國中專任輔導教師與輔導行政人員合作時的困境與因應—專輔觀點

黃愛玲

doi:10.6840/cycu201700056

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國中專任輔導教師與輔導行政人員合作時的困境與因應—專輔觀點

The Collaboration Difficulties and Coping Strategies Between Specialized Counseling Teachers and Counseling Administrators-A viewpoint from Specialized Counseling Teachers

黃愛玲 , Masters　　Advisor：杜淑芬　　

繁體中文 DOI： 10.6840/cycu201700056

合作困境與因應；國中專任輔導教師；輔導行政人員； collaboration difficulties ； coping strategies ； counseling administrators ； specialized counseling teachers

Abstract │ Reference (157) │ Times Cited (1) │ Altmetrics

Abstract 〈TOP〉

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The aim of this study was to investigate the specialized counseling teachers’ coping strategies, and difficulties in collaboration with counseling administrators in schools. This study used grounded theoretical orientation as research methods, semi-structured interviews were used to collect the required data, and purposive sampling was adopted to invite six specialized counseling teachers from Taoyuan City to take part in the study. The participants are female, aged 27 to 50 years, counseling teachers’ years between 4,5 years. The major results of current research are as follows:
1. The collaborative difficulties reported by the specialized counseling teachers included: the diverse and complex jobs’ contents, the collaboration difficulties under the bureaucratic system, the collaboration difficulties of the role identification, the collaboration difficulties of interpersonal interaction, personal factors of the collaboration difficulties of the formation.
2. To find collaboration and coping strategies from experience. In the system level: Facing a non-professional counseling administrators, apply counseling abilities to supplement their deficiencies; provide mutual positive support among counseling staff and set clear objectives in collaboration; participate in the process of recuiting counseling administrator and assist with handover process; be flexible in role adoption and seek resouces when needed; establish a communication platform with other school adminstratives and teachers and make specialized counseling teachers be seen; provide in-service that promote the mental health and personal growth of the whole school. In the personal level, including: remove the selfishness of collaboration spirit; take the initiative to help, the release of goodwill; hold learning attitude, learn from your partner; timely self-disclosure, adjustment, conversion, so that partners understand your situation.
Finally, the researcher make suggestions with regard to the future research, the restrictions of the current study, and the counseling practice in schools.

Reference ( 157 ) 〈TOP〉

王安琪（2015）。從處理問題到防治風險:輔導體制的風險治理助人專業與情緒勞動。國立清華大學社會學研究所碩士論文。未出版，新竹。
連結：
王麗斐、趙曉美、楊國如（2006）。臺北市諮商心理師國小校園服務方案之實施評估。教育心理學報，37（4），345-365。
連結：
吳玟芷(2007)。從美國ASCA全國棋式省視國內輔導工作之現況。諮商與輔導，264，30-33。
連結：
吳姿瑩（2006）。國民中學輔導教師角色認同與角色實踐之研究。國立臺灣師範大學碩士論文。未出版，臺北。
連結：
吳昭儀（2009）。國民中學輔導教師之角色實踐。輔導季刊，45（2），30-36。
連結：

Times Cited (1) 〈TOP〉

莊淑貞(2017)。論莊子思想對國中專任輔導教師輔導工作的「心」啟發之研究。清華大學教育心理與諮商碩士在職專班學位論文。2017。1-52。

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