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題名:當陽光陷落時─同村協力的校園輔導
作者:甯國興
作者(外文):Ning,Kuo-Shing
校院名稱:輔仁大學
系所名稱:心理學系
指導教授:夏林清
學位類別:博士
出版日期:2009
主題關鍵詞:反映性行動研究陰影沃土種子Reflectiveaction researchshadowfertile soilseed
原始連結:連回原系統網址new window
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本研究試圖以「反映性」故事敘說的方式,來研究作者做為一位大學校園輔導老師的工作經驗,以對其早已進行的助人工作內容,做有意義地「行動研究」。
研究目的在探究四個方面的問題:
一、重新審視我是誰?是怎樣的一位助人者?又如何發展成今日的模樣?
二、一個有經驗的輔導老師如何會在協助重症無依的學生時身陷險境;
三、當助人者成了創傷受害者時,他如何在兩種角色中穿梭轉換,進行自助、助人、求助的行動,在險境中努力保存個案,也保存自己;
四、現今大學校園輔導工作的樣貌與特性,及我在其中的經營經驗的澄清與反省。
發現與建議
一、助人者的性格比較敏感、細膩,容易體察與同理他人的痛苦與情緒問題;
二、長期承接別人的創痛,誘發自身生命的「陰影」和殘缺;加上專業制度設計的不健全,使得助人者陷於孤立,而造成了陷落經驗;
三、僵化、制式的專業主義限制了助人者的行動空間和創意,也增加了助人的難度,更直接損及當事人的福祉;
四、愛與責任是助人者最重要的動力來源,和護身符;
五、謙卑、認命的態度幫助人者面對現實;同時也學習、實踐有效照顧當事人和自己的方法;
六、學生人格的修護與養成才是學校輔導與教育的工作重點;
七、「沃土」理論與「種子」模式是校園輔導的基礎;
八、環境惡劣,活得艱難,合作互助的村落式校園輔導網的建立是值得努力的方向。
This study aims at launching a meaningful action research based on the description of the helping job in progress already conducted by the author as a college campus counselor through reflective storytelling.
This research is purposed to probe the following four issues:
1. Re-examine who I am, what helper am I? And what does it take to make the one I am today?
2. How does an experienced counselor place himself in jeopardy when assisting heavily ill and helpless students?
3. When the helper becomes victim of trauma, how will he swift and shuttle between the two roles to conduct operations of self-help, helping and help-seeking, and at the same time, to preserve the client and himself in jeopardy?
4. Review the scope and the characteristics of contemporary college campus counseling, and recount the clarification and the reflection of my experience amongst these all.
Discoveries and suggestions
1. More sensitive and delicate character of the helper makes him liable to be more observant and empathetic to the pains and emotional problems of others.
2. That the shadow and the incompleteness of his own life induced by long sustaining of the pains of others, in addition to the design discrepancy of the professional system cause the helper experience the fall and isolation.
3. Rigid, stereotypical professionalism limits the movement and the creativity of the helper, increases the difficulty for him to extend help, and also directly damages the well-being of the clients.
4. Love and sense of responsibility are the most vital drives and the protection for the helper.
5. Humility and recognition of one’s fate not only help the helper to face the reality but contribute to an approach for the helper to learn and practice effective care for the clients and the helper himself as well.
6. The focus of school counseling and education should lay on the nourishment and nurturing of the personality of students.
7. The theory of “fertile soil” and the model of “seed” are the foundation of campus counseling.
8. The establishment of campus counseling network based on environmentally challenging, hard living, collaborative community mutual help is a direction worth of our efforts.
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