以人際歷程理論分析教師接受諮詢之人際經驗

曾雅蘋; 杜淑芬

doi:10.6251/BEP.202009_52(1).0005

山西大学，您好！

感谢采购，人社期刊库｜人社论文库，期间：2024/01/01~2024/12/31

感谢试用，科学期刊库｜科学论文库，期间：2024/10/20~2025/01/20

浏览高级检索

关闭
检索检索高级检索出版物检索
浏览期刊主题浏览核心期刊浏览期刊拼音浏览

关闭

查询符号(半角)	查询符号意义说明
空格	表示为「AND」两个查询词之交集
双引号 ( " " )	片语以双引号标示开始及结束，而且只寻找出现顺序相同的字词，例： " image process "
?	表示一个字母切截，输入两个?表两个字母，依此类推，例：输入「Appl?」，查得结果应为appl e , appl y … ( 常用于英文字查询 )
*	表示不限字母切截，由0~n. 例：输入「appl*」，查得结果应为appl e , appl es , appl y , appl ied , appl ication … ( 常用于英文字查询 )
AND、OR、NOT	布尔逻辑组合关键字，用来扩大或缩小查询范围的技巧。 (1) AND ：缩小查询范围 (2) OR ：扩大查询范围(3) NOT：排除不相关的范围

DOI 是数位物件识别码（ D igital O bject I dentifier ）的简称，
为物件在网路上的唯一识别码，可用于永久连结并引用目标物件。

使用DOI作为永久连结

每个DOI号前面加上「 http://dx.doi.org/ 」便成为永久网址。
如以DOI号为 10.5297/ser.1201.002 的文献为例，此文献的永久连结便是： http://dx.doi.org/ 10.5297/ser.1201.002 。
日后不论出版单位如何更动此文献位置，永久连结所指向的位置皆会即时更新，不再错失重要的研究。

引用含有DOI的文献

有DOI的文献在引用时皆应同时引用DOI。若使用APA、Chicago以外未规范DOI的引用格式，可引用DOI永久连结。

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。如想对DOI的使用与概念有进一步了解，请参考（）。

ACI:

数据来源：Academic Citation Index，简称ACI

台湾最大的引用文献资料库，目前收录台湾与港澳地区所出版的人文学、社会学领域学术期刊之书目资料与参考文献，总期刊量超过690种，每年定期公布收录期刊的影响指数(Impact Factor)等指标给大众，并提供专家学者与学术单位实用的计量与分析功能。

五年影响指数（5-Year Impact Factor）：某一期刊前五年所出版的文章在当年度的平均被引用次数。

公式：（前五年发表论文在统计年的被引用次数）÷（前五年论文产出论文总篇数）

例如：A期刊2017年之五年影响指数

(A期刊2012-2016年发表论文在2017年的被引总次数)/(A期刊2012-2016年发表的论文总数)

什么是预刊文章？

为提供读者最前线之学术资讯，于期刊文献获同意刊登后、纸本印制完成前，率先于网路线上发表之文章即为预刊文章。预刊文章尚未有卷期、页次及出版日期资讯，但可藉由DOI号识别。 DOI号是文献的数位身份证字号，不论预刊或正式出版皆不会改变，读者可点击DOI连结，或于DOI号前面加上「 http://dx.doi.org/ 」连结到文献目前最新版本。

如何引用预刊文章？

请使用预刊文章的线上发表日期及DOI号来引用该篇文献。

引用范例(视不同引文格式规范可能有所差异)：

作者姓名。文章篇名。期刊名称。 YYYY/MM/DD线上预先发表。

doi:DOI 号

来源数据

P113 - 138

社会科学 > 心理学
社会科学 > 教育学

DOI： 10.6251/BEP

书目管理工具

相关连结

问题回报

全文下载

以人际历程理论分析教师接受谘询之人际经验

The Teacher's Interpersonal Experience of Receiving consultation from the Perspectives of Interpersonal Process Theory

曾雅苹(Ya-Ping Tseng) ；杜淑芬(Su-Fen Tu)

教育心理学报； 52 卷 1 期 (2020 / 09 / 01) ， P113 - 138

繁体中文 DOI： 10.6251/BEP.202009_52(1).0005

人际历程理论；教师谘询；专任辅导教师；学校谘询；谘商心理师； interpersonal process theory ； teacher consultation ； school counselor ； school consultation ； counseling psychologist

