國中輔導教師處理校安通報事件對晤談關係的影響與因應方式

本研究從研究者的學校輔導工作實務出發，企圖能了解國中輔導教師在處理諸多校安通報事件過程時，是如何處遇可能會破壞晤談關係的和諧，及導致晤談關係陷於兩難之困境，並運用較佳處置以維持晤談關係之和諧，與學生繼續建立或保持和諧晤談之關係。本次研究共邀請九位現職國中輔導教師，透過實際的個別訪談，並採用札根理論取向的資料分析法，讓擁有成功經驗的輔導教師藉由分享自己在處理通報的歷程，可以建立出一套論點，提供給第一線的輔導教師參考或依循。研究結果顯示，校安通報是一個的歷程。在通報之初，輔導教師藉由：（一）讓個案對自己的通報事件有掌握感；以及（二）有承接個案各種負向情緒的準備；並(三)正向看待通報制度，來降低個案的不安感。而通報過後，輔導教師採取：（一）讓校外系統成為輔導教師的資源；以及（二）因應通報事件調整晤談策略；並（三）對於晤談過程中保持對自我的覺察，來降低系統介入的干擾，能與個案維持良好的晤談關係，以利輔導工作得以持續進行。最後，依據研究發現提出通報事件在城鄉學校之間處理的差異性。以及依照研究結果與發現提供一些具體上的建言，希望學校平時可以（一）多加辦理校安通報知能研習；並在處理校安通報事件時，學校行政長官要了解到（二）各單位分工合作的重要性。而輔導教師除了（一）增強自己的專業訓練；仍要（二）找到自己的亮點。希望藉由這個立意良善的通報制度，讓通報系統中的助人者，都能盡一份心力，讓經歷通報事件的個案能被妥善保護。

關鍵字

校安通報事件；晤談關係；國中輔導教師

並列摘要

In this study, counseling work conducted by junior high school teachers (who also assumed the role of counsellors; hereafter referred to as “junior high school counselling teachers”) at the school the author of this study served in was explored. Such an endeavor enabled gaining insight into the methods that disrupted and destroyed the harmony of the interview relationship between students and counselling teachers as well as those that built and maintained such harmony when junior high school counselling teachers handled school safety reporting incidents. A total of nine current junior high school counselling teachers were recruited as the study participants. Individual interviews and a grounded theory-based data analysis method was used to encourage these teachers to share their successfully school safety handling and reporting experiences. These experiences may be utilized to develop a system for counselling teachers to refer to or follow. The study results indicated that school safety reporting entails a multistep process. At the beginning of the reporting process, the junior high school counselling teachers engaged in the following activities: (a) enabled the students to feel that they had control over the school safety incidents that they reported; (b) were prepared to embrace the negative emotions that students may display; and (c) helped students look at the reporting system in a positive light to lower the students’ sense of insecurity. After the incidents had been reported, the teachers engaged in the following activities: (1) made off-campus systems their resources; (2) adjusted their interview strategies according to the incidents reported; and (3) maintained their self-awareness during the interview process to reduce system intervention-based interferences and maintain favorable interview relationships with the students, which allowed counseling work to continue. On the basis of the study results, the following recommendations were offered to schools and counseling teachers: (a) schools are encouraged to organize more workshops to elevate students’ school safety reporting knowledge and skills; (b) schools are urged to understand the importance of division of labor when handling school safety reporting incidents; (c) counseling teachers are urged to enhance their professional training; and (d) counseling teachers are encouraged to recognize their own efforts. The goal is for the reporting system to enable all system participants make a contribution so that the “reporting students” can be properly protected.