華人文化脈絡下高中職輔導教師多重角色衝突倫理判斷歷程之研究

The Process of Ethical Judgment on Multi-Role Conflicts of High School Counselors in Chinese Cultural Context

高中職輔導教師被賦予多種角色任務，多重角色不僅易涉及多重關係的輔導倫理議題，亦影響輔導教師的專業角色定位與輔導效能。本研究旨在探討華人文化脈絡下台灣高中職輔導教師因承擔多重角色導致倫理衝突之倫理判斷歷程。針對五位高中職輔導教師進行個別深度訪談，採樣版式質性分析進行資料分析。結果顯示：倫理判斷歷程可歸納為四階段：一、倫理衝突階段：衝突情境包括：（1）多重角色間不同角色職責之衝突；（2）專業理念與行政要求之衝突；（3）專業期許與人際需求之衝突；二、倫理判斷階段：主要考量包括：（1）以個案福祉最佳利益為判斷依據；（2）以校園組織行政倫理為判斷考量；（3）以華人人際互動模式為判斷參考；三、倫理行動階段：（1）釐清輔導教師專業角色之職責；（2）尋求專家督導諮詢或參考同業作法；（3）運用外部資源以緩解倫理困境；（4）調整自我期待以符合情境需求；四、倫理影響階段：（1）重新思考輔導教師之角色定位；（2）調整自我不適與接納自我限制；（3）省思衝突事件結果，重新建構倫理態度。藉由倫理判斷歷程之釐清，能了解輔導教師的倫理困境整體經驗脈絡，有助輔導教師洞察困境來源，歷經沉澱與省思後昇華為未來面對倫理挑戰的養分，避免陷於倫理困頓的負向循環導致專業耗竭而影響輔導效能。

School counseling plays an important role as the problems that high school students face become more complex. However, there are many challenging ethical situations on school grounds nowadays. Particularly, school counselors frequently confront complex ethical dilemmas that often involve relationships with principals, parents, and other stakeholders. In interacting with different people, school counselors must play various roles involving ethical issues. In Taiwanese high schools currently, school counselors must play multiple roles at the same time, including as educators, counselors, administrators, and so on. The potential for conflict in these situations can be exacerbated by differences in the roles and responsibilities of personnel within the school. Furthermore, unlike Western cultures that value individualism, Chinese culture is strongly influenced by the relationship network society. Therefore, playing multiple roles towards students is more likely to face ethical issues in Chinese culture. Based on the nature and characteristics of Chinese society, the ethical issue of multiple relationships is more complicated in Chinese culture. Hence, this study aims to explore the process of ethical judgment on multi-role conflicts encountered by high school counselors. Ethical judgment involves personal experiences, such as mental health struggles, ethical values, action decisions, adjustment strategies, reflection, etc. Therefore, the current study employed an exploratory, qualitative research design to assess the experiences and perceptions of participants. The study data was collected from the interviews of five participants working in senior high schools for at least three years. This study employed purposive sampling methods to find school counselors for the interviews. All participants indicated their interest in the study by providing their names and signing research consent. The data analysis was conducted with Template Analysis Style, which is a method of thematic analysis that has been applied in a broad range of research areas in the social sciences. Regarding the results, participants' experiences of the ethical judgment process were divided into four stages, including the conflict stage, decision stage, action stage, and influence stage. Initially, the first stage was identified as the conflict stage. High school counselors encountered: (1) the conflict of different responsibilities among multiple roles, (2) the conflict between clients' well-being and administrative requirements, and (3) the conflict between professional expectations and interpersonal needs. In the decision stage, the main considerations included: (1) the best welfare of clients, (2) considering the administrative ethics in a school organization, and (3) the influence of Chinese interpersonal interaction. In the action stage, the current study indicated that high school counselors would take four strategies in the ethical dilemma: (1) clarifying professional responsibilities of school counselors, (2) seeking professional supervisors' assistance or consulting senior colleagues, (3) applying for external resources to reduce the ethical dilemma, and (4) adjusting self-expectations to meet the needs of the situation. The influence stage refers to the impact of ethical dilemmas for high school counselors. According to the result of the study, this stage showed that (1) participants would rethink the professional role of high school counselors, (2) they would adjust inadaptation and accept role restrictions, and (3) they would reflect on the results of the conflict and reconstruct ethical attitudes. Based on the results of the current study, relevant recommendations were proposed: (1) encouraging high school counselors to examine their criteria for making ethical judgments, (2) enhancing the awareness of indigenous psychology in ethical education, and (3) establishing a system of professional supervisors for high school counselors.