臺北市國小輔導人員與諮商心理師之有效跨專業合作研究

王麗斐; 杜淑芬

doi:10.6251/BEP.20090402

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P295 - 320

Social Sciences > Psychology
Social Sciences > Education

DOI： 10.6251/BEP

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臺北市國小輔導人員與諮商心理師之有效跨專業合作研究

The Effectiveness of Interprofessional Collaboration between Elementary School Counselors and Counseling Psychologists in Taipei City

王麗斐(Li-Fei Wang) ；杜淑芬(Su-Fen Tu)

教育心理學報； 41卷S期 (2009 / 10 / 01) ， P295 - 320

繁體中文 DOI： 10.6251/BEP.20090402

國小輔導；諮商心理師；跨專業合作；駐校服務隨； counseling psychologist ； elementary school counseling ； interdisciplinary collaboration ； school-based mental health services

Abstract │ Reference (49) │ Times Cited (11) │ Altmetrics

Abstract 〈TOP〉

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The current study was to explore the effectiveness of interprofessional collaboration between school counselors and counseling psychologists in the elementary schools. There were 9 elementary school counselors (3 males and 6 females; mean age=44.06, SD=7.69) with mean teaching experience of 21.83 years (SD=8.65) and mean school counseling experience of 7.38 years (SD=5.93). In addition, there were 9 counseling psychologists (1 male and 7 females; mean age=39.46, SD=3.08) with mean professional experience of 11.81 years (SD=3.91). All of them participated in the ”Project of Residential Counseling Psychology Services in Taipei City Elementary Schools.” Data were collected by individual in-depth interviews and analyzed by a discovery-oriented qualitative method. The findings indicated that there were five major stages involved in the collaborative process between school counselors and counseling psychologists: (a) announcement and client's recruitment, (b) client's screening and evaluation, (c) session arrangement and communication, (d) ecological counseling, and (f) following-up. In the collaborative processes, school counselors mainly worked in the mesosystem, which is the ”outside” of the counseling room. In contrast, the duties of counseling psychologists, who were mainly focused on the microsystem, is within the counseling room according to the Bronfenbrenner's ecology approach of counseling. The school counselors would communicate, coordinate, and connect the significance others of the client and the possible resources of the school to help the child, whereas the counseling psychologist would lead the counseling team and plan the treatment plan to help the child himself and the ecological systems of the child. The facilitating factors of interprofessional collaboration included (a) the partnership and altruisticm attitudes and actions of both sides, (b) counseling psychologists' professional abilities that supplemental to the school counselor's work in elementary schools, (c) school counselor's counseling traits and knowledge, administrative abilities, and in-school relationships, and (d) school counselors helping the counseling psychologists adjust to the school culture and ecology. The Detailed results suggestions for further research, training, and as well as intervention were discussed.

Reference ( 49 ) 〈TOP〉

方惠生、戴嘉南(2008)。彰化縣專業諮商人員介入國小校園輔導工作實驗方案評估研究。諮商輔導學報－高師輔導所刊，18，89-121。
連結：
王麗斐、杜淑芬、趙曉美(2008)。國小駐區諮商師有效諮商策略之探索性研究。教育心理學報，39(3)，413-434。
連結：
林家興、洪雅琴(2001)。學校人員對國中輔導工作及專業輔導人員試辦方案之評估研究。教育心理學報，32(2)，103-120。
連結：
趙曉美、王麗斐、楊國如(2006)。臺北市諮商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：
Adelman, H. S.,Taylor, L.(2002).Promoting mental health in schools in the midst of school reform.The Journal of School Health,70,171-178.

Times Cited ( 11 ) 〈TOP〉

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