心理師在學校輔導跨專業合作的現況與信念：應然面與實然面的落差

School Psychologists’ Expectations Verses the Reality of Interdisciplinary Collaboration between School Psychologists and School Counselors

研究目的：心理師與輔導教師的合作越來越普遍，但目前雙方的跨專業合作，是否符合心理師的期待？本研究旨在以心理師的觀點，瞭解合作現況、合作信念以及兩者之間的差異。研究目的有二，其一為修訂「心理師的合作現況與合作信念量表」，分析跨專業合作之情形；其二藉由大樣本施測，比較實際情況與理想目標之間的差距。研究方法：由於任職學輔中心的心理師母群體小，故採用普查方法，共收集到125份有效問卷。研究結果：量表修訂結果顯示：「合作現況量表」與「合作信念量表」皆具三個因素「專業協助」、「合作支持」以及「學校融入」，且有良好的信效度；大樣本分析結果顯示：心理師的合作現況與合作信念，均是專業協助最高、合作支持最低；心理師的合作信念，在專業協助與學校融入，顯著高於合作現況。研究結論：心理師在跨專業合作中，認同自己提供專業協助的重要性，優先期待以「專業提供者」與輔導教師合作。另外，專業協助與合作支持的合作現況會隨著年齡與執業年資的不同而有所差異。

Purpose: Interdisciplinary collaboration between school psychologists and school counselors is the key to enhancing the professional practice of school counseling. School policies formulated in recent years aim to motivate psychologists to provide mental health services in a school setting. We investigated the self-evaluation ability of school psychologists engaging in interdisciplinary collaboration, including their own perceived ability to evaluate clients, maintain interpersonal relationships, and engage in systematic consultation. We addressed 2 research questions: As experts from outside the school system, what are their observations and beliefs about interdisciplinary collaboration? And, how do factors like gender, age, and seniority affect this interdisciplinary collaboration? To answer these questions, we revised the Collaboration Situation and Beliefs between School Counselor and School Psychologist Scale, which is comprised of two subscales: the Collaboration Situation Scale (CSS) and the Collaboration Belief Scale (CBS). Analysis of the difference between responses reflecting the current situation (CSS) and expectations (CBS) should provide constructive feedback for both school psychologists and school counselors. Methods: We contacted 10 school counseling centers around Taiwan, which resulted in 125 valid questionnaires (20 men and 105 women). Results: Both scales showed an acceptable Cronbach’s alpha above .86. We conducted an exploratory factor analysis to evaluate the goodness of fit of both scales, and their criterion-related validity was supported with the “Psychologist Competency Rating Scale”. Our confirmatory factor analysis identified 3 identical dimensions on the CSS and the CBS: professional assistance, collaboration support, and school immersion. On both the CSS and the CBS, the average score on professional assistance was significantly higher than the average score for school immersion, and the average for school immersion was significantly higher than the average for collaboration support. In addition, The CBS scores were higher than the CSS scores for professional assistance, school immersion, and for the complete scale. However, there was no difference in collaboration support between the CBS and the CSS. As for background variables, there was no difference between genders; older and more experienced psychologists scored higher in professional assistance, school immersion, and the complete CSS than younger and less experienced psychologists, but there was no difference in CBS. Conclusions: Based on the analyses, we concluded that school psychologists build equal and mutually-supportive relationships with school counselors. In addition, the ability to develop systematic collaboration should be cultivated during the training of professional psychologists. Lastly, dedication and engagement in school settings may facilitate school psychologists’ interdisciplinary collaboration with school counselors. As for future research, the difference in perspectives between school counselors and school psychologists, and the difference between professional assistance and collaboration support should be investigated. We hope to promote collaboration between school psychologists and school counselors, and to achieve optimal outcomes in interdisciplinary collaboration.