逃離、反思與回歸前的想望：一位退位大學學生輔導中心組長的實踐行動之反思與再前進

To Escape, To Reflect, and To Return: A College Counselor’s Reflection-on-action

本研究之目的是為研究者欲對個人擔任五年大學學生輔導中心組長的實務工作後，卻是用「逃離」收場之經驗歷程進行反思，探究其中「發生了什麼事？」，以及透過這些經驗的重新認識與反省，思索大專校院輔導工作並轉化成新的行動力量與方向。探究方法為結合敘說與行動研究法中「對行動反映」進行探究。探究結果：一、對「逃離」歷程與結果的重新看見與釐清：1.與做為一位大學教師兼行政組長（輔導實務工作）的角色鑲嵌在大學走向重學術升等與論文發表數、輕服務與專業實踐的發展脈絡有關；2.與在大學校園中學生輔導中心猶疑於一級與二級單位的模糊、中心主任與輔導老師的聘請不易與變動不斷，難以形成穩定的團隊面貌以累積經驗、一級預防之輔導工作在教育部訓輔工作框架底下的瓶頸、與兩性平等教育委員會分工與界線，以及在緊急個案處理流程所引起的相關諮商倫理議題等現象有關。二、對過去實踐行動產生一個新理解視框「紮根的故事」。想望，對大專院校的輔導工作的新行動思維：其一，看見輔導老師、大學生的主體，例行性的一級預防之輔導工作不再是「學生輔導中心給、學生吞」、或「單一食堂」模式，而應是一種帶著主體性、專業性與技巧性地的行動思維；其二，尋找一個可以幫助實務工作者在其主體脈絡底下考察其專業實踐行動中知行邏輯的思考與研究，讓困境不再只是困境，而成為知識的生產者；其三，對心理師法的反思，期盼一個大學輔導實務工作的專業社群。

This paper was based upon the personal narrative of the author and her reflection upon her dual role work experiences—as a practitioner at the College Student Counseling Center and as a faculty member in charge with teaching and researching loads. After serving at the Student Counseling Center for five years, I quitted my job. But questions lingered in my mind. “What exactly happens?” “Why am I escaping from my job?” Through this reflective study, I hoped that I can renew my strength for action, while at the same time established a new direction for college counseling work. The methodology applied in this paper was a combination of personal narrative and reflection-on-action of action research. The findings include: 1. It is difficult to balance the duties as a faculty and as a counseling practitioner, especially when the universities gradually add more emphasis upon academic research. 2. The ambiguous administrative status of the Student Counseling Center, the instability of the staff, and the ethical problems ensued from dealing with emergent cases all make it difficult for the Center to function in a way it should. 3. A new framework that transforms the Student Counseling Center, which provides the remedial help to one which offers primary preventive programs, is the directive for the future development. College counseling practitioners should not only be licensed psychologist under the Psychologist Act, but they should also formulate a professional association in order to improve their skills and capacity as professionals. Finally, practitioners, also as researchers, are expected to resolve their own practice difficulties and produce the professional knowledge.