跨專業合作的結與解：從輔導教師與心理師的觀點並行分析

Interdisciplinary Collaboration Complexities: Perspectives of School Counselors and Psychologists

本研究分別從國中輔導教師與心理師的觀點出發，瞭解雙方在跨專業合作的現況與期待，再深入比較雙方知覺合作現況之差異。研究方法採平行混合設計，分為質性訪談與量化分析，前者以立意取樣訪談19位輔導教師與20位心理師，作為量化分析的脈絡；後者採分層叢集抽樣，由399位輔導教師與147位心理師，填寫「輔導教師與心理師的跨專業合作量表」，依據假設分別進行獨立與相依樣本t檢驗。研究發現有三，一是輔導教師的觀點：忍讓的合作關係，認為心理師的個案處理能力無法滿足輔導現場的需求，與心理師的合作僅維持表面和諧關係，量化資料顯示輔導教師的合作期待顯著高於現況；二是心理師觀點：以後盾之姿立足於合作關係，心理師因專業能力與信念，將自己視為是學校輔導工作的後盾，量化資料顯示心理師在專業協助的分數最高，且工作信念顯著高於現況；三是雙方合作關係呈現虛性和諧的矛盾，輔導教師未能真正認可心理師的專業，會消極處理心理師的建議；心理師則隱微察覺專業競爭的角力，但仍自認接案的專業能力較佳，量化資料也顯示心理師知覺的合作現況顯著高於輔導教師。本研究透過對比雙方觀點與質量資料並陳，細緻呈現出合作現況。對此，建議輔導教師與心理師可清晰面對合作關係困境，增加專業對話，並從相互學習中增進團隊認同，如此可望增進彼此的合作效益。

This research explores the perceptions of junior high school counselors and psychologists on interdisciplinary collaborations. Adopting a concurrent mixed-method design, this study collected both qualitative and quantitative insights. The researchers selected 19 school counselors and 20 school psychologists for individual interviews through purposive sampling. Analysis of interview responses using grounded theory provided a contextual and analytical framework for a subsequent survey involving 546 participants, consisting of 399 school counselors and 147 school psychologists. This group was recruited using stratified cluster sampling, with independent t tests applied to survey responses. The study has three major findings: (1) School counselors tend to perceive psychologists to be lacking in skill; school counselors merely tolerate school psychologists. School counselors have significant yet unmet expectations for interdisciplinary collaboration. (2) Psychologists tend to view themselves as competent, strong, and reliable allies for school counselors, rate their collaborative contributions highly, and hold a stronger belief in the value of interdisciplinary collaboration than what they currently experience. (3) Despite a superficially harmonious relationship, discordant views persist. Most school counselors exhibit skepticism regarding the professionalism of psychologists and frequently dismiss their suggestions. Conversely, most psychologists are only partially aware of the competitive tension that underlies their interactions, yet they retain a strong belief in their own capabilities for handling cases. This study contributes to the literature by detailing the nuanced dynamics of collaboration between school counselors and psychologists. The findings recommend that both parties engage in candid discussions about their collective challenges, enhancing professional dialogue, and forging a stronger team identity through mutual learning.