國中小專任輔導教師在校園危機事件發生時，為第一線處理人員，妥善處置能降低事件影響。然而，甚少研究探討專輔教師在此方面的經驗。本研究期望釐清專輔教師在危機處遇中的經驗，包括危機問題類型、角色任務、困境與因應策略。透過質性方法，以立意取樣法招募22位北、中、南八個縣市的專輔教師（11位國中、11位國小，5男17女，年資3至14年，平均8.2年）。資料收集採半結構式深度訪談，分析則採反思性主題分析法。結果顯示：（一）專輔教師處遇的危機問題類型多元，以自殺（傷）、情緒失控、師生衝突為主。（二）專輔教師的角色任務有三類：評估；橋樑、連結與滋養；接線、連絡協調與管理。（三）危機處遇困境有三面向：1.通報與保密兩難；2.與導師合作困難，涉及教師特質、角色立場、輔導理念；3.與內部行政系統合作困難，尤與學務處在角色功能與責任承擔的不同。專輔教師也提出多元應對策略。綜上，本研究對專輔教師在危機處遇實務、培訓及未來研究方向提出建議。

Following the enactment of the Student Counseling Act in 2014, the importance of counseling in schools was highlighted significantly. Particularly, full-time counseling teachers—commonly known as full-time counselors—in elementary and junior high schools emerged as key figures in campus counseling efforts. They also served as frontline practitioners in managing various campus-related crises. Crisis issues involving minors—such as child protection, self-harm, suicide, and violent conflict—have consistently been critical in counseling practice. Effectively addressing and handling these crises could significantly reduce their negative impact on individuals and their environments, thereby fostering a safer and more supportive educational setting. However, limited research has explored full-time counselors’ detailed experiences in managing campus crises. Moreover, addressing crises related to children and adolescents requires extensive and systematic collaboration across multiple disciplines and agencies. Therefore, this study aims to examine the experiences of full-time counselors in crisis management—including their roles and tasks, the challenges they face, and the coping strategies they employ—with the goal of contributing both theoretical insights and practical implications to the field. <br> This study adopted a qualitative research design. Using purposive sampling, 22 full-time counselors with extensive experience in managing campus crises were recruited through online promotions and recommendations from student counseling centers across various counties and cities. Participants were drawn from eight regions in northern, central, and southern Taiwan, with 11 serving in junior high schools and 11 in elementary schools. The group consisted of 5 males and 17 females, 10 of whom held a psychologist’s license. Their tenure as full-time counselors ranged from 3 to 14 years, with an average of 8.2 years. Data were meticulously collected using semi-structured, in-depth interviews and rigorously analyzed through reflective thematic analysis to ensure a comprehensive understanding of their experiences. <p> The findings revealed that the roles and tasks of full-time counselors in crisis management could be categorized into three distinct types. First, assessment roles, such as evaluating crises like a sieve, were intended to ensure that no critical details were overlooked. Second, bridging, linking, and nurturing roles were essential for maintaining a continuous support network for students. Third, coordination, liaison, and management roles were pivotal in orchestrating the efforts of various stakeholders involved in crisis situations. Regular counseling work focused more on bridging and linking roles, whereas crisis management emphasized coordination and management roles. Full-time counselors recognized the importance of marketing their roles within the educational environment and believed that crisis events provided the best opportunities to demonstrate their functions and effectiveness. <p> Additionally, three significant challenges in crisis management were identified. First, there were difficulties in collaborating with homeroom teachers, especially those who were senior, authoritative, and controlling, which often led to friction and inefficiency. Second, difficulties arose in collaborating with internal administrative systems, including counseling administrators who lacked professional backgrounds and the lack of consensus caused by administrative rotations in different offices, which led to inconsistencies in crisis management approaches. Third, there were difficulties in coordinating with external systems, including differing perceptions of the severity of issues and varying attitudes of different practitioners towards crisis management, which hindered a unified response. Most full-time counselors felt professionally isolated in their roles, highlighting the need for better support and communication networks. <p> Based on these research findings, the study further discusses and offers recommendations regarding practice, training, and future research directions for full-time counselors in crisis management. It emphasizes the need for ongoing professional development, improved collaboration frameworks, and systematic support to enhance the efficacy of full-time counselors in managing campus crises, ultimately aiming to create a more resilient and supportive school environment for students.