國民小學情緒行為障礙學生多元介入個案研究

A Case Study of Multiple Interventions on Elementary School Students with Emotional and Behavioral Disorders

10.7044/NHCUEA.201206.0001

陳志平(Chih-Ping Chen)；周台傑(Tai-Jey Cho)；孟瑛如(Ying-Ru Meng)

情緒行為障礙 ； 多元介入 ； 鑑定安置 ； 多重模式治療 ； 輔導成效 ； multiple interventions ； emotional and behavioral disorders ； identification and placement ； multimodal treatment ； educational outcomes

新竹教育大學教育學報

29卷1期（2012 / 06 / 01）

1 - 35

繁體中文

本研究旨在探討國民小學情緒行為障礙學生多元介入情形，期間運用問卷、觀察和訪談等方式，蒐集9位輔導人員介入校內5位個案的情形，歸納出有效多元介入的4個階段：一、化疑慮為助力，逐步調整鑑定安置輔導措施；二、運用多重模式治療，從關鍵策略著手；三、評估成效，釐清輔導重點與維持熱誠；四、整合轉銜後的師生關係與輔導網絡。最後根據結果提出建議，期能作為情緒行為障礙學生教育輔導與未來相關研究參考。

This case study explores multiple interventions on 5 elementary students with emotional and behavioral disorders. Nine instructors were recruited, and we used quantitative questionnaires, observations, and interviews to collect data. An analysis of the results shows the existence of 4 phases for effective multiple interventions. 1. Regulating identification and placement dispels school misunderstandings and keeps teachers thinking optimistically regarding the challenge. 2. Using multimodal therapy and beginning from key strategies. 3. Clarifying points and maintaining sincerity throughout the process of appraising counseling effects. 4. During the transition from elementary school to junior high school, promotion by counselors of teacher-student relationships and the integrated counseling resources network. In this paper, we discuss the educational implications, guidance, and suggestions for further research.

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