臺灣學校心理師何去何從？－從現況評述、課程檢核到培育反思
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2019-09-??
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教育研究與評鑑中心
Center for Educational Research and Evaluation
Center for Educational Research and Evaluation
Abstract
從心理師因校園需求而受邀協助學校輔導開始（1997 年），到縣市確定設立學生諮商輔導中心與心理師聘任（2014 年），臺灣中小學聘用專業輔導人力的歷程已二十年有餘。期間經歷了學生輔導法通過、明訂聘任心理師與社工師等專輔人員、以及近期全面納入輔導教師專聘等脈絡，形成了三種專業協同合作的團隊服務。在強化學校輔導的政策變革中，「學校心理師」（實為各縣市專聘協助學校輔導工作之諮商或臨床心理師）之專業培育（教）、能力檢核（考）、實務發揮（用）、在職專業發展（續）等重要議題，卻長期缺乏關注和討論。本文從三個焦點來探討心理師協助學校輔導工作的實然和應然。探究一，聚焦當前服務於中小學之心理師其「專業困境與實務內涵」，進行現況論述並與國外學校心理人才發展理念對比，評析臺灣當前所面對的挑戰。探究二，調查與檢核訓練歷程，採檔案分析方式，進行「培育系所之課程分析」，嘗試探討近年學校心理師養成之架構和要素；整體上（包括諮商與臨床心理學程）與美國國家學校心理師學會認證課程之十個課程內涵來進行分析發現：「介入和發展社會與生活層面心理健康的技巧」呈現明顯的高比例達54.70%，而後「研究與方案評鑑」（13.89%）和「介入和發展支持性的教學技巧」（13.45%）兩項則比例大幅銳減居次；其餘七項課程比例均小於5%，而「諮詢與協同工作」（0.22%）和「發展和學習的落差」（0.11%）兩項則近乎於零。兩類型學程相比，諮商組比率高於臨床組最大差異是「家庭─學校合作服務」、次之為「校園廣泛學習情況的改進」；臨床組比率高於諮商組差異最大的課程為「介入和發展支持性的教學技巧」、「資料運用、決策、解釋／衡鑑」。其中「臨床心理」組內並未設有「發展和學習的落差」領域的相關課程。探究三，對於未來臺灣學校心理師之「培育展望與專業發展」，本文從有系統的「教、考、用、續」觀點、發展脈絡的近況、限制與資源， 以及國外文獻與制度等，來反思和建構其可能的定位與可能的認同。研究進一步對學校心理師之培育歷程、資源提供、政策反思和未來進階研究等議題，據以討論並提出相關建議。
Elementary schools and junior high schools have employedprofessional guidance staff for more than 20 years. Psychologistswere first invited to help school guidance programs in 1997, andthe government established Student Counseling Centers and hiredschool psychologists to work in the system in 2014. After the StudentGuidance Law passed, standards and rules for the selection of schoolpsychologists and social workers on campus were also set. Morerecently, the policy requires that full-time school counselors arehired. These three different professions form a collaborative team oncampuses. While the policy has transformed and enhanced schoolguidance work, there remain four important issues facing schoolpsychologists, which are: professional training (Education), abilitiesassessment (Examination), practice works (Application), and on-thejobprofessional development (Sustainability).This article discusses both the present experience of schoolpsychologists and the ideal experience of school psychologistswith three different aims. First, we aim to describe the professionaldifficulties and practice essentials that school psychologists whowork in elementary and junior high schools face. We review thesituation in Taiwan and compare it to western perspectives of schoolpsychologists’ professional development. Then, we evaluate thecurrent challenges. Second, we present an analysis of “the curriculumof a school psychologist training program” which examines thetraining process and explores the framework and elements of school psychologists’ development. We subsequently compare this analysis(including both counseling and clinical psychology programs) withthe ten domains of school psychologist training courses recommendedby the National Association of School Psychologists (NASP). Theresults indicate that the ratio of “Interventions & Mental HealthServices to Develop Social & Life Skills” was highest at 54.70%,followed by the “Interventions & Instructional Support to DevelopAcademic Skills” (13.45%), and “Research & Program Evaluation”(13.89%). The ratios of the remaining seven components were all lessthan 5%, with “Consultation & Collaboration” (0.22%) and “Diversityin Development & Learning” (0.11%) closest to zero. Furthermore,we compared the ratio of the ten domains in counseling and clinicalpsychology training programs. Within counseling psychology trainingprograms, the number of domains “Family-School CollaborationServices” and “School-Wide Practices to Promote Learning” wereobviously higher than they were in clinical psychology programs.Within clinical psychology training programs, the number of domains“Interventions and Instructional Support to Develop AcademicSkills” and “Data-Based Decision Making and Accountability”were obviously higher than the number of domains in counselingpsychology programs. Furthermore, there were a lack of coursesabout “Diversity in Development and Learning” offered in clinicalpsychology programs. Third, the article titled “Vision of Training andProfessional Development” constructs and reflects on some possibleidentities and positions for a school psychologist in Taiwan througha systematic review. Vision of training and professional developmentintegrates the four important issues in the training process (education,examination, application, and sustainability), the reality of schoolpsychologist development limitations in Taiwan, and the internationalliterature and policies. This article further discusses and providessuggestions for addressing issues related to school psychologists,which includes the training process, resource sharing, policyrestructuring, and future research.
