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題名:以社會正義實踐之觀點探討 學校同志諮商輔導之專業知能
作者:莊瑞君
作者(外文):CHUANG,JUI-CHUN
校院名稱:國立高雄師範大學
系所名稱:性別教育博士學位學程
指導教授:謝臥龍
學位類別:博士
出版日期:2017
主題關鍵詞:學校輔導青少年同志社會正義性傾向友善school counselinggaylesbianteenagersocial justicesexual orientation Friendly
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中文摘要
本研究源於在校園的諮商輔導實務現場中之觀察,發現學校諮商輔導專業在協助青少年同志的困境,故基於對青少年同志族群的心理健康之關注,期待能夠建構協助同志學生的學校諮商輔導專業知能之內涵。本研究採用質性研究之內容分析,透過半結構式的深度訪談,研究參與者為四十位,包括在學生時期曾具備諮商輔導經驗的九位男同志與十一位女同志、曾經協助過同志學生的十位諮商輔導人員與關注多元性別的十位督導,研究結果如下:
一、 同志學生在諮商輔導過程的需求與期待:包括自我認同的徬徨、情感與慾望被特殊化與荊棘情海、否認與拒絕的人際氛圍以及學業與適應困擾。
二、 學校諮商輔導人員的協助困境與侷限:同志學生在諮商輔導的過程中,從觀望或期待到滿意或失望,在應然與實然之間,造成期待與現實的落差源頭為異性戀氛圍中友善態度養成之侷限、多元性別知識在專業訓練的缺席以及僵化的個別諮商服務模式之限制。
三、 建構協助青少年同志的性傾向友善諮商專業知能之大樹模式:以社會正義諮商觀點為基石,建構性傾向友善諮商專業知能之大樹模式,簡稱FOSTER 模式(Friendly and Open for Sexual orientation to the Tree Ecosystem Raise model),此模式內涵包括代表根源與核心功能的樹根為性傾向友善與認同社會正義態度、支撐與傳達功能的樹幹為多元性別相關知識以及外展與呈現功能的樹葉為倡導與改變技能。再者,三個向度細分為個別服務、系統處遇與公共倡導三個層面,進一步說明實踐的方向與內涵。
綜合以上研究結果,本研究針對未來研究與專業諮商輔導人員,提出具體的方向與建議。
關鍵字:學校輔導、青少年、同志、社會正義、性傾向友善
Abstract
The researcher’s motivation originated in the counseling practice at school. The researcher found that school counselor for help gay and lesbian young students encounter difficulties. The researcher concerns gay and lesbian young students’ mental health, so hopes to construct counseling professional competence to assist gay and lesbian students. This research subjects are forty subjects included nine lesbians and eleven gays who had received counseling when they were students, ten counselors who had help gay and lesbian students and ten supervisions who concerned gender issue. This research is based on qualitative research through semi-structured and in-depth interview. Data are presented and analyzed by content analysis. The results are from the narration of the forty subjects’ experiences. The findings and conclusions are as follows:
1. The needs and expectations of gay and lesbian students in the counseling process include the difficulties of self-identification process, the special treatment from others and the difficulties originated in the desire and love, interpersonal problem due to refused or denied by friends or family, and life adjustment problems.
2. The difficulties and limitations of school counselor include the disappointment of gay and lesbian students in the counseling process due to the loss of expectation.
3. The cause of the formation of the gap between expectations and disappointment is the limitations of formation process of friendly attitude in the eteronormativity environment, the lack of gender knowledge in the absence of professional training, and the rigid individual counseling service model.
4. The model construction of counseling professional competence to assist gay and lesbian students: The research’s result based on social justice counseling bring about the FOSTER model (Friendly and Open for Sexual orientation to the Tree Ecosystem Raise model). The FOSTER model include tree major contents. First, the root symbol is representative of the core function of tree and the content is sexual orientation friendly and social justice identity attitude. Second, the trunk symbol is representative of the support and convey function of tree and the content is gender pluralism background knowledge. Third, the leaves symbol is representative of the outreach and rendering function of tree and the content is practice, advocacy and change skills. Furthermore, Three major contents subdivided into three dimensions including individual services, treatment to assist system and public advocacy.
Based on the above findings, recommendations from these findings for future research are discussed.
Keywords: school counseling, gay, lesbian, teenager, social justice, sexual orientation Friendly
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