中學專任輔導教師與學校社會工作師角色知覺與跨專業合作經驗探究—以新北市為例

Abstract

本研究旨在探究新北市中學專輔教師與學校心理師在學校輔導工作中的角色知覺，以及進行跨專業合作的經驗。本研究採質性研究之紮根理論，以便利取樣邀請在新北市服務年資滿兩年以上，具有三次以上跨專業合作經驗研究參與者，含兩名國中專輔教師、兩位高中專輔教師及四位學校社工師。研究參與者的年齡介在27—42歲間，服務年資分布在2—16年不等。研究者運用半結構式訪談，並以紮根研究方法進行資料的編碼與後續分析。研究結果如下：首先，中學專輔教師角色知覺分為「教育專業」、「輔導專業」、「學校系統」三類，共八種角色知覺類型。角色職責雖然多元而繁雜，但其角色定位皆分布於校園場域中，也代表著中學專輔教師較具有「學校生態的可近性」。學校社工師的角色知覺類型則同樣分為三類，有「案家服務」、「學校系統」與「社區經營」，共有十種角色知覺，研究參與者知覺到學校社工師因為是具有社政專業的「學校專業輔導人員」，其角色較具「專業威信」的性質。

再者，研究結果觀察到促成跨專業合作發展的經驗樣態受到四層面的影響。（1）個人層面：具清楚角色知覺與合作意願。（2）專業層面：依其專業典範具有專業工作知能。（3）制度層面：學校輔導工作的規範與文化，能否推展跨專業合作的進行。（4）互動層面：跨專業工作者之間發展出合作與信任關係的人際互動技巧。而後續跨專業合作進程則可歸納出三層面的影響：（1）知識層面：須對合作系統結構與歷程、自身角色知覺與專業典範有清楚認知。（2）態度層面：具有合作意願，並發展出良好的合作關係。（3）技能層面：專業工作者需要具備「跨專業合作」的專業技能。

在實際進行跨專業合作的策略則受到三層面的影響。首先是「專業層面」，專業經驗的累積與專業對話的能力，使得專業工作者具備能力因應跨專業合作；再者「個人層面」強調合作意願的重要性，並發展出自我調整與調適能力；最後是「互動層面」，除了透過與跨專業工作者進行溝通討論，也能求助於其他專業的工作同儕、輔導行政主管或督導資源等。最後，在勾勒並整合跨專業合作經驗模式後，研究參與者對其經驗的後設認知與省思使其能夠深化合作意識、檢視與督促跨專業合作進程，並帶來專業成長、累積成功的經驗。本研究依據上述研究結果及研究參與者對其跨專業合作經驗之反思與回饋，提出關於中學專輔教師與學校社工師的跨專業合作狀況的具體建議，期待臺灣之中學學校輔導工作在輔導專業化之後，在跨專業的工作層面能夠增進合作的專業能力、發展更良好且順暢的跨專業合作、提升學校輔導工作的工作成效。This study aims to explore the role perceptions and interdisciplinary collaboration experiences of school guidance counselors and social workers in secondary schools of New Taipei City. Using a qualitative grounded theory, participants were selected through convenience sampling, including two middle school guidance counselors, two high school guidance counselors, and four school social workers, each with over two years of working in New Taipei City, and have a minimum of three experience of interdisciplinary collaboration. The participants' ages ranged from 27 to 42, with varying years of service from 2 to 16 years. Semi-structured interview were conducted, and were analyzed using analysis in the grounded theory. Key findings include:

First of all, secondary school guidance counselors view their roles as "Educational Professionals," "Counseling Professionals," and contributors to the "School System," comprising a total of eight role perception types. These roles emphasize their closeness to the school environment. School socialworkers perceive roles related to"Family Services," "School System," and "Community Work," comprising a total of ten role perception types. Social workers exhibit a "professional authority" in their roles.

Next, the experiences of fostering interdisciplinary collaboration. There are four aspects contribute to collaborative experiences: (1) Individual Level: emphasizing clear role perception and a willingness to collaborate. (2) Professional Level: requiring expertise and understanding of diverse professions. (3) InstitutionalLevel: involving school norms supporting collaboration. (4) Interaction Level: interdisciplinary collaboration develops trust and interpersonal skill. The collaborative process involves"Establishing Collaborative Consensus," "Professional Division of Labor," and "Implementing Counseling Interventions."

Then, about the strategies and dilemma resolution. At the professional level, expertise and effective dialogue are crucial. At the individual level, personal willingness to collaborate and adaptability are highlighted. The interpersonal level involves communication skills with colleagues and seeking help from various resources.

Last but not least, participants engage in metacognition and reflection, deepening their awareness and evaluating collaborative processes, and contributes to professional growth and accumulates successful experiences.In conclusion, based on study results and participant reflections, recommendations are proposed for improving interdisciplinary collaboration between school guidance counselors and social workers in Taiwanese secondary schools. The goal is to enhance professional competence, foster smoother interdisciplinary collaboration, and elevate the effectiveness of school counseling in the post-professionalization era.