大學自我傷害個案合作輔導之研究
No Thumbnail Available
Date
2006
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
大學自我傷害個案合作輔導之研究
中文摘要
本研究之目的在於探討大學校園中自我傷害個案的合作輔導內涵，故本研究之主要問題為大學如何對自傷個案進行合作輔導？合作輔導人員的合作關係為何？合作輔導中，輔導教師的角色認知與角色調整為何？以及大學校園中的環境／文化對自傷個案合作輔導的影響因素為何？本研究採用質性研究中之社會建構取向的研究方法，以半結構的深度訪談方式蒐集資料，並使用紮根理論的資料分析原則進行資料分析。本研究自民國93年11月至94年12月間選取四所具有合作輔導自傷個案經驗之研究型公私立大學進行研究，共計有37研究參與者接受訪談，研究參與者包含輔導教師17位，實習輔導教師2位，教官6位，導師5位，助教1位，行政人員2位，主管4位，共計訪談43次。本研究首先以一首大學做為前導性研究，經訪談蒐集資料及分析之後，研究者已熟稔訪談及分析方式，方進行正式研究程序。本研究依據紮根理論的分析原則進逐字謄稿及編碼的資料分析程序，所獲得的結果分別為四所大學之分析結果摘述、自傷個案的合作輔導流程、大學校園自傷個案合作輔導之關鍵要素、以及輔導教師的個案合作輔導認知架構。其中大學校園自傷個案合作輔導之六個重要面向為本研究最主要的發現，分別為：
重要面向一「多元化的問題與轉介」：自傷個案的問題共分兩個部分，一部份是個案自己本身帶來的問題，包括情緒問題、感情與人際衝突、人格問題、精神官能症等問題，另一部份是介入處理所衍生的問題，包括反覆行為、抗拒行為、分化行為、投機行為。
重要面向二「互補式的合作與分工」：自傷個案的合作輔導中，包含輔導中心內與單位間的合作分工。輔導中心的合作人員包括主任、專兼任輔導教師、實習輔導教師及行政人員；合作的方式多透過個案會議、私下隨時討論、回報訊息及督導討論；其角色任務則包含統籌者角色、個管角色、諮商角色、督導角色、教育與諮詢角色、情感支持角色、以及行政支援角色。單位間的合作人員包括學務長、系所導師、助教、同學、教官及相關行政人員，其合作由輔導中心主導，其他人員配合輔助，合作的方式多採個案會議，以及由輔導中心和各單位工作人員的討論；單位間的角色任務則包含統等決策、心理專業、日常關懷、課業處理、危機處理及同儕輔導。
重要面向三「角色認知與落差」：一為合作輔導人員對輔導教師角色的認知與落差，包括合作輔導人員對輔導專業的不了解與誤解、輔導教師的專業形象受到質疑、專業造成的束縛、輔導教師工作角色的認知落差、以及輔導教師的多重角色困境；另一為輔導教師對其他合作輔導人的角色認知與落差，包括主管、教官、導師、行政人員及同學等角色認知落差，其中對主管的角色認知與落差包括領導風格、行事風格、協調與決策能力、輔導專業能力及承擔責任的能力等認知上的落差，對教官角色的認知與落差則包括角色定位不清楚、危機處理的角色認知落差及對個案掌控性的認知落差，對導師的角色認知與落差包括自負主觀、具權力地位、導師無法兼顧學術與輔導角色、輔導專業能力不足、及家長式的關懷學生，對行政人員的角色認知與落差在於工作角色的混淆，對同學角色的認知與落差則包括無法負苛的角色任務、追蹤與回報的認知落差等。
重要面向四「合作關係與挑戰」：單位內(輔導中心)不協調的關係有二，一為輔導教師彼此之間的不協調，包含競爭與對立、輔導教師的專業障礙、不良的溝通模式、以及輔導教師彼此之間會以分工逃避責任；二為輔導教師與主管不協調的合作關係，包含對個案專業與非專業處理觀點的差異、主管不了解輔導教師的需求、主管要求回報的方式、以及主管負太多責任。單位內的協調關係則包含兩部份，一為輔導教師形成合作團隊，會相互支持、具有交情、信任與默契等，二為主管能夠領導與協調，承擔責任，支持屬下。單位間的不協調關係包括輔導教師與教官、導師、學務長及行政人員的不協調關係，其不協調包含對保密限制的不滿、工作的消極態度、責任歸屬、對輔導專業的不信任、不了解與不滿意、不合宜的指示與不良的溝通等；單位間的協調關係包含輔導教師的帶動、及輔導教師與教官、學務長、導師和同學協調的合作關係，其中輔導教師的帶動是提供清楚具體的評估、投入與分工、聯合與流動，而輔導教師與教官的協調包含雙方具有默契及教官主動配合，與學務長的協調關係包含學務長支持輔導工作及整合資源，與導師協調的合作關係包含導師主動投入、導師信任與了解輔導教師的專業，與同學協調的合作關係包含同學主動與意願、同學的特質與能力。
重要面向五「輔導教師的角色調整」：一為自我調整包含情緒調整、自省與察覺個人議題，二為專業角色調整包含調整專業與實務的落差、及調整專業表現與形象；三為工作角色的調整包含兼顧專業與行政、和導師建立真實的關係，調整面對權威的態度，以及溝通技態度與技巧。
重要面向六「環境／文化」：包括華人社會取向文化、校園風氣及學校的次文化。華人社會取向文化包含順服權威、家人式的情感、重視人情與關係；校園風氣則包含校園文化與教育理念及重視導師工作；學校次文化包含行政文化、教授文化、諮商文化、教官文化及學生文化
本研究亦根據上述結果，對大學輔導實務工作、大學輔導教師的培訓、以及未來的研究方向提出建議。
The Study of Cooperative Counseling in Self-Injured University Client Abstract This thesis is to study how cooperative counseling works in self-injured client at university campus. There are four questions to go into. First, in what way does a university, facing its self-injured client, practice cooperative counseling? Second, how is the relationship among cooperative counselors? Third, how does a counselor perceive and regulate his or her own role in cooperative counseling? Fourth, in what way does the environment or culture at campus affect cooperative counseling? To answer the four questions above, this study adopts the social constructive approach of qualitative research. All the data are collected by means of semi-structural interviews in depth and analyzed according to the principles of grounded theory. In addition, a pilot study is conducted beforehand. The findings of this study are as follows, each of which centers around self-injured clients: the results of data analysis, the cooperative counseling procedure, the key elements of cooperative counseling, and counselor’s perceptual framework of cooperative counseling. According to these findings, cooperative counseling in self-injured clients has six important aspects, which are the main discovery of this study. The first aspect is about self-injured client’s multiple problems, which include both the client’s own emotional troubles and the difficulties coming up during counseling. The second one discusses the cooperation and labor division between counselors and administration. The third aspect talks about differences of the role perception between counselors and administration. The fourth one studies the relationship between different counselors and the relationship between counselors and executives. The fifth aspect explores the role adjustment of counselors, which includes self-adjustment, profession-adjustment, and work-adjustment. The last aspect goes into the environmental and cultural effects of campus on cooperative counseling. According to the results and discoveries above, this study makes suggestions on counseling at university campus, the training of university counselors, and future research directions.
The Study of Cooperative Counseling in Self-Injured University Client Abstract This thesis is to study how cooperative counseling works in self-injured client at university campus. There are four questions to go into. First, in what way does a university, facing its self-injured client, practice cooperative counseling? Second, how is the relationship among cooperative counselors? Third, how does a counselor perceive and regulate his or her own role in cooperative counseling? Fourth, in what way does the environment or culture at campus affect cooperative counseling? To answer the four questions above, this study adopts the social constructive approach of qualitative research. All the data are collected by means of semi-structural interviews in depth and analyzed according to the principles of grounded theory. In addition, a pilot study is conducted beforehand. The findings of this study are as follows, each of which centers around self-injured clients: the results of data analysis, the cooperative counseling procedure, the key elements of cooperative counseling, and counselor’s perceptual framework of cooperative counseling. According to these findings, cooperative counseling in self-injured clients has six important aspects, which are the main discovery of this study. The first aspect is about self-injured client’s multiple problems, which include both the client’s own emotional troubles and the difficulties coming up during counseling. The second one discusses the cooperation and labor division between counselors and administration. The third aspect talks about differences of the role perception between counselors and administration. The fourth one studies the relationship between different counselors and the relationship between counselors and executives. The fifth aspect explores the role adjustment of counselors, which includes self-adjustment, profession-adjustment, and work-adjustment. The last aspect goes into the environmental and cultural effects of campus on cooperative counseling. According to the results and discoveries above, this study makes suggestions on counseling at university campus, the training of university counselors, and future research directions.
Description
Keywords
個案合作輔導, 大學輔導教師, 自我傷害個案, 個案合作輔導流程, 合作輔導關係, 角色知覺, 角色調整, cooperative counseling, University Counselor, Self-injured Client, Procedure of cooperative counseling, relations of cooperative counseling, role perception, role regulation