焦點解決取向正向輔導經驗之分析：以一位國小高年級情緒困擾學童為例

本研究旨在探討一位國小高年級情緒困擾學童接受焦點解決取向正向輔導之經驗。研究對象為1位桃園市國小高年級有情緒困擾的目睹家暴學童，並邀請一位輔導主任擔任協同研究者，協助歷程訪談，另外邀請一位高中輔導教師擔任協同分析者，兩位協同研究者均為女性。本研究採質性研究，共進行8次焦點解決取向的輔導；每次輔導後進行歷程回憶訪談。回憶訪談由協同研究者--一位女性輔導主任（約42歲，EMBA碩士）進行，每次約進行30分鐘。而在資料分析時，選取四次訪談逐字稿進行分析，並且為了擴充資料，再次針對此四次輔導進行再回溯訪談，以了解當事人輔導經驗的內涵。資料分析依據研究目的進行歸納分析。研究結果顯示：一、當事人對輔導歷程的正向輔導評量集中於2分和3分，顯示當事人有低且正向的輔導經驗。二、當事人在輔導歷程的改變主要體現在參與輔導的積極度，包括：變得更準時、主動投入對話、回應內容更豐富，也對家庭事件發展出新的詮釋。三、與當事人生活重要他人的訪談結果得知，當事人在輔導前後的輔導效果包括：因情緒被梳理而較為開朗，有更多的笑容、更積極融入班級（會更主動加入同學間以及師生的聊天並且回應，而不是像之前只是坐在自己位子上）、也更願意自我揭露關於自己和家裡的事。最後，研究者依據研究結果提出研究之建議，提供專任輔導老師未來在學校使用SFBC取向正向輔導之參考。

關鍵字

SFBC取向正向輔導；情緒困擾；正向輔導經驗

並列摘要

This study aimed to explore the experience of receiving SFBC positive guidance for a senior elementary school emotional distressed student. The participant of the research was a 6th grader in Taoyuan Elementary School who had witnessed domestic violence and demonstrated signs of emotional distress. The two female co-researchers included a director of guidance office (about 42 years old, EMBA master) in the elementary school who was invited to assisting in the process interview, another school counselor was invited to be a co-analyst. This research adopted a qualitative research that conducted a total of 8 focus-solution-oriented counseling and process recall interviews were followed after each guidance session. The recall interview was conducted by the co-researcher for about 30 minutes each time. In the data analysis, four manuscripts of the 8 recall interviews were selected for analysis. Besides, in order to expand the data, a retrospective interviews for the four selected guidance sessions was conducted to understand in-depth of the client’s guidance experience. The data analysis adopted inductive analysis based on the research purpose. The results showed: 1. The client’s positive counseling evaluation on the guiding process focuses on 2 and 3 points, showing that the client has a low and positive counseling experience. 2. The change in the counseling process of the client is mainly reflected in the enthusiasm of participating in the counseling, including: becoming more punctual, actively engaging in dialogue, responding with richer content, and developing new interpretations of family events. 3. The results of interviews with significant others in the client’s life revealed that the client’s guiding effects before and after the guiding include: Be more cheerful because of emotions being sorted out, have more smiles, be more active in the class (will take the initiative to join and respond to chats between classmates and teachers and students instead of just sitting in their own seats like before), and more willing to self-disclose things about yourself and your family. Finally, the researchers put forward research recommendations based on the research results, and provide reference for the full-time tutors to use SFBC-oriented positive tutoring in schools in the future.