做學生的貴人—從客體關係看一位國中輔導老師與學生互動經驗

Good Object Experience: A Study of the Interaction between a Junior High School Counselor and Students from the Perspective of Object Relationships

李東隆(Li Tung-Lung)

指導教授 ： 陳李綢

國立臺灣師範大學/教育學院/教育心理與輔導學系/碩士(2017年)

https://doi.org/10.6345/NTNU202202856

摘要

本研究的主旨是透過研究者帶領、陪伴學生的真實經驗中，探討研究者與學生之間貴人的師生關係內涵，透過客體關係的理論探討研究者與學生所經歷的貴人與貴人經驗。資料來源除了研究者的自我敘說外，亦以立意取樣的方式邀請六位學生接受訪談，再以Lieblich等人（1998）提出的「整體—內容」與「類別－內容」模式針對資料進行分析與整理。研究摘要如下：
一、我的貴人及貴人經驗：研究者的自我敘說中所曾經歷的貴人與貴人經驗。
二、我與學生的師生關係內涵：從研究參與者的敘述中，探討研究者與研究參與者間的正向師生關係內涵為（1）是夠好的老師，能讓學生學會面對現實，接受挑戰的人；（2）能營造「擁抱的學習和成長環境」的人；（3）能夠包容學生，讓學生願意改善自己的人；（4）能夠「懂」學生的人；（5）能夠讓學生有憧憬想要追隨的人；（6）能讓學生覺得自己不會太奇怪的人。另外亦探討我與學生的負向師生關係內涵，並整理出研究者與學生間「矯正性的師生互動經驗」。
三、貴人經驗在教育中的意義為：（1）讓學生有機會能檢視與修正自己的生命腳本；（2）讓老師亦有機會能檢視或修正自己的生命腳本；（3）貴人經驗讓老師能確認自己的價值；（4）貴人經驗緩和師生間的緊張關係；（5）貴人經驗導引學生建立正向的價值觀；（6）貴人經驗促使學生展現助人的特質；（7）貴人經驗幫助學生建立完整的人格。
四、在教育現場中我是如何成為學生的貴人：（1）累積互動的經驗，與學生建立深入的關係；（2）把握初期與學生互動的經驗，影響較為深刻；（3）覺察到學生的需求，給予尊重的回應；（4）成為學生的楷模，讓學生願意追隨；（5）做個對學生「夠好的老師」；（6）增進自我能量，包容「被學生傷害」的狀況；（7）跳脫角色框架，化解學生的抗拒；（8）成就不必在己，或許別人才是學生的貴人。
最後，研究者進行綜合討論，並依據研究結果提出相關建議。

關鍵字

客體關係 ； 貴人 ； 貴人經驗 ； 師生關係 ； 陪伴 ； 質性研究

並列摘要

The purpose of this study is to examine the content of the good object relationships that are found within the teacher-student relationships between the researcher and the students through investigating the guidance and companionship offered by the researcher to the students in real-life experience. The study applies the object relationships theory in exploring the good object as well as the good object experience that the researcher and the students have encountered. To collect research data for this study, narratives provided by the researcher were included; in addition, six students were selected through purposive sampling and were invited for interviews. The collected data were then analyzed by using the “holistic-content” and “categorical-content” modes forwarded by Lieblich et al (1998). The study can be summarized as follows:
1. My good objects and good object experience: The good objects and the good object experience that the researcher used to encounter as mentioned in the researcher’s self-narratives.
2. The content of the teacher-student relationships between my students and I: A review of the narratives provided by the research participants suggests that the positive teacher-student relationships between the researcher and the research participants involve:
(1) A teacher that is good enough to lead students to learn to face the reality and take challenges.
(2) Someone who can create an “embracing environment for learning and growth.”
(3) Someone who can take students as they are and make them become willing to change themselves.
(4) Someone who can really “understand” students.
(5) Someone who can make students have anticipation and want to be his or her follower.
(6) Someone who can make students feel that they are not strange people in any way.
In addition, the content of the negative teacher-student relationships between my students and I was also explored, which allowed an exposition of the “corrective experience associated with the teacher-student interaction” between the researcher and the students.
3. Good object experience is significant in our education in that:
(1) It allows students to examine and revise their individual life scripts.
(2) It also allows teachers the opportunity to examine or revise their life scripts as well.
(3) Good object experience makes it possible for a teacher to identify his or her true worth.
(4) Good object experience eases the tension between teachers and students.
(5) Good object experience guides students to develop positive values.
(6) Good object experience motivates students to demonstrate altruistic qualities.
(7) Good object experience helps students build a wholesome character.
4. My approach to building a good objection relationship between students and I in a teaching process involves::
(1) Accumulation of interactive experience with students so as to build a deep relationship with them.
(2) A good grasp of the interactive experience with students in the initial phase, during which the teacher’s influence goes deeper.
(3) Identification of student needs and response to their requests with due respect.
(4) Becoming a role model for students, making them willing followers.
(5) Being a teacher who is “good enough” for the students.
(6) Building up self-energy to the extent of being able to absorb the shockwaves sent by students’ “abusive behavior.”
(7) Thinking outside the “role box” so as to dissolve the students’ mental resistance.
(8) The conviction that I am not necessarily the chosen one to be the good object for a specific student because it is likely that someone else is the good object for that student.
Finally, the researcher engages in a comprehensive review of the study and then provides related advice based on the research findings.

並列關鍵字

object relationships ； good object ； good object experience ； teacher-student relationships ； companionship ； qualitative research

參考文獻

林美珠（2008）。親子遊戲治療中客體關係修復之個案研究。中華輔導與諮商學報，24，215-251。

楊中芳（2001）：人際關係與人際情感的構念化。本土心理學研究，12，105-179。

參考文獻

中文部分

朱台翔（2009）：去讚美、去陪伴，就對了！。人本教育札記，239，38-40。