內化問題傾向兒童輔導之介入策略研究

A study of school counselors’ intervention strategies on elementary school children with internalizing problems

本研究透過九位資深輔導教師處理內化問題傾向個案的成功經驗，以質性分析整理資料，瞭解輔導教師協助內化問題傾向個案適應學校的有效策略。協助策略分三階段，每階段介入成效元素發現如下：第一階段：觀察、跟隨的態度，以藝術與遊戲媒介促進個案表達幫助同理，建立安全感與關係。第二階段：加入語言治療技術的介入，發掘個案優勢與特質，鼓勵與讚美，營造安全依附與個體化，自我覺察正向經驗。第三階段是個案設計邀請同儕計畫。成效元素為：滿足人際需求，提升自我效能感，提振自信轉為正向思考，產生策略遷移回班級系統加強適應。

This qualitative study examines the effectiveness of intervention strategies for helping children with internalizing problems based on the successful experiences of nine school counselors. Interventions can be divided into three phases. The key success factors at each phase of the intervention are as follows. At the first stage, adopting an observing and going along attitude, using art and game media to promote client expression and establish security and rapport. At the second stage, incorporating language therapy in the intervention to discover client strengths and characteristics, through encouragement and praise, creating safe attachment, individualization, and self-awareness of positive experiences. The third stage is the design of the peer-play plan. The key success factors are: satisfying interpersonal needs, improving self-efficacy, boosting self-confidence in positive thinking, and transferring back to the class system to enhance adaptation.