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雙生涯女性優勢中心生涯適應諮商模式之建構研究

The Construction of a Strength-centered Career Adjustment Model for Counseling Dual-career Women

Abstracts


本研究目的在建構雙生涯女性優勢中心生涯適應諮商模式。研究對象為10名雙生涯女性,年齡介於28至47歲(平均年齡為38.8歲)。由第一位研究者擔任心理師角色,對參與者進行6到8次諮商,期間進行1-2次的人際歷程訪談瞭解諮商經驗。本研究係以任務分析方法建構諮商模式,資料蒐集方法是個別諮商與人際歷程訪談,所得逐字稿資料以發現取向質性方法進行分析。結果歸納出正向情感、適應力、夢想目標等13項優勢力量,並建構出包含四大巨集、十大段落及二十九個細項的諮商模式。四大巨集為探索評估、深化覺察、改變以及行動等巨集。十大段落分別為:(1)諮商的開始;(2)陳述困擾問題;(3)探索、評估、認識成長經驗與現在生活角色的內涵與影響;(4)洞察自我內在價值與需求,統整正負向經驗;(5)覺察型塑社會文化與性別經驗的內涵;(6)覺察角色間衝突與既有因應方式;(7)優勢的萃取和應用;(8)重新架構;(9)創意與創造;以及(10)行動等段落。根據結果提出組型結構與諮商流程圖。最後依據結果進行討論,並提出建議以供未來研究與實務工作者參考。

Parallel abstracts


The purpose of the study is to construct a strength-centered career adjustment model for counseling dual-career women. The study adopted the task analysis approach in which participants received six to eight counseling sessions. Participants of this study included ten dual-career women, aged between 28 to 47 years old (M=38.8). The interview transcripts were analyzed qualitatively using discovery-oriented psychotherapy. Based on the analyses, a model containing four theme categories and ten themes were constructed. The strength-centered counseling protocol for dual-career women was then proposed. The four theme categories include Exploration/Assessment, Insight, Change, and Action. The model consists of ten stages: (1)defining the problem; (2)stating the problem, including causes and contexts; (3)exploring, assessing and understanding the content and influences of an individual's life experiences and current roles in life; (4)bringing insights into her intrinsic values and needs, and integrating both positive and negative experiences; (5)perceiving the content of social, culture, and gender experiences; (6)being aware of the conflicts between different roles and coping strategies; (7)knowing, creating and expanding one's own strengths; (8)reframing; (9)creativeness and creating, specifically making plans, practicing exercises, connecting diverse strengths and creating an integrated and balanced prospect; and (10)taking actions. The results demonstrate thirteen strengths, such as positive emotion, good adjustment, dream/goal, etc. The findings in this research are discussed, and the implications and recommendations for practice and future study are also provided.

References


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Cited by


Harn, P. L. (2022). Effects of a Strength-Centered Career Course on Career Adaptability of College Students Who Experienced LEGO® SERIOUS PLAY®. 教育研究與發展期刊, 18(2), 93-120. https://doi.org/10.6925/SCJ.202206_18(2).0003
柯文惠(2014)。大學生休復學經驗之抉擇歷程與適應內涵〔碩士論文,國立暨南國際大學〕。華藝線上圖書館。https://doi.org/10.6837/NCNU.2014.00150
施靜泓(2018)。以優勢中心取向為基礎之國中特教班園藝治療團體歷程研究〔碩士論文,國立清華大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0016-0410201815451843

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