焦點解決短期治療訓練對國中專任輔導教師專業承諾與輔導自我效能之成效研究

The Study of Solution-Focused Brief Therapy Training Effects on Professional Commitment and Counseling Self-efficacy of the Full-time Counseling teachers in Junior High Schools

林怡琪(Lin Yi-Chi)

指導教授 ： 許維素

國立臺灣師範大學/教育學院/教育心理與輔導學系/碩士(2019年)

https://doi.org/10.6345/NTNU201900220

摘要

本研究旨在瞭解焦點解決短期治療（SFBT）訓練能否對國中專任輔導教師之專業承諾與輔導自我效能有立即成效與追蹤效果。本研究採取「不等組前後測及追蹤測」設計之準實驗法，受試者為新北市與桃竹苗地區的現任國中專任輔導教師，共計101名，分為實驗組52名、控制組49名；其中，實驗組進行8天，共48小時的SFBT訓練，控制組則無接受任何訓練處理。實驗處理前，兩組均進行前測，實驗組訓練完成後兩組立即進行後測，以探究實驗處理後的立即效果。實驗組的SFBT訓練結束後一個月，再度邀請實驗組與控制組受試者進行追蹤測。
本研究採用的研究工具，包括專業承諾量表與輔導自我效能量表。本研究以前測為共變量，進行單因子共變數分析，考驗實驗組與控制組前後測與追蹤測分數的差異，以瞭解受試者在經過SFBT訓練後之成效，並得出研究結果如下：
一、經SFBT訓練後，對國中專任輔導教師在｢專業承諾｣上，有立即成效。
二、經SFBT訓練後，在國中專任輔導教師「輔導自我效能感」上，有立即成效。
三、經SFBT訓練一個月後，對國中專任輔導教師在「專業承諾」上，具有追蹤效果。
四、經SFBT訓練一個月後，對國中專任輔導教師在「輔導自我效能」上，具有追蹤效果。
最後，本研究針對研究結果，提出SFBT訓練對專業承諾與輔導自我效能的影響結果提出討論，並在實務與未來研究方向提出建議，以供參考。

關鍵字

國中專任輔導教師 ； 專業承諾 ； 焦點解決短期治療訓練 ； 輔導自我效能

並列摘要

The purpose of this study was to investigate whether Solution-Focused Brief Therapy (SFBT) can improve the professional commitment and counseling self-efficacy of the full-time junior high school counselors. In the study, the method of a quasi-experimental design was adopted with a pretest, posttest, and retention-posttest. The participants were the full-time junior high school counselors in New Taipei City, Taoyuan, Hsinchu, and Miaoli. There were 101 participants, with 52 people in the test group and 49 people in the control group. Before the experiment, the two groups were assessed in a pretest. Then, the test group was trained in SFBT for 48 hours within 8 days, while the participants in the control group received no training. Next, the two groups were reviewed with a posttest to investigate the immediate effect after the experiment. After one month, the two groups were evaluated again with a retention-posttest.
The research tools included the professional commitment scales and counseling self-efficacy scales. The result of the pretest was considered concomitant variables. The analysis of covariance was to investigate the difference of the pretests, posttests, and retention-posttests in the two groups. The result was used to understand the effects of SFBT on those participants and was shown as follows:
1. After the SFBT training, there was an immediate effect on the full-time junior high school counselors’ professional commitment.
2. After the SFBT training, there was an immediate effect on the full-time junior high school counselors’ counseling self-efficacy.
3. One month after the SFBT training, there was a follow-up effect on the full-time junior high school counselors’ professional commitment.
4. One month after the SFBT training, there was a follow-up effect on the full-time junior high school counselors’ counseling self-efficacy.
Based on the research results, the study concluded with a discussion concerning the effects of the SFBT training on professional commitment and counseling self-efficacy. The study also ended with several suggestions for future practices and studies.

並列關鍵字

Counseling Self-efficacy ； Full-time Counseling Teachers in Junior High Schools ； Professional Commitment ； Solution-Focused Brief Therapy Training

參考文獻

許維素、蔡秀玲（2008）。高中職輔導教師焦點解決團體督導成效之研究。教育心理學報，39（4），603-622。

劉福鎔、林清文（2008）。高中職輔導教師知覺角色壓力、工作滿意度和專業承諾之關係研究。中華輔導與諮商學報，23，213-248。

中文部份

王仁宏（2003）。從教訓輔三合一談學校輔導體系的建立。學生輔導，85，96-105。

王婉玲（2007）。國中輔導人員角色壓力、輔導自我效能與職業倦怠之關係研究。國立台灣師範大學教育心理與輔導學系碩士論文。