臺北市國小輔導人員與諮商心理師之有效跨專業合作研究

The Effectiveness of Interprofessional Collaboration between Elementary School Counselors and Counseling Psychologists in Taipei City

本研究旨在探索學校輔導人員與校外心理健康專業人員（駐區兼職諮商心理師）間的有效跨專業合作經驗。研究參與者包括參與「臺北市國民小學駐區諮商心理師專業服務方案」的九位國小輔導人員（3 男，6 女；平均年齡＝44.06，SD=7.69；平均教學經驗＝21.83，SD=8.65；平均學校輔導工作經驗＝7.38，SD=5.93）和九位諮商心理師（1 男，8 女，平均年齡＝39.46，SD=3.08；平均心理諮商專業工作經驗＝11.81，SD=3.91）。本研究係採發現取向之質性研究法，以一對一深度訪談方式進行。研究工具採自行設計的半結構訪談大綱。研究結果顯示：國小輔導人員和駐區兼職諮商心理師的跨專業合作工作經驗，依歷程區分可歸類為五個階段，依序為：（1）宣導和引入個案、（2）篩選與開案評估、（3）排案與聯繫、（4）生態諮商、與（5）轉回原校與追蹤輔導。整體而言，在這個跨專業合作的歷程，主要以國小輔導人員「主外（晤談室外）」，發揮Bronfenbrenner 生態諮商模式中的「中介系統」功能，透過溝通、聯繫、協調受輔兒童生態系統中的重要他人與校內外資源共同參與協助受輔兒童的工作；而駐校諮商心理師則「主內（晤談室內）」，主導諮商架構、並對受輔兒童的「生態系統（兒童及其重要他人）進行小系統的工作。促進跨專業合作的關鍵因素包括「雙方具有『合作共生』與『同理性利他』的態度與行動」、「諮商師具備可補強學校輔導工作的專業能力」、「學校輔導人員具備輔導知能、行政協調與校內影響力」、以及「學校輔導人員協助諮商師瞭解學校生態文化」。詳細研究結果與對未來實務與研究的建議將於文中進一步討論。

The current study was to explore the effectiveness of interprofessional collaboration between school counselors and counseling psychologists in the elementary schools. There were 9 elementary school counselors (3 males and 6 females; mean age = 44.06， SD = 7.69) with mean teaching experience of 21.83 years (SD = 8.65) and mean school counseling experience of 7.38 years (SD = 5.93). In addition， there were 9 counseling psychologists (1 male and 7 females; mean age = 39.46， SD = 3.08) with mean professional experience of 11.81 years (SD = 3.91). All of them participated in the “Project of Residential Counseling Psychology Services in Taipei City Elementary Schools.” Data were collected by individual in-depth interviews and analyzed by a discovery-oriented qualitative method. The findings indicated that there were five major stages involved in the collaborative process between school counselors and counseling psychologists: (a) announcement and client’s recruitment， (b) client’s screening and evaluation， (c) session arrangement and communication， (d) ecological counseling， and (f) following-up. In the collaborative processes， school counselors mainly worked in the mesosystem， which is the “outside” of the counseling room. In contrast， the duties of counseling psychologists， who were mainly focused on the microsystem， is within the counseling room according to the Bronfenbrenner’s ecology approach of counseling. The school counselors would communicate， coordinate， and connect the significance others of the client and the possible resources of the school to help the child， whereas the counseling psychologist would lead the counseling team and plan the treatment plan to help the child himself and the ecological systems of the child. The facilitating factors of interprofessional collaboration included (a) the partnership and altruisticm attitudes and actions of both sides， (b) counseling psychologists’ professional abilities that supplemental to the school counselor’s work in elementary schools， (c) school counselor’s counseling traits and knowledge， administrative abilities， and in-school relationships， and (d) school counselors helping the counseling psychologists adjust to the school culture and ecology. The Detailed results suggestions for further research， training， and as well as intervention were discussed.