協助國小教師運用發展性讀書治療理念於班級輔導之訓練歷程－重要現象與省思

Training Primary School Teachers to Integrate Developmental Bibliotherapy in Classroom Guidance-the Important Phenomenon and Reflection of the Training Process

洪雅鳳(Ya-Feng Hung) ； 劉志如(Chih-Ju Liu)

《臺中教育大學學報：人文藝術類》 27卷1期 (2013/06) Pp. 1-24

摘要

近年來心理師逐漸進入校園，與學校輔導團隊形成學童心理健康服務的合作關係，而心理師如何與老師合作，或如何運用心理治療的知能協助老師，是一重要課題。心理治療領域的讀書治療強調如何透過書來催化個體的心理歷程之轉換，以達成獨立面對問題、適應環境的自我發展，這對熟悉繪本媒材的多數國小教師是一立基點。本研究的目的即在探究，當諮商心理師運用讀書治療理念來培育國小教師應用繪本在班級輔導，在此培訓過程中的重要現象為何，諮商心理師與國小現場教師的觀點有何不同。培訓者為兩位擁有多年兒童諮商實務經驗、並領有諮商心理師執照的大學諮商科系教師，接受培訓者為四位年資不等的國小現場教師。研究採質性的歷程描述方法，將培訓過程的對話進行影音記錄並分析之。研究結果發現訓練過程中，受訓者與訓練者呈現了三個向度上的差異：一是兒童輔導的觀點；二是兒童問題脈絡的理解；三是繪本閱讀後如何催化改變的理念及技巧。而培訓者也在訓練的過程中，透過演練、討論、回饋的過程，協助受訓教師從這些差異中擴展其對兒童問題脈絡更多元的理解、增加了繪本資源使用的彈性、及體驗和學習不同的催化討論之技巧。最後並提出建議，也同時做為心理諮商人員與教師合作的參考。

關鍵字

讀書治療 ； 繪本 ； 班級輔導

並列摘要

In recent years, mental health professionals have progressively joined school guidance teams to provide psychological services. Working with teachers to help incorporate psychotherapy principles into classrooms is an important issue. Bibliotherapy in psychotherapy emphasizes how literature facilitates the process of change by promoting self-development, such as independence and adaptation to the environment. This is fitting for primary school teachers because they use picture books to work with children. The purpose of this study was to explore differences in perspective between psychologist and primary school teachers, when psychologists provided training to primary-school teachers about how to integrate bibliotherapy in classroom guidance, and investigate the phenomenon in the training process. The two trainers are professors of counseling and licensed counselors with rich clinical experiences with children. The four trainees are primary school teachers. Data was collected via recordings of conversations in the training process and was analyzed using a process description qualitative method.The findings indicate there are three dimensions of difference between trainers and trainees: 1.The perspective on children's guidance; 2.The comprehension of children's (behavior and emotion) problem in context; 3.The concepts and skills of facilitating discussion after story telling. These dimensions of differences helped the trainees gain multiple perspectives on children's problems, flexibility in using picture books, and experience with discussion facilitation, through role-play, and continuous discussion and feedback from their trainers. The recommendations were made based on the findings, which can be used as a guide in cooperation between counselors and teachers.

並列關鍵字

Bibliotherapy ； Picture Books ； Classroom Guidance