警察機關心理輔導人員訓練需求之研究－以關老師為例

The need assessment of counselors training in the Police Departments：Experiences form Guan Teacher system in Taiwan

杜逸得(I-Te Tu)

指導教授 ： 陳金貴博士

國立臺北大學/公共事務學院/公共行政暨政策學系/碩士(2008年)

摘要

訓練需求係指組織對於成員在工作上，由於主客觀之因素，導致於知識、技能或態度未能符合該賦予職務上之工作需求目標，為彌補現有工作能力之不足，則必需施以教育訓練，以培養個人能力及達成組織之目標。
國內各警察機關設置心理輔導人員─「關老師」是半專業性、以任務編組方式的同儕輔導機制，一位關老師不僅專責員警心理輔導工作行政業務，尚須負責整個機關警務同仁全部的心理衛生宣導、講習之「初級事前預防」，以及個案之晤談、轉介、管理等之「次級事中危機處理」、「三級事後追蹤處遇」工作。由於這些方面都需要有能力來設計、規劃與執行，因此，每年規劃辦理關老師相關心理諮商輔導訓練，應配合實務上的需要，設計階段性的心理輔導專業課程，才能培育出具專業能力以及適任的關老師，以達成訓練成效。
本研究主要係探討警察機關關老師心理輔導能力與訓練需求，在研究設計方面，本研究方法系採用文獻分析、問卷調查及訪談法。根據相關文獻，探討現行關老師教育訓練之現況並作分析，瞭解各項現況與缺失後，再進行問卷調查及實施訪談。期望藉由實證研究的方式，瞭解我國警察機關關老師應具備之能力與訓練需求，以供警察機關從事第一線心理諮商輔導人員訓練方向之參考與建議。
經由本研究之實證結果，提出建議如下：
一、統一甄審各警察機關心理輔導人員，施以專業訓練，並取得專業證照後予以任用；建立曾任心輔人員及儲備人員名冊（含相關心輔科系畢業人員）；辦理關老師參加專門職業技術人員高等（特種）考試之在職訓練，以協助獲取諮商心理師、社會工作師證照。
二、訓練基層單位主管，施以心理輔導概念課程，讓基層主管在第一現場就能以輔導知能融合於領導統御中，兼顧事件處置與心理危機緊急治療之双效；善用社會資源，取得當地相關機構之年度辦理心理諮商輔導訓練活動時程，遴選主管人員參加研習，以充實心理輔導專業知能。
三、關老師訓練規劃應考量初任及久任的關老師，設計不同層次的專業課程，理論與實務相結合，以提升專業能力。
四、實施專業督導機制，一方面可改善關老師的工作技巧與能力及能因應環境的變遷而獲取專業新知能；另一方面可適時地給予關老師的鼓勵與支持，建立自信，紓解因服務個案所造成的負面情緒，有表達挫折與錯誤感受的機會。

關鍵字

訓練需求、關老師。

並列摘要

Training needs refer to the training of certain knowledge, skills or attitude that is required by an organization of its members who, due to subjective or objective reasons, are lack of to meet the demands of their job. Necessary educational training must be given to cultivate personal capability and to achieve organization goal.
A psychological counselor unit, Guan Teacher, in police departments and units in Taiwan is a semi-professional and task-forced peer consulting mechanism. A Guan Teacher has to take care of psychological counseling administration, psychological health education, lecture of “primary pre-prevention,” interviews with clients, transferring, and management of “secondary intermediate risk management,” and “tertiary follow-up treatment.” All these aspects require the ability to design, plan, and execute. Therefore, psychological counseling training is conducted each year, and in coordination with practical needs, professional courses of each stage are provided to cultivate professional and capable Guan Teacher to achieve training effectiveness.
This study examines counseling ability and training needs of Guan Teacher. In terms of research design, this study uses literature study, questionnaire, and interviews. According to literature review, this study discussed and analyzed current training of Guan Teacher to identify important issues and questions and then conducted questionnaire and filed interviews. It is hoped that through empirical study, the capabilities and training needs of Guan Teacher in police departments and units in Taiwan can be understood, and reference and suggestion for the training of first-line psychological counselors can be provided.
Based on the empirical results, this study proposes the suggestions as follows:
1. Psychological counselors in police departments and units should be selected by a
central agency and professional trainings, where licenses are required before the employment. Name list of experienced psychological consultants and personnel (including those graduates with psychological counseling majors) should be provided. On-the-job training shall be given to high-end professional (special) technicians to help them acquire the licenses of psychologists and social workers.
2. Courses on psychological counseling concept shall be given to supervisors of basic
units to allow them to make use of counseling knowledge in their leadership and to handle events and psychological risk treatment and emergency. Make best use of social resources to obtain schedule of annual psychological training activities held by local agencies and send supervisors and directors to participate in trainings to sharpen professional knowledge and ability of psychological counseling.
3. Planning for trainings of Guan Teachers shall take the need of new and experienced
ones to design professional courses for different levels; theory and practical affairs shall be combined to enhance professional ability.
4. Professional supervising mechanism, on one hand, shall be implemented to
improve Guan Teacher’s work skills, and to obtain new professional knowledge with the change of social environment; on the other hand, Guan Teacher shall be properly encouraged and supported to build up their confidence and to help release negative emotion coming from the services for clients by giving them opportunities to express frustration and bad feeling from making mistakes.

並列關鍵字

training needs ； Guan teacher

參考文獻

李啟誠（2000），《國立大學推動教師教育訓練需求分析》，正修學報，第13期，頁225－240。

張瑞濱與賀力行（2003），《從訓練需求評估論公務人員訓練進修之策略》，人力資源管理學報，第3卷第1期，頁81－111。

陳沁怡（2004），《訓練與發展》，台北：雙葉書廊。

張文龍（2003），《創投業投資經理人訓練需求評估之關鍵內涵研究》，國立臺灣師範大學工業科技教育研究所博士論文。

DeSimone,R.L.,& Harris,D.M.（1998）.Human Resource Development. Fortworth,TX.：