諮商師透過諮詢與教師合作處理學生問題行為之行動研究

Consultation and Cross-professional Collaboration to Resolve Students’ Problem Behaviors: An Action Research

杜淑芬(Su-Fen Tu)

行動研究 ； 教師諮詢 ； 跨專業合作 ； 諮商心理師 ； action research ； counseling psychologist ； cross-professional collaboration ； teacher consultation

教育實踐與研究

31卷1期（2018 / 06 / 01）

39 - 70

繁體中文

本行動研究探究一位諮商師運用諮詢與教師合作處理學生問題行為的歷程，並歸納教師諮詢歷程的重要因素。行動研究者同時是諮詢者，接受諮詢者為26歲的女性初任教師。本研究遵循「研究問題－行動方案－評鑑」的流程進行，行動方案包括四天訓練課程，十次課堂錄影與五次教師諮詢。本研究整理出五項重要的教師諮詢歷程因素，並初步概念化為「正向支持與人際回饋為核心的整合諮詢模式」。在本模式中，提供教師正向支持與人際回饋是諮詢的核心工作，其他歷程因素包括提問、探究與評估，理解個案心理與行為意義，協同發展支持學生的正向輔導策略，教師覺與悟。其次，研究也發現諮詢涉及兩個專業的合作，諮商師提供他者觀點，並尊重教師的主體性。處理學生問題行為須兼顧個別輔導、班級動力與師生關係，俾以發展適切的輔導策略。另增進教師自身的覺察與領悟有助於輔導行動的展開，以及聚焦於教師優勢的正向支持是教師成長的動力，有助於轉化為支持學生的經驗。最後，對於傳統師道文化下的華人教師在處理學生問題行為時所衍生的焦慮與挑戰，本研究也提供討論和建議。

This action research explored the consultation process of a counseling psychologist who worked collaboratively with a teacher to resolve her difficulties with students' behavioral problems. The researcher served as a consultant, while the consultee was a 26-year-old female novice teacher. The research followed the ＂question-action-evaluation＂ process, the action plan comprised of four days of training, ten classroom sessions and five teacher consultation session. The results showed that there were five major process factors and a ＂positive support and interpersonal feedback centered teacher consultation model＂ was conceptualized. The model suggested that providing positive support and interpersonal feedback to the teacher was the key factor in consultation. Other factors included to explore and assess, to understand the meaning of client and system's behavior, to develop positive behavior support guidance strategies, and to obtain teacher's awareness and insight. Additional important findings were that consultation involved cross-professionals' collaboration during which consultant introduced ＂others＂ perspective but respected teacher's subjectivity. Also, having considerations of individual, class dynamics and teacher-students' relationships was necessary for developing appropriate guidance strategies. Actions of changes were initiated when the teacher's self-awareness was enhanced. With a focus on teacher's strengths and positive supports during the consultation, the teacher grew and transferred the positive experience to the students. Finally, the current research provided discussion and suggestions about teachers' anxieties and challenges in resolving students' problem behaviors under traditional Chinese teachers' culture.

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