大學同儕輔導義工角色認知與功能之研究

Role Identity and Role Function in Volunteer Counselors in Colleges / Universities

本研究旨在瞭解大學院校同儕輔導義工制度實施狀況及探究同儕輔導義工的角色認知及功能，以期建立較 有系統的同儕輔導模式。筆者於2002年9月針對6所北區公私立大學院校負責同儕輔導義工制度的單位負責人以及103位義工同學進行問卷調查。研究結果發現這六所大學已推動同儕輔導義工制度約十年以上，無論在義工遴選、訓練、督導及獎懲或評 估辦法部分已漸趨向制度化了：。在義工輪值服務內容上，包括協助學輔中心活動執行、宣傳、編刊物等。除此 之外，輔導同儕也是大部分學校的服務內容（除了國立台北師範學院外）。至於這六所學校的同儕輔導義工在 協助同儕之餘，義工同學們自己也都參與學輔舉辦之活動及致力於自我身心健康之提升。在義工的訓練內容上， 主要是以專業助人技巧、自我成長訓練及一般行政庶務三項為主。本研究依據因素分析結果發現，義工的「角色認知j是可以以四因素「助人助己」、「認知清楚」、「輔 導橋樑」與「具專業技巧」命名之，而義工的「角色功能」方面則可以分別以「促進自我成長」、「運用學輔資源」、「幫助他人調適」及「應用助人技巧」四因素命名。其次，具有較高角色功能的義工比較傾向覺得自己較能助人助己、認知也較清楚、較可以擔任輔導橋樑及較具專業技巧。此外，本研究發現具有較高度角色認知的義工在角色功能上較可以促進自我成長、運用學輔資源、幫助他人調適及能夠應用助人技巧。而性別在角色認知與角色功能上，均未表現出顯著差異。本研究發現較高的角色認知者，就愈傾向具有較高的角色功能， 反之亦然。The purpose of this cross-sectional study was to understand how the current ‘Peer Counseling Program’ in colleges/universities in Taiwan is administered, with further investigation into how the role identity and function of these volunteer counselors is incorporated into the counseling system. Chief teachers or staff who managed the program in six public and private colleges/universities in the north of Taiwan were interviewed. Additional questionnaires were scheduled for 103 volunteer counselors participating in these schools on September 2002. In the ‘Peer Counseling Program’ at Student Counseling Centers in six colleges/universities, the volunteer selection, training, supervision, regulations, and evaluation has moved toward systematization. The duties of volunteer counselors in student counseling centers include the assistance of activities, propaganda, and editing of periodicals. In addition, peer counseling also stood out as an important mission for volunteers in most schools, except for the National Taipei Teachers College. The training of volunteers involved the promotion of professional helping skills and self-growth, as well as the administration of daily affairs. In participating, volunteer counselors also promoted their own physical and mental health. From the results of the factor analysis, the “role identity” of volunteer counselors could be classified into four areas of (1) “effective help of self and others”, (2) “evident identify', (3) “counseling bridge” and (4) “professional skills possession” while the “role function” could be classified in four areas of (1) “promotion of self-growth”, (2) “resource utilization”, (3) “helping others” and (4) “application of helping skills” Vohmteers identified as having the higher role function tend to consider themselves able to provide necessary help, have clear role identity, serve as a counseling bridge, and possess professional skills. On the other hand, it was found that volunteers with high role identity tended to be capable of promoting self-growth, utilizing resources in student counseling centers, helping others, and applying helping skills. No gender difference was found in the role identity and function of these volunteer counselors. Concisely, the results of this study demonstrated that volunteer counselors with higher role identify were also those who considered themselves in possession of a higher role function, and vice versa.