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題名:探究國小輔導實務工作中之教師諮詢執行經驗 —雙向現象場視框之觀照
作者:劉麗娟
作者(外文):Liu,Li-Chuan
校院名稱:國立彰化師範大學
系所名稱:輔導與諮商學系所
指導教授:高淑貞
學位類別:博士
出版日期:2016
主題關鍵詞:國小輔導教師諮詢雙向視框Elementary school counselingteacher consultationdual framework
原始連結:連回原系統網址new window
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本研究主要以輔導實務工作者與教師的雙向視框,探究國小輔導實務工作中之教師諮詢執行經驗。研究參與者包括8位具專業背景與實務經驗之教師諮詢者與9位曾參與諮詢經驗之教師求詢者,採質性研究中之紮根理論為方法依據,以探究國小輔導實務工作中教師諮詢現況,增加雙方觀點的理解以促進合作的開展,並從雙方可對照經驗中探究提升教師諮詢效能的可行方式。主要研究結果如下:
一、 實務工作者參與教師諮詢經驗:其主要內涵有 1.角色功能定位不清,系統對輔導專業缺乏共識; 2.平時以預防性輔導連結師生關係; 3.相較於諮商專業,諮詢更強調群性的發揮與系統的融入; 4.以專業優勢處理雙重角色衍生的界線問題; 5.以焦點解決取向介入效果佳; 6.影響合作順暢與否的主因是教師自我優越的特質而非資歷; 7.教師諮詢重要但還須考量教師因素
二、 教師參與諮詢經驗:其主要內涵有1.先請教同儕、行政人員後諮詢專業人員; 2.不只得到同理,還希望獲得具體方法; 3.學生失控當下獲得的專業救援行動是觀察學習的好時機; 4.輔導諮詢服務期待連結其他行政與專業團隊
三、 教師諮詢歷程影響因子:其主要內涵有1.諮詢者的專業承諾助於自我專業角色的定位與困境的轉化; 2.諮詢前先評估先評估教師準備度、特質與信念,不過早進入工作階段; 3.互有主體性是教師諮詢關係的重要體現; 4.不要忽略行政領導與組織氛圍對教師諮詢的影響
四、 輔導人員與教師諮詢經驗之對照:其主要內涵有1.角色定位不同顯現關注立場的根本差異; 2.輔導人員須要更多家長諮詢的能力以協助親師溝通; 3.教師須要更多具體示範來協助諮詢目標的達成; 4.雙方抱持彈性與開放,利於促成諮詢合作關係; 5.頻繁而短時間的機動性諮詢切合實務現場的需要。
研究者依據上述研究結果,進行綜合討論提升教師諮詢效能的可行方式,並據此對教師諮詢實務工作者、學校及相關系統、學校輔導人員訓練與督導課程及後續相關研究提出建議。
Implementation of teacher consultations in elementary school counseling: Comparison of a dual framework phenomenal field
Abstract
This study primarily focused on the dual framework of counseling practitioners and teachers, to investigate the implementation of teacher consultations in the context of elementary school counseling. Participants included 8 professional and experienced teacher consultants as well as 9 teacher clients who had participated in the consultation process. This study employed grounded theory within a qualitative research design, to investigate the current status of teacher consultations in elementary school counseling. The findings of this study will enhance understanding from both perspectives to promote cooperation, and to increase the effectiveness of teacher consultations by examining overlapping experiences. The main results were as follows:
1. Experience of counseling practitioners in teacher consultations: (1) role definition could be vague, as the role of crisis management accounted for a large portion; (2)preventative counseling was used to create student-teacher rapport; (3)compared to the counseling profession, teacher consultations placed more emphasis on sociability and system integration; (4) problems of professional boundaries caused by having dual roles could be managed through professional advantage; (5) a solution-focused orientation lead to better results; (6) smooth cooperation was mainly dependent on the personal qualities of teachers, rather than their professional experience; (7) consultation was important but not necessary, and mostly depended on individual factors of the teacher.
2. Experience of teachers in the consultation process: (1) asked colleagues and administrators prior to seeking out professional consultants; (2) purpose was not only to gain empathy but also practical solutions; (3) having professional help in times of student crisis was a good opportunity to observe and learn; (4) expectations of having a counseling and consultation service that would unify administrative sectors and professional teams.
3. Factors that influenced teacher consultations: (1) professional commitment from consultants could help facing the position of professional role in system integration and transforming the difficulty; (2) evaluating teacher trait, belief and preparedness prior to the consultation session, but entering the working stage early; (3) mutual subjectivity was crucial to the teacher-consultant relationship; (4) not overlooking the impact of administrative leadership and organizational climate on teacher consultation.
4. Comparison of the consultation experience between counselors and teachers: (1) different role definitions lead to fundamental differences in perspectives; (2) counselors required greater ability to conduct parent consultations to improve communication between teachers and parents; (3) teachers needed more practical examples to reach their consultation goals; (4) flexibility on the part of both individuals positively contributed to a cooperative relationship; (5) frequent but short and flexible sessions would better meet practical needs.
Based on these results, feasible methods to improve the effectiveness of teacher consultation are discussed, and recommendations are given for counseling practitioners, schools and related systems, training and supervised curricula for school counselors, and future research.
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