研究生: |
游淑婉 SHU-WAN YU |
---|---|
論文名稱: |
中學輔導人員工作內容的時間分析研究—社區諮商模式的應用 Time Analysis of Work Activities by Guidance Teachers in Secondary School: An Application of the Community Counseling Model |
指導教授: | 林家興 |
學位類別: |
碩士 Master |
系所名稱: |
教育心理與輔導學系 Department of Educational Psychology and Counseling |
論文出版年: | 2009 |
畢業學年度: | 97 |
語文別: | 中文 |
論文頁數: | 155 |
中文關鍵詞: | 輔導工作 、中學輔導人員 、社區諮商模式 、時間分析 |
英文關鍵詞: | guidance services, secondary guidance teachers, community counseling model, time analysis |
論文種類: | 學術論文 |
相關次數: | 點閱:130 下載:9 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
本研究以時間分析法比較中學輔導人員的工作內容,並以社區諮商模式加以檢視其在直接社區服務、直接個案服務、間接社區服務、間接個案服務等工作時間分配的差異。本研究採用問卷調查法,以隨機抽樣的方式針對台灣地區之國高中學校輔導人員進行調查。在2008年下半年,共發出798份問卷,回收有效問卷共465份,回收率約58%。主要研究發現如下:
1.中學輔導人員傾向較年輕、資淺,大多非輔導系所畢業,兼行政者以非輔導系所畢業者為主。主任大多年長且資深,組長與專任/兼任則傾向較為年輕與資淺。
2.中學輔導人員花費時間最多的三項工作為教學工作、辦理各項輔導工作計畫及個別諮商與輔導;花費時間最少的二項工作為個別心理測驗及個案倡議。
3.中學輔導人員每週從事各大類服務時間,依序為直接社區服務、間接社區服務、直接個案服務、間接個案服務,但部分工作重點與社區諮商模式的理念精神不太相同。直接社區服務與其他三類服務呈現中度負相關。
4.國中比高中輔導人員多花時間於教學,而高中則比國中多花時間於個別與團體諮商、危機處理與外展、研習與進修、諮詢或督導等工作。國高中之輔導人員普遍把教學與行政工作放在優先使用時間的順位。
5.影響國高中輔導人員工作內容的重要變項為職稱,而不同畢業科系訓練背景的影響則非常有限。
最後本研究針對學校輔導人員、培訓機構、教育主管機關及後續相關研究提出幾點建議。
The theme of this research was to explore the work activities of secondary guidance teachers. The method of time analysis was used to study the teacher’s working time allocation in direct community services, direct client services, indirect community services, and indirect client services. A questionnaire with time sheet was mailed to a random sample of 798 secondary school guidance teacher in Taiwan and resulted in 465 valid samples. The major findings were as follows: 1. Majority of the secondary school guidance teachers were younger with less work experience and with non-guidance college major. Most of the guidance teachers with administrative responsibility were graduated from college with a non-guidance major, The directors of guidance office were older and had more years of work experience than other guidance teachers. 2. Secondary school guidance teachers were found to spend more time on teaching, guidance programs planning, and individual counseