题名

華人文化脈絡下高中職輔導教師多重角色衝突倫理判斷歷程之研究

并列篇名

The Process of Ethical Judgment on Multi-Role Conflicts of High School Counselors in Chinese Cultural Context

DOI

10.53106/172851862022090065002

作者

程雅妤(Ya-Yu Cheng)；張素惠(Su-Hui Chang)；莊謹鳳(Jin-Fong Chuang)；王智弘(Chih-Hung Wang)

关键词

多重角色衝突 ； 倫理判斷歷程 ； 高中職校 ； 華人文化 ； 學校輔導教師 ； Chinese culture ； ethical judgment process ； multiple roles conflict ； school counselors ； senior high school

期刊名称

中華輔導與諮商學報

卷期/出版年月

65期（2022 / 09 / 01）

页次

27 - 62

内容语文

繁體中文
中文摘要

高中職輔導教師被賦予多種角色任務，多重角色不僅易涉及多重關係的輔導倫理議題，亦影響輔導教師的專業角色定位與輔導效能。本研究旨在探討華人文化脈絡下台灣高中職輔導教師因承擔多重角色導致倫理衝突之倫理判斷歷程。針對五位高中職輔導教師進行個別深度訪談，採樣版式質性分析進行資料分析。結果顯示：倫理判斷歷程可歸納為四階段：一、倫理衝突階段：衝突情境包括：（1）多重角色間不同角色職責之衝突；（2）專業理念與行政要求之衝突；（3）專業期許與人際需求之衝突；二、倫理判斷階段：主要考量包括：（1）以個案福祉最佳利益為判斷依據；（2）以校園組織行政倫理為判斷考量；（3）以華人人際互動模式為判斷參考；三、倫理行動階段：（1）釐清輔導教師專業角色之職責；（2）尋求專家督導諮詢或參考同業作法；（3）運用外部資源以緩解倫理困境；（4）調整自我期待以符合情境需求；四、倫理影響階段：（1）重新思考輔導教師之角色定位；（2）調整自我不適與接納自我限制；（3）省思衝突事件結果，重新建構倫理態度。藉由倫理判斷歷程之釐清，能了解輔導教師的倫理困境整體經驗脈絡，有助輔導教師洞察困境來源，歷經沉澱與省思後昇華為未來面對倫理挑戰的養分，避免陷於倫理困頓的負向循環導致專業耗竭而影響輔導效能。
英文摘要

School counseling plays an important role as the problems that high school students face become more complex. However, there are many challenging ethical situations on school grounds nowadays. Particularly, school counselors frequently confront complex ethical dilemmas that often involve relationships with principals, parents, and other stakeholders. In interacting with different people, school counselors must play various roles involving ethical issues. In Taiwanese high schools currently, school counselors must play multiple roles at the same time, including as educators, counselors, administrators, and so on. The potential for conflict in these situations can be exacerbated by differences in the roles and responsibilities of personnel within the school. Furthermore, unlike Western cultures that value individualism, Chinese culture is strongly influenced by the relationship network society. Therefore, playing multiple roles towards students is more likely to face ethical issues in Chinese culture. Based on the nature and characteristics of Chinese society, the ethical issue of multiple relationships is more complicated in Chinese culture. Hence, this study aims to explore the process of ethical judgment on multi-role conflicts encountered by high school counselors. Ethical judgment involves personal experiences, such as mental health struggles, ethical values, action decisions, adjustment strategies, reflection, etc. Therefore, the current study employed an exploratory, qualitative research design to assess the experiences and perceptions of participants. The study data was collected from the interviews of five participants working in senior high schools for at least three years. This study employed purposive sampling methods to find school counselors for the interviews. All participants indicated their interest in the study by providing their names and signing research consent. The data analysis was conducted with Template Analysis Style, which is a method of thematic analysis that has been applied in a broad range of research areas in the social sciences. Regarding the results, participants' experiences of the ethical judgment process were divided into four stages, including the conflict stage, decision stage, action stage, and influence stage. Initially, the first stage was identified as the conflict stage. High school counselors encountered: (1) the conflict of different responsibilities among multiple roles, (2) the conflict between clients' well-being and administrative requirements, and (3) the conflict between professional expectations and interpersonal needs. In the decision stage, the main considerations included: (1) the best welfare of clients, (2) considering the administrative ethics in a school organization, and (3) the influence of Chinese interpersonal interaction. In the action stage, the current study indicated that high school counselors would take four strategies in the ethical dilemma: (1) clarifying professional responsibilities of school counselors, (2) seeking professional supervisors' assistance or consulting senior colleagues, (3) applying for external resources to reduce the ethical dilemma, and (4) adjusting self-expectations to meet the needs of the situation. The influence stage refers to the impact of ethical dilemmas for high school counselors. According to the result of the study, this stage showed that (1) participants would rethink the professional role of high school counselors, (2) they would adjust inadaptation and accept role restrictions, and (3) they would reflect on the results of the conflict and reconstruct ethical attitudes. Based on the results of the current study, relevant recommendations were proposed: (1) encouraging high school counselors to examine their criteria for making ethical judgments, (2) enhancing the awareness of indigenous psychology in ethical education, and (3) establishing a system of professional supervisors for high school counselors.
主题分类 社會科學 > 心理學
社會科學 > 教育學
参考文献
  1. 田廣曉, G. X.,王智弘, C. H.(2020)。大陸地區大學諮商師涉及雙重關係倫理議題之本土化探討。本土心理學研究，54，113-173。
    連結：
  2. 李佳儒, J. R.,張勻銘, Y. M.,王智弘, C. H.,楊淳斐, C. F.(2012)。諮商心理師團體諮商倫理信念與行為之探究。中華輔導與諮商學報，34，53-81。
    連結：
  3. 林金定, J. D.,嚴嘉楓, C. F.,陳美花, M. H.(2005)。質性研究方法：訪談模式與實施步驟分析。身心障礙研究，3(2)，122-136。
    連結：
  4. 施丁仁, T. J.,陳源滄, Y. C.,王智弘, C. H.(2017)。員工協助方案提供企業諮商服務過程中涉及雙重倫理議題之探討。輔導與諮商學報，39(2)，55-78。
    連結：
  5. 洪莉竹, L. C.(2018)。台灣諮商輔導倫理研究之回顧與展望。中華輔導與諮商學報，53，151-189。
    連結：
  6. 洪莉竹, L. C.(2011)。中小學學校輔導人員倫理決定經驗研究。輔導與諮商學報，33(2)，87-107。
    連結：
  7. 洪莉竹, L. C.(2016)。實務工作者面對倫理挑戰的考量與經驗—台灣諮商輔導倫理議題研究之探討。臺灣諮商心理學報，4(1)，1-16。
    連結：
  8. 洪莉竹, L. C.(2008)。中學輔導人員專業倫理困境與因應策略研究。教育心理學報，39(3)，451-472。
    連結：
  9. 高鳳霞, F. H.,鄭伯壎, B. S.(2019)。華人組織中的人際壓力源：主位與客位構念之比較。中華心理學刊，61(2)，73-96。
    連結：
  10. 張素惠, S. H.,莊謹鳳, J. F.,王智弘, C. H.(2019)。員工協助方案人員面對保密議題之倫理判斷歷程研究。教育心理學報，51(2)，231-255。
    連結：
  11. 楊堯翔, Y. H.,黃文俐, W. L.,蔡佳伶, J. L.,江佩耘, P. Y.,吳芝儀, C. Y.(2016)。大專院校諮商多重關係之探討。輔導季刊，52(4)，39-48。
    連結：
  12. 謝明瑾, M. C.,王智弘, C. H(2016)。國民小學諮商心理師面臨保密議題倫理判斷歷程之敘說研究。臺灣諮商心理學報，4(1)，17-43。
    連結：
  13. 簡晉龍, C. L.,黃囇莉, L. L.(2015)。華人權威取向之內涵與形成歷程。本土心理學研究，43，55-123。
    連結：
  14. American School Counselor Association. (2016). ASCA ethical standards for school counselors. ASCA Ethical Standards for School Counselors. https://www.schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf
  15. Bai, S.,Lu, F.,Liu, D.(2019).Subordinates' responses to paternalistic leadership according to leader level.Social Behavior and Personality: An International Journal,47(11),1-14.
  16. Bardhoshi, G.,Schweinle, A.,Duncan, K.(2014).Understanding the impact of school factors on school counselor burnout: A mixed methods study.Professional Counselor,4,426-443.
  17. Biaggio, M.,Paget, T.,Chenoweth, M.(1997).A model for ethical management of faculty-student dual relationships.Professional Psychology: Research and Practice,28(2),184-189.
  18. Brooks, J.,King, N.(2014).Doing template analysis: Evaluating an end-of-life care service.SAGE Research Methods Cases
  19. Brooks, J.,McCluskey, S.,Turley, E.,King, N.(2015).The utility of template analysis in qualitative psychology research.Qualitative Research in Psychology,12(2),202-222.
  20. Brown, T.,Armstrong, S.,Bore, S.,Simpson, C.(2017).Using an ethical decision-making model to address ethical dilemmas in school counseling.Journal of School Counseling,15(13),1-30.
  21. Cervoni, A.,DeLucia-Waack, J.(2011).Role conflict and ambiguity as predictors of job satisfaction in high school counselors.Journal of School Counseling,9(1),1-30.
  22. Chen, P. H.(2009).A counseling model for self-relation coordination for Chinese clients with interpersonal conflicts.The Counseling Psychologist,37(7),987-1009.
  23. Corey, G.,Corey, M. S.,Corey, C.(2019).Issues and ethic in the helping professions.Cengage Learning.
  24. Cottone, R. R.(2001).A social constructivism model of ethical decision making in counseling.Journal of Counseling & Development,79(1),39-45.
  25. Creswell、 J. W.,Poth, C. N.,李政賢（譯）, C. H.(Trans.)(2018).質性研究的五種取徑.五南=Wu-Nan.
  26. Deng, J.,Qian, M.,Gan, Y.,Hu, S.,Gao, J.,Huang, Z.,Zhang, L.(2016).Emerging practices of counseling and psychotherapy in China: Ethical dilemmas in dual relationships.Ethics and Behavior,26(1),63-86.
  27. Fia, S. D.,Asamani, L.,Dai-Kosi, A. D.(2016).Students' perception of dual/multiple relationships in academia: Implications for professional practice and counselling.The International Journal of Humanities and Social Studies,4(12),246-255.
  28. Goodman-Scott, E.(2015).School counselors' perceptions of their academic preparedness and job activities.Counselor Education and Supervision,54,57-67.
  29. Ho, D. Y. F.(1991).Relational orientation and methodological individualism.Bulletin of the Hong Kong Psychological Society,26/27,81-95.
  30. Huang, L. L.(2016).Interpersonal harmony and conflict for Chinese people: A yin-yang perspective.Frontiers in Psychology,7,847.
  31. Hwang, K. K.(1987).Face and favor: The Chinese power game.American Journal of Sociology,92(4),945-974.
  32. Jackson, J. L.(2007).Faculty-student dual relationships: Implications for counselor educators.The Alabama Counseling Association Journal,33(1),1-10.
  33. Kahn, R. L.,Wolfe, D. M.,Quinn, R. P.,Snoek, J. D.,Rosenthal, R. A.(1964).Organizational stress: Studies in role conflict and ambiguity.Wiley.
  34. Kimber, M.,Campbell, M.(2014).Exploring ethical dilemmas for principals arising from role conflict with school counsellors.Educational Management Administration & Leadership,42(2),207-225.
  35. King, N.(2012).Doing template analysis.Qualitative organizational research: Core methods and current challenges
