以人際歷程理論分析教師接受諮詢之人際經驗

The Teacher's Interpersonal Experience of Receiving consultation from the Perspectives of Interpersonal Process Theory

本研究是旨在探究教師參加與諮詢師合作諮詢之人際經驗，並以人際歷程理論的角度分析此項經驗。研究參與者是5 位女性與1 位男性教師，服務年資1 到21 年，他們均因學生在班級中的行為管教問題自願接受5 次為期十週的教師諮詢。研究方法採現象學取向，透過半結構式的深度訪談，瞭解教師在諮詢歷程中與諮詢師的互動經驗與應用諮詢所學於學校現場的師生互動經驗，並以「整體－部分－整體」的分析法進行資料分析，以了解「教師－諮詢師」以及「教師－學生」等兩段人際經驗的經驗內涵。研究結果歸納統整教師接受諮詢歷程中的人際經驗內涵，包含了：（一）教師與諮詢師的互動歷程經驗。教師在此歷程中的經驗包括：1. 安全與正向支持環境有助於消弭抗拒，增進合作。2. 諮詢回饋啟動教師對師生互動模式與自身內在衝突的反思覺察，進而跨越衝突、改變信念與行動。3. 諮詢協助教師深入理解學生問題脈絡，深化同理與更多互動策略。4. 教師從諮詢中發展教學或輔導的新觀點，在「做中學」中讓改變得到驗證。以及（二）教師在教學現場中與學生的互動歷程經驗。諮詢過後，教師轉化自身內在資源並實踐在教學現場上的經驗包括了：1. 教師更能傾聽與欣賞孩子和自己，師生關係品質更好。2. 教師能運用正向語言，創造教室中的正向互動循環。3. 教師開啟教學新境，找到實踐自己教育理念的道路。研究者在討論中運用人際歷程理論概念化和詮釋教師與諮詢師以及與學生的人際經驗，並在結論中針對教師諮詢的研究與實務工作提出建議。

This study was part of a teacher–counselor collaborative consultation project (MOST103-2410–H33-029) hosted by Dr. Tuand sponsored by the Ministry of Science and Technology of Taiwan. The project aimed to develop positive counselingstrategies through collaborative consultation with teachers to solve teachers' difficulties in managing students' problematicbehaviors in classrooms. Participants included six teachers and five school counselors. The six teachers included five womenand one man aged between 26 and 51 years, with 1 to 21 years of teaching experience. The participants were required to take10 weeks' videotaping of their classes and participate in five sessions of face-to-face consultation. The corresponding author,who was a senior counseling psychologist with a 15-year experience of working with teenagers and their families, served asthe consultant. In this study, a follow-up was conducted one month after the completion of the aforementioned project tocollect the teachers' consultation experiences. This study explored the teachers' interpersonal experiences of participating incollaborative consultation with a counseling psychologist from the perspective of interpersonal process theory. A purposivesampling method was adopted such that all the teachers who completed the project were invited. All the teachers agreed tovoluntarily participate in this study. A semi-structured interview was designed to collect in-depth data on the teachers'interpersonal experiences of working with a consultant in a consultation room and their students in classroom settings. Theparticipants were interviewed 1–3 times per person and 1.5 hours per time in average. With regard to data analysis, theresearchers followed a four-step circulative procedure of phenomenological analysis developed by Lee & Lai (2009). Thefour steps were gaining the whole picture, breaking into parts, meaning transforming, and organizing.