『我的面具與我的心』─探究國中輔導教師之情緒規則

"My Mask and My Heart." ─ Explore Junior High School Guidance Teachers' Emotional Rules

吳芷筠(Chih-Yun Wu)

指導教授 ： 陳幸仁

國立中正大學/教育學院/教育學研究所/碩士(2015年)

摘要

國中輔導教師工作繁雜，工作的主要內容除了授課外，還要依個案為主進行一系列的處遇工作，人際範圍廣泛，本研究希望了解國中輔導教師是否有情緒規則，若有，其情緒規則為何，並以前臺、後臺區分情緒規則，透過質性研究半結構式的深入訪談，找了五位受訪者，針對其工作所遭遇到的人際範圍分為四大面向，分別是個案學生、導師、家長以及學校其他行政人員。
根據研究結果發現，國中輔導教師有其情緒規則存在，並有工作上的情緒基調，其情緒基調為：一、冷靜安定，表明立場。二、維持信任，約定保密。三、溫和包容，肯定接納。四、中性客觀，聚焦問題。而前臺情緒規則依個案學生、導師、家長及學校其他行政人員以下簡單摘要分別為：一、個案學生：(一)、放軟態度。(二)、真誠付出。(三)、堅定說明。(四)、開誠布公。(五)、直接爆發。二、導師：(一)、多一點彈性。(二)、積極提供協助。(三)、釋出關心與善意。(四)、迎合回答。三、家長：(一)、積極拉攏。(二)、看見孩子的優點。(三)、提供相關資源協助。(四)、明白告知學校立場，通知變成例行性公事。四、學校其他行政人員：(一)、展現專業的地方。(二)、以和為貴，互相幫助。(三)、低調客氣，不正面回應批評。
國中輔導教師之後臺情緒規則為，一、安慰自己，自我調適。二、尋求同校夥伴支持，聊天抱怨。三、找朋友聊天說笑，大笑一場。四、尋求專業管道、夥伴協助，精進自身能力。五、尋求主管長官介入處理，協助問題解決。六、自我對話穩定情緒，放空轉移注意力。七、在家人面前表露不愉快，但是不會明說。而第七點後臺情緒規則也是本研究不同於其他研究的新發現。
最後，本研究根據研究結果給予國中輔導教師、導師、家長及學校其他行政人員、輔導人員家人以下建議：一、國中輔導教師：(一)、定期參加督導或是專業成長研習。(二)、額外參加符合自身需求的活動。(三)、主動展現積極與專業，放大自己的努力。(四)培養多元興趣，增加生活樂趣。二、導師：(一)、對輔導工作抱持合理的期待，不求立即性效果。(二)、保持彈性，與輔導教師積極互動對話。三、家長：(一)、調整想法，不以有色眼光看待輔導工作。(二)、積極參與學校相關活動，善盡家長職責。四、學校其他行政人員：(一)、重視輔導業務，建立明確分工。(二)、暢通溝通申訴管道，主動關心輔導人員之狀態。五、輔導人員家人：(一)、主動關懷，張大耳朵仔細聆聽。(二)、對工作內容抱持好奇的態度，加深了解的程度。

關鍵字

國民中學輔導教師 ； 情緒規則

並列摘要

The obligations for guidance teachers in junior high school are highly complicated. This study aims to understand whether there are emotional rules for junior high guidance teachers. If yes, what are those rules. In this study, emotional rules would be categorized into “in front” and “back” stage. Through qualitative research interviews, the researcher focus on different people that she confronted on working environment and
differentiate the five interviewers into four orientations, which are client students, home room teachers, parents and administrators in school.
The research found that junior high school guidance teachers do have their emotional rules, and they have basic emotional keynotes while working. That is, 1.remaining calm, and showing their standpoint. 2.maintaining trust and keeping secret. 3.gental tolerance and affirmative acceptance. And 4.neutral objective and concentrating the problem. According to the four orientations, the emotional rule shown in front stage are as following:(A)client students:1.soften attitude.2.honest payment.3.confirmative explanation. 4.telling the truth
frankly, and 5.directly explosion.(B)home room teacher:1.more flexible.2.providing assistance ctively.3.showing care and kindness. And 4.agreement to the responds. (C)Parents:1.bringing the relationship closely.2.seeing students’ strengths.3.providing helps with relative resources. And 4..clearly informing the standpoints of the school and making it a routine. (D) Administrators:1.performing professions.2. helping each other.3.quiet and polite without responding criticizen.
Junior high guidance teachers’ emotional rules shown in the back stage are:1. comforting themselves and making themselves suitable; 2. seeking the support of partners in school, and complaining with them; 3. looking for the friends out of school to take a relax chatting with laughing; 4. Seeking professional pipeline, partner assistance, deepen the abilities of themselves; 5. seeking the help of supervisor to solve the problem; 6.
self-talking to stabilize mood, venting to divert attention; 7. showing un pleasant in front of families, but they will not say clearly.
Finally, according to the result, the researcher concluded the following suggestions to junior high guidance teachers, homeroom teachers, parents, administrators and guidance teachers’ family : (A) Junior high guidance teachers: 1. participate in supervision or professional growth study in regularly; 2. Participate in activities to meet their own needs in free time; 3. initiative to show positive and profession, enlarge their own efforts; 4. Cultivate plentiful interest, make a fun daily life. (B) Homeroom teachers: take advisable expectations to guidance results, not ask for immediate results; 2 .To maintain flexibility, dialogue and positive interaction with guidance teachers. (C) Parents: 1. Adjust the thinking, don’t take a prejudiced view to counseling; 2. participate in school-related activities actively, and fulfill parental responsibilities. (D) Administrators: 1. Attach importance to counseling works, establish a clear division of labor; 2 unblock the lines of communication and complaint, care for guidance teachers positively. (E) guidance teachers’ family: 1.take a active care and listen attentively; 2. to be inquisitive about the content of work, and deepen
the level of understanding.

並列關鍵字

junior high guidance teacher ； emotional rules

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