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

陳婉真; 江守峻; 林傳陽; 洪雅鳳

doi:10.30074/FJMH.202103_34(1).0003

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

P55 - 84

社会科学 > 心理学

DOI： 10.30074/FJMH

书目管理工具

相关连结

问题回报

全文下载

心理师在学校辅导跨专业合作的现况与信念：应然面与实然面的落差

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

陈婉真(Wan-Chen Chen) ；江守峻(Shou-Jiun Jiang) ；林传阳(Chuan-Yang Lin) ；洪雅凤(Ya-Feng Hung)

中华心理卫生学刊； 34 卷 1 期 (2021 / 03 / 01) ， P55 - 84

繁体中文 DOI： 10.30074/FJMH.202103_34(1).0003

心理师；合作信念；跨专业合作；学校辅导； collaboration ； interdisciplinary collaboration ； psychologist ； school counselor

0 个人觉得这篇文章赞

摘要 │ 参考文献 (56) │ 被引用文献 (4) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

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.

参考文献 ( 56 ) 〈TOP〉

方惠生,戴嘉南(2008)。彰化县专业谘商人员介入国小校园辅导工作实验方案评估研究。谘商辅导学报，18，89-121。
连结：
王川玉,叶一舵(2017)。台湾学校辅导工作的新进展及其关键事件。学生事务与辅导，56(2)，13-27。
连结：
王丽斐,杜淑芬(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：
王丽斐,杜淑芬,赵晓美(2008)。国小驻校谘商心理师有效谘商策略之探索性研究。教育心理学报，39(3)，413-434。
连结：
刑志彬,许育光(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，39，117-149。
连结：

被引用文献 ( 4 ) 〈TOP〉

洪俪瑜,吕俐葶,吴怡萱(2023)。从美澳香港等区之学校心理学趋势谈我国学校心理学之服务应用、角色与发展。当代教育研究季刊，31(3)，33-71。
刘宗幸(2022)。亲子心理健康的代间传递：初探家庭凝聚力之中介效果。国立台湾科技大学人文社会学报，18(1)，47-72。
(2023)。跨专业合作的结与解：从辅导教师与心理师的观点并行分析。教育学刊，61，1-41。
(2024).Counseling Psychologists' Interprofessional Collaboration with Social Workers: An Exploration of Grounded Theory.教育心理学报,55(4),635-659.

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