中學輔導人員專業倫理困境與因應策略研究

Ethical Dilemmas and Coping of Secondary School Counselors

本研究旨在探討中學輔導人員從事輔導/諮商工作時所遭逢的倫理困境，及他們如何因應這些倫理困境。本研究訪問55位中學輔導人員，以焦點團體及個別訪談方式蒐集資料，運用紮根理論研究法進行資料分析。研究結果顯示：（一）學校輔導人員具備基本專業倫理概念，他們認為諮商專業倫理守則要應用在學校情境存在困難。（二）引發專業倫理困境的議題有：保密、角色定位、雙重關係、當事人福祉、知後同意及通報。引發專業倫理困境的主要因素源自於學校工作場域的特性，包括：當事人、教師角色、學校工作模式。（三）學校輔導人員盡力找方法兼顧專業倫理與實務工作推展，形成因應策略時考量因素包括：建立良好關係、重視當事人權益福祉、考量個人權益、強調角色責任、兼顧多方需求及依據不同對象而有不同因應方式。（四）訂定學校輔導專業倫理守則有其必要性。

The purpose of this study was to examine ethical dilemmas school counselors in secondary schools encountered and the ways they coped with the dilemmas. Focus group and individual interview methods were conducted to collect data from fifty-five secondary school counselors Grounded Theory was used to quide the analysis. Results are as follows: 1. School counselors have the basic knowledge of ethics， and acknowledged difficulties when applying professional ethics in school situations. 2. Ethical dilemmas were triggered around the following issues: confidentiality， role identification， dual relationships， client welfare， informed consent， and reporting . The of the dilemma triggers related to the unique school context. 3. School counselors strive to give consideration to both ethical code and the practice situations. Coping strategies include: establish positive interpersonal relationships， value client welfare， deliberate on personal rights， underscore roles and responsibilities， take into account and balance multiple demands， and adjust strategies according to the unique client needs. 4. It is necessary to establish a professional code of ethics for school counselors.