初探國中學校行政組織下的心理師與輔導教師之跨專業合作

Abstract

本研究目的在了解學校行政組織對輔導教師與心理師的跨專業合作經驗之影響。本研究透過半結構式訪談與質性分析南部地區四位國中輔導教師與四位在國中輔導室服務的心理師。研究結果發現，學校行政組織影響輔導教師與心理師跨專業合作的層面可分成三方面。第一、輔導教師與心理師各自專業定位：輔導教師身為學校組織之局內人，其專業定位之一屬於學校規範執行者的身分；而心理師身為學校組織之局外人，其專業定位則是為心理衛生教育者與諮詢者的角色。第二、輔導教師與心理師對彼此的專業期待：輔導教師對心理師的專業期待注重配合系統工作；心理師對輔導教師的專業期待注重扮演溝通與協調者、協助心理師融入學校組織文化。第三、學校行政組織對輔導教師與心理師的不合理期待：輔導教師努力配合學校組織的期待、其專業能力仍受到質疑；另外，學校組織對心理師的工作內涵與成效評估有明顯落差，因此學校行政組織會間接影響輔導教師與心理師跨專業合作。本研究針對研究結果提出輔導教師與心理師跨專業合作建議，以期將來雙方合作能充分發揮功能。  The purpose of this study is to examine the influence of school organization on interprofessional collaboration between school guidance teachers and counselors. The participants included four school guidance teachers and counselors respectively from the southern regions of Taiwan. Study results found that school organizations influence the collaboration in terms of three aspects: 1. professional roles: in addition to psychological counselling, school guidance teachers, being insiders within the school organization, identify themselves as school rule enforcers, while counselors, being as outsiders, identify themselves as mental health advocators and consultants. 2. Professional expectations: school guidance teachers expect counselors to work in a systematic approach, addressing pressures from the school administration. On the other hand, counselors expect school guidance teachers to serve as mediators between them and the school organizations. 3. School organizations affect interprofessional collaboration as a result of a lack of knowledge of psychological counselling and an unrealistic expectation. Based on the findings, this study proposes professional suggestions for enhancing interdisciplinary collaboration between school guidance teachers and counselors, hoping to maximize the outcome of their future collaborative endeavors.