0 个人觉得这篇文章赞

摘要 │ 参考文献 (45) │ 被引用文献 (2) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

This study was part of a teacher-counselor collaborative consultation project (MOST103-2410-H33-029) hosted by Dr. Tu and sponsored by the Ministry of Science and Technology of Taiwan. The project aimed to develop positive counseling strategies through collaborative consultation with teachers to solve teachers' difficulties in managing students' problematic behaviors in classrooms. Participants included six teachers and five school counselors. The six teachers included five women and one man aged between 26 and 51 years, with 1 to 21 years of teaching experience. The participants were required to take 10 weeks' videotaping of their classes and participate in five sessions of face-to-face consultation. The corresponding author, who was a senior counseling psychologist with a 15-year experience of working with teenagers and their families, served as the consultant. In this study, a follow-up was conducted one month after the completion of the aforementioned project to collect the teachers' consultation experiences. This study explored the teachers' interpersonal experiences of participating in collaborative consultation with a counseling psychologist from the perspective of interpersonal process theory. A purposive sampling method was adopted such that all the teachers who completed the project were invited. All the teachers agreed to voluntarily participate in this study. A semi-structured interview was designed to collect in-depth data on the teachers' interpersonal experiences of working with a consultant in a consultation room and their students in classroom settings. The participants were interviewed 1-3 times per person and 1.5 hours per time in average. With regard to data analysis, the researchers followed a four-step circulative procedure of phenomenological analysis developed by Lee & Lai (2009). The four steps were gaining the whole picture, breaking into parts, meaning transforming, and organizing. The results summarized two major themes: teacher-consultant interpersonal process and teacher-student interpersonal process. In the teacher-consultant interpersonal process, the teachers' experiences were categorized into four subthemes: (1) A safe, positive, and supportive consulting environment eliminated resistance and enhanced cooperation. The teachers felt a sense of security and trust when they perceived the consultant to be understanding, nonjudgmental, and hospitable. Thus, the teachers were more willing to explore their issues in teaching and disciplining the students when they received support from the consultant. (2) Interpersonal feedback from the consultant enhanced teachers' awareness and reflections on their interactive patterns and internal conflicts with the students; furthermore, conflict resolution, belief transformation, and new actions became possible. The consultant's interpersonal feedback and empathetic understanding helped the teachers realize the effects of their interpersonal patterns on their interactions with students. Thereafter, the teachers could stride across their internal conflicts through continuous self-reflections. (3) The consultant helped teachers understand the context of student problems, deepened their empathies toward students, and initiated more positive interactive strategies with students. Through reinterpretation of students' inner world by the consultant, the teachers comprehensively understood students' problems, thereby changing their feelings toward students. Moreover, the teachers developed different perspectives toward students and new guiding strategies for the students' problem behaviors. (4) The teachers could ＂learn by doing＂-trying out their new teaching and guidance strategies through multiple sessions of consultation. Through learning by doing, the teachers' improvements were verified by the consultant and their own actions, further consolidating their changes. The teachers applied new positive behavior support strategies jointly developed with the consultant to their classrooms and refined the strategies according to the outcome. Next, in the teacher-student interpersonal process, the teachers reported three interpersonal subthemes experienced with their students: (1) the teachers reported positive changes between students and themselves, thereby creating effective teacher-student relationships. The teachers could listen and understand students' needs better, acquired students' trust, and experienced more sincere relationships with students. (2) The teachers used positive languages to create a positive teacher-student interaction cycle in the classroom. The teachers duplicated the positive experience in the consultation process with the consultant to the teaching practice site with students. They used more positive and supportive languages and gave more positive appraisals to their students, thereby increasing positive responses from the students; therefore, teacher-student interaction qualities were enhanced, and positive interaction cycles were created. (3) Teachers provided new possibilities of working with students and new ways of fulfilling their educational philosophies. When the teachers found new guiding strategies for students' old problems through consultation, they transferred the learning experience to other life situations; in this manner, they met their own educational philosophies. Consistent with the literature, the study results indicated that the strong relationship between the consultant and teachers encouraged the teachers to join the consultation. The consultant helped the teachers learn student psychology as well as the teacher-student interaction. Furthermore, the consultant expanded the teachers' repertories of positive strategies in managing students' problematic behaviors in classrooms. Moreover, the positive teacher-consultant relationship ensured positive teacher-student relationships in a classroom setting. Further, the author discussed the transformation experience of teachers from the perspective of interpersonal process theory. According to the theory, the teachers' interpersonal experiences could be conceptualized into two stages: consultant-teacher interpersonal experience and teacher-student interpersonal experience. First, a trusted working alliance was formed between the consultant and teacher. For the teachers, seeking help and showing their weakness were stressful. The consultant was perceived to be understanding and nonjudgmental. Moreover, the consultant provided emotional support and interpersonal appraisal, resulting in new and differential experiences that helped the teachers relieve from their own frustrations. Second, the consultant helped the teachers identify their rigid interactive patterns and core conflicts under the patterns, thereby helping the teachers self-introspect and creating awareness of their role in managing students' problematic behaviors in classrooms. Third, empowerment feedback from the consultant through multiple sessions of consultation and students' feedback enabled the teachers to effectively transfer their learning to classroom situations and to develop newer and positive interpersonal interaction styles with their students. Accordingly, this study concludes that collaborative consultation with teachers facilitates teachers' professional development and positive teacher-student interactions. Thus, counselors can improve the effectiveness of their work through collaborative consultation with teachers. In addition, pre-service trainings in consultation should be included in the school counseling profession. Finally, future studies should explore interpersonal processes and factors determining the transformation experiences of teachers from the perspectives of interpersonal processing theory.

参考文献 ( 45 ) 〈TOP〉

王丽斐, L.-F.,杜淑芬, S.-F.(2009)。台北市国小辅导人员与谘商心理师之有效跨专业合作研究。教育心理学报，41，295-320。
连结：
刑志彬, C.-P.,许育光, Y.-K.(2014)。学校心理师服务实务与模式建构初探：困境因应与专业发展期待分析。中华辅导与谘商学报，39，117-150。
连结：
吴丽娟, L.-C.(2003)。一个谘商员的专业成长：一个「人」的成长－－从 Human “doing”到 Human “being”。中华辅导学报，14，1-30。
连结：
李维伦, W.-L.,赖忆嫺, Y.-H.(2009)。现象学方法论：存在行动的投入。中华辅导与谘商学报，25，275-321。
连结：
杜淑芬, S.-F.(2018)。谘商师透过谘询与教师合作处理学生问题行为之行动研究。教育实践与研究，31(1)，39-70。
连结：

被引用文献 ( 2 ) 〈TOP〉

邓文章,陈亦凤,杜淑芬(2021)。国中辅导教师介入关系霸凌事件的辅导困境与策略。教育心理学报，53(1)，223-249。
(2023)。台湾大学生共依附谘商团体之团体气氛与成效关联性研究。教育心理学报，55(2)，345-371。

国际计量

〈TOP〉

E-mail ：

文章公开取用时，将寄通知信至您填写的信箱地址