中途學校導師對輔導工作觀點之研究

The study of the mentors’ point of view in counselling work in an independent transition school

本文為探討獨立式中途學校導師對於輔導工作觀點之研究，社會快速變遷資訊爆炸的時代，任與人之間的距離不再遙遠，透過社群網路、交友軟體…等通訊軟體讓彼此能快速的認識，也因為如此造成許多的問題產生，例如：金錢被騙、情感被騙、性侵…等許多的社會問題，然而青少年13-15歲正值身心發展、社交能力逐步建立，對於異性更是充滿著好奇。國家為了照顧這一群因為價值觀、家庭問題、社會適應…等問題，特地成立了中途學校。讓無法適應正規教育的學生有另外一種選擇。中途學校已經成立將近20年，對於中途學校的研究方向都是以學生為對象的研究，對於校內的教職員工相關研究卻是寥寥可數。面對這一群過傷、家庭功能弱勢、行為偏差著，在中途學校裡的交師承擔更多的身心壓力，面對於這些高關懷的少女，在中途學校現在的輔導工作，身為第一線的導師們又是如何的看待？本研究的主要目的是探究中途學校導師對輔導工作之觀點研究，及了解其輔導學生和推動輔導工作時遭遇困難及因應的策略為何，並提出研究建議以利參考。本文研究對象的選取採用立意取樣中的標準抽樣，選取七位中途學校時曾經擔任導師，運用質化研究中的深度訪談法─半結構式的開放訪談方式來蒐集資料，歸納分析後的研究結論如下：一、獨立式中途學校導師輔導工作之現況：（一）輔導工作內容涵蓋廣泛，如同父母對待子女一般、（二）輔導工作時間多不固定，常要處理突發性狀況、（三）時而欣慰與受到肯定，但仍偶有挫敗與失望、（四）工作信念積極正向，期許學生能獲得更生。二、輔導工作上的困境及因應策略：（一）家庭配合程度低落，親職教育不易推展（一）專業資源協助有限，過度倚重導師決定、（二）團隊運作協調不佳，彼此產生衝突、（三）課程內容專業不足，導師無法兼顧授業、（四）管理規定缺乏一致，教導處遇無法可循、（五）面對困境採自我調適，尋求周遭資源協助。最後根據研究發現針對中途學校輔導實務及未來研究提出具體建議如下︰一、在學生方面：（一）學生追蹤輔導、建立資訊平台、（二）學生問題的處理、能一致性的標準、（三）輔導計畫納入家長狀況及意見。二、導師方面：（一）規劃導師在職訓練、自我療育課程、（二）融合輔導理念於教學、發展個別化課程、（三）規畫適切輔導課程、課程彈性多元化。三、學校行政層面：（一）輔導機制專業分工、並加強合作默契、（二）同仁溝通協調、建立輪替制度、（三）另類教育措施、勇於嘗試挑戰。

This paper is to explore the mentors’point of views on counselling work in an independent transition school. In the rapidly changing and information exploding era, the distance between people becomes shorter than before. Everyone gets to know each other easily by social media, dating software, etc. However, it also causes many problems, such as defraudation, cheating on relationship, sexual harassment, and so on. At the age of 13 to 15, teenagers are in a period of time developing their physical body and mental world. At the same time, they are full of curiosity to people of opposite gender. The government has established transition schools, in order to take care of those who have issues such as values, family issues, and social adaptation, which gives another option for students who cannot adapt to formal education. The transition school is established almost 20 years. However, the research objects are all about students, rarely of them are related to faculties at school. Those faculties endure more physical pressure to confront injured, dysfunctional family, and behavioral bias students. How those faculties being treated when they standing at the front-line of counselling work to face teenage girls who need more concerned? This main purpose of this researchis to discuss the perspective of consulting work from mentors in transition school, and understand the strategies to deal with difficulties while counselling students and promoting counselling work. The following reference is the suggestions of this research. The selection of research object in this paper applies standard sampling of purposive sampling. Seven of them who used to be mentors in transition school were selected to in-depth interview of qualitative research, using opening semi-structured way tocollect data. After inductive analysis, the research is concluded by “phenomenology research” and “phenomenology content analysis” as follow, 1. Current status of counselling work for independent transition schools: (1) Counseling work covers a wide rangeof topics, just as parents treat their children. (2) Counselling hours are not regular and often have to handle emergent situations. (3) Mentors are sometimes comforted and affirmed, but still occasionally frustrated and disappointed. (4) Work with positive faith, and hope students can get rehabilitation. 2.Difficulties and coping strategies in counselling: (1) Parental education is not easy to develop due to low level of family cooperation. (2) Limited assistance of professional resources and over-reliance on mentor’s decisions. (3) Poor team coordination results in confliction. (4) Insufficient professionalism in the course content makes mentor cannot balance teaching. (5) Teaching methods are nowhere to follow, so does the lack of consistency in management regulations. (6) Adopting self-adjustment and seeking assistance from surrounding resources when facing dilemmas. Lastly, according to the research, it found the specific suggestions for transition school counselling practices and future research as follows: 1. For students, (1)Track counselling status and build information platforms for students. (2)Cope student issues with consistent standards. (3)Counselling plans take situations and opinions of parents into account. 2. For mentor, (1)Plan on-the-job training and self-care courses for mentor (2)Integrate the concept of counselling into teaching and developing individualized courses. (3)Plan appropriate counselling courses and flexible diversified curriculum. 3. For school administration, (1)Specialized in counselling mechanism, and strengthen teamwork cooperation. (2)Coordinate with colleagues, and establish the rotation system. (3)Set up alternative education measures, and encourage to challenge.