implication of the findings are discussed in the manuscript.

並列關鍵字

heritage-based career counseling program ； career counseling ； adolescent counseling ； rural education ； practiced-oriented research

參考文獻

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