高中導師與輔導教師跨專業合作社群推動正向行為支持輔導策略之探究

A Study of Promoting Positive Behaviors Supportive Guidance Strategies through Cross-professional Collaborative Community between High School Homeroom Teachers and A School Counselor

黃雅伶(Ya-Lin Huang)

指導教授 ： 杜淑芬

中原大學/人文與教育學院/教育研究所/碩士(2017年)

https://doi.org/10.6840/cycu201700657

摘要

本研究旨在探究高中導師與輔導教師跨專業合作社群推動正向行為支持輔導策略。本研究由研究者，一位專任輔導教師，發起協同行動研究，邀請校內導師組成跨專業社群，針對班級內學生輔導困境進行正向支持形式的社群。藉由輔導教師與教師的跨專業合作諮詢與討論，推動正向行為支持輔導策略。研究參與者為6位高中導師與1位輔導教師，皆為女性教師。教學資歷介於2-17年之間，其導師資歷有兩位教師超過10年，五位教師為5年之內，輔導教師資歷為8年。社群時間為期八週，運用每週1次，每次2小時的社群進行，並採用半結構式的深度訪談設計，於社群參與的前期、中期與後期進行訪談，了解他們參與的經驗，每次約為30-60分鐘。資料分析採取紮根取向的分析法，依據研究目的分析資料。信實度的檢驗則採取三角驗證方式進行，加入協同分析者和受訪者進行資料的檢核。根據研究結果歸納如下：
一、參與跨專業合作，透過討論及經驗分享，能協助導師有效解決學生輔導困境，學習他人正向輔導經驗，學習反思並調整，覺察輔導能力的成長，改善學生問題行為，滿足導師的需求，增加持續參與社群的意願。
二、導師參與社群過程中，感受到成員的尊重與信任，無條件接納及理解，給予支持，營造出安心自在的對話空間，提升正向團體動力，增強導師改變的動機。
三、透過社群成員輔導經驗的交流，導師習得輔導技能，能以正向角度看待學生行為，覺察、反思自我的缺失與盲點，調整輔導模式，獲得輔導專業能力的成長。
四、導師能將獲得的建議及方案有效運用於輔導實務工作中，透過做中學的模式，立即實踐檢視，從中獲得成就感，並增進與學生的關係品質。
最後根據以上研究結果，研究者針對輔導教師、教師、學校及教育主管機關、未來研究四方面提出建議。

關鍵字

正向心理學 ； 跨專業合作 ； 正向行為支持 ； 教師跨專業合作社群 ； 協同行動研究

並列摘要

The purpose of this study was to explore the experience of promoting positive behaviors supportive guidance strategies through cross-professional collaborative community between high school homeroom teachers and a school counselor.
The study was a collaborative action research initiated by the researcher, a full-time school counselor, who invited homeroom teachers to form a cross-professional learning community to resolve difficulties related to students’ guidance with a positive behaviors supportive approach. Through the cross-professional cooperation consultation and discussion between homeroom teachers and the school counselor, the mission of the community was to promote positive behaviors supportive guidance strategies. The study participants were 6 high school homeroom teachers and a school counselor, all female teachers. Their teaching experience range between 2 - 17 years, with two of the teachers having more than 10 years of teaching and five of them within 5 years. The school counselor had eight years experience in counseling office. The community was conducted once a week, with 2 hours each time, and lasted for eight weeks. A semi-structured in-depth interview design was employed to carry out interviews during the before, middle, and after part of the community participation. Each interview was conducted for about 30-60 minutes to understand the teachers’ participation experience in the community. The data analysis adopted a grounded-oriented analytical method and analyzed data based on research purposes. To verify the credibility of the result, the respondents’ and a co-analyzer’ triangulation validation method was adopted.
According to the results of the study summarized as follows:
1.Participating in cross-professional cooperation and experience sharing could help teachers to effectively solve the dilemma of student guidance, learn the positive counseling experience from others, self-reflect and adjust their own pace in working with students, gain rewards form the growth of students guidance abilties, improve their abilities to make changes to students’ problem behaviors, meet the needs of teachers, and enhance their motivation to participate continuously in the community.
2.In the process of participating in the community, the teacher felt they have received the respect and trust of the members, the unconditional acceptance and understanding from the members; and therefore, they perceived the community as a supportive and comfortable dialogue space, which enhanced their motivation to participation, and facitlitated the changes in teachers classroom behaviors.
3.Through the exchange of community member’s experiences, the teachers have learned the students’ guiding skills and developed positive perspectives on student problem behaviors. Plus, they gained the self-awareness of themselves, retrospected their weakness and blind spots, made adjustment to their guiding strategies, and gained abilities in students guidances.
4.Teachers were able to work effectively with students using the knowledge and skilles learned from the community group. Through learning by doing, they were able to test the consequences of new strategies, which would help them to gain a sense of accomplishment, and thus, enhanced their relationship quality with students.
Finally, According to the results of the study, the researcher proposed four recommendations with regard to school counselors, and teachers, school and education authorities, and future research.

並列關鍵字

Positive Psychology ； Cross-Professional Collaboration ； Positive Behavior Supportive ； Teacher’s Cross-Professional Collaborative Community ； Collaborative Action Research

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