  36. Kitchener, K. S.(1988).Dual role relationships: What makes them so problematic?.Journal of Counseling & Development,67(4),217-221.
  37. Kitchener, K. S.(1984).Intuition, critical evaluation and ethical principles: The foundation for ethical decision in counseling psychology.The Counseling Psychologist,12(3),43-55.
  38. Kocet, M.,Herlihy, B.(2014).Addressing value-based conflicts within the counseling relationship: A decision-making model.Journal of Counseling & Development,92(2),180-186.
  39. Lazarus, A. A.(Ed.),Zur, O.(Ed.)(2002).Dual relationships and psychotherapy.Springer.
  40. Levitt, D. H.,Farry, T. J.,Mazzarella, J. R.(2015).Counselor ethical reasoning: Decisionmaking practice versus theory.Counseling and Values,60,84-99.
  41. Luke, M.,Gilbride, D.,Goodrich, K.(2016).School counselors' approach to ethical decision making.Journal of Counselor Leadership and Advocacy,4(1),1-15.
  42. Moleski, S. M.,Kiselica, M. S.(2005).Dual relationships: A continuum ranging from the destructive to the therapeutic.Journal of Counseling and Development,83(1),3-11.
  43. Mullen, P.,Blount, A.,Lambie, G.,Chae, N.(2018).School counselors' perceived stress, burnout, and job satisfaction.Professional School Counseling,21(1),2156759X1878246.
  44. Mullen, P.,Crowe, A.(2017).Self-stigma of mental illness and help seeking among school counselors.Journal of Counseling and Development,95(4),401-411.
  45. Pope, K.(1991).Dual relationships in psychotherapy.Ethics and Behavior,1(1),21-34.
  46. Remley, T. P., Jr.,Herlihy, B.(2020).Ethical, legal, and professional issues in counseling.Pearson Education.
  47. Rogerson, M.,Gottlieb, M.,Handelsman, M.,Knapp, S.,Younggren, J.(2011).Nonrational processes in ethical decision making.American Psychologist,66(7),614-623.
  48. Rupert, P.,Holmes, D.(1997).Dual relationships in higher education.Journal of Higher Education,68(6),660-678.
  49. Springer, S. I.(2016).When values blur the lines: Navigating an ethical dilemma in school counseling.The Journal of Counselor Preparation and Supervision,8(2),70-85.
  50. Studer, J. R.(2005).Supervising school counselors-in-training: A guide for field supervisors.Professional School Counseling,8(4),353-359.
  51. Valanides, C.,Sheppard, E.,Mitchell, P.(2017).How accurately can other people infer your thoughts: And does culture matter?.PLoS ONE,12(11),e0187586.
  52. Van Hoose, W. H.,Paradise, L. V.(1979).Ethics in counseling and psychotherapy: Perspectives in issues and decision making.Carroll Press.
  53. Welfel, E. R.(2016).Ethics in counseling and psychotherapy: Standards, research, and emerging issues.Cengage Learning.
  54. 牛格正, G. Z.,王智弘, C. H.(2008).助人專業倫理.心靈工坊=PsyGarden.
  55. 王智弘, C. H.(2013)。積極投入含攝文化理論建構：以助人專業倫理雙元模型為例。台灣心理諮商季刊，5(3)，vi-xi。
  56. 吳孟容, M. R.(2016)。東海大學=Tunghai University。
  57. 高淑清, S. C.(2008).質性研究的18堂課─首航初探之旅.麗文文化=Liwen Publishing.
  58. 常雅惠, Y. H.(2012)。人情、面子、關係：中國人行動邏輯的建構。赤峰學院學報，33(7)，171-173。
  59. 張馥媛, F. Y.(2015)。國立彰化師範大學=National Changhua University of Education。
  60. 教育部（2014年 11 月 12 日）：學生輔導法。全國法規資料庫。https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=H0070058。[Ministry of Education. (2014, November 12). Student guidance and counseling act. Laws & Regulations Database of the Republic of China (Taiwan). https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=H0070058]
  61. 陳秉華（編）, P. H.(Ed.)(2017).多元文化諮商在臺灣.心理=Psychological Publishing.
  62. 彭泗清, S. Q.(1993)。中國人「做人」的概念分析。本土心理學研究，2，277-314。
  63. 鈕文英, W. Y.(2021).質性研究方法與論文寫作.雙葉書廊=Yeh Yeh Book Gallery.
  64. 黃光國, K. K.(2010).人情與面子：中國人的權利遊戲.中國人民大學出版社=China Renmin University Press.
  65. 黃光國, K. K.(2018).內聖與外王：儒家思想的完成與開展.心理=Psychological Publishing.
  66. 臺灣輔導與諮商學會（2015年 10 月 31 日）：學生輔導工作倫理守則。學生輔導工作倫理守則專區。 https://www.guidance.org.tw/school_rules/content.html。[Taiwan Guidance and Counseling Association. (2015, October 31). Student counseling code of ethics. Student Counseling Code of Ethics Section. https://www.guidance.org.tw/school_rules/content.html]
  67. 蕭文（編）, W.(Ed.),田秀蘭（編）, H. L.(Ed.)(2018).臺灣輔導一甲子.心理=Psychological Publishing.
被引用次数
  1. 郭丁熒,林哲彥(2023)。「臺大教學傑出教師的故事」之教學理念分析。教育學誌，50，1-41。
  2. (2024)。復健諮商專業倫理實踐的本土化考量。輔導季刊，60(3)，1-15。
  3. (2024)。履冰前行：中等學校專任輔導教師倡議行動之歷程研究。教育心理學報，55(4)，661-688。
  4. (2024)。宗教價值觀衝突倫理決策歷程模式芻議：以馬來西亞多宗教脈絡為例。輔導季刊，60(2)，57-76。
print cancel