Elementary schools and junior high schools have employedprofessional guidance staff for more than 20 years. Psychologistswere first invited to help school guidance programs in 1997, andthe government established Student Counseling Centers and hiredschool psychologists to work in the system in 2014. After the StudentGuidance Law passed, standards and rules for the selection of schoolpsychologists and social workers on campus were also set. Morerecently, the policy requires that full-time school counselors arehired. These three different professions form a collaborative team oncampuses. While the policy has transformed and enhanced schoolguidance work, there remain four important issues facing schoolpsychologists, which are: professional training (Education), abilitiesassessment (Examination), practice works (Application), and on-thejobprofessional development (Sustainability).This article discusses both the present experience of schoolpsychologists and the ideal experience of school psychologistswith three different aims. First, we aim to describe the professionaldifficulties and practice essentials that school psychologists whowork in elementary and junior high schools face. We review thesituation in Taiwan and compare it to western perspectives of schoolpsychologists’ professional development. Then, we evaluate thecurrent challenges. Second, we present an analysis of “the curriculumof a school psychologist training program” which examines thetraining process and explores the framework and elements of school psychologists’ development. We subsequently compare this analysis(including both counseling and clinical psychology programs) withthe ten domains of school psychologist training courses recommendedby the National Association of School Psychologists (NASP). Theresults indicate that the ratio of “Interventions & Mental HealthServices to Develop Social & Life Skills” was highest at 54.70%,followed by the “Interventions & Instructional Support to DevelopAcademic Skills” (13.45%), and “Research & Program Evaluation”(13.89%). The ratios of the remaining seven components were all lessthan 5%, with “Consultation & Collaboration” (0.22%) and “Diversityin Development & Learning” (0.11%) closest to zero. Furthermore,we compared the ratio of the ten domains in counseling and clinicalpsychology training programs. Within counseling psychology trainingprograms, the number of domains “Family-School CollaborationServices” and “School-Wide Practices to Promote Learning” wereobviously higher than they were in clinical psychology programs.Within clinical psychology training programs, the number of domains“Interventions and Instructional Support to Develop AcademicSkills” and “Data-Based Decision Making and Accountability”were obviously higher than the number of domains in counselingpsychology programs. Furthermore, there were a lack of coursesabout “Diversity in Development and Learning” offered in clinicalpsychology programs. Third, the article titled “Vision of Training andProfessional Development” constructs and reflects on some possibleidentities and positions for a school psychologist in Taiwan througha systematic review. Vision of training and professional developmentintegrates the four important issues in the training process (education,examination, application, and sustainability), the reality of schoolpsychologist development limitations in Taiwan, and the internationalliterature and policies. This article further discusses and providessuggestions for addressing issues related to school psychologists,which includes the training process, resource sharing, policyrestructuring, and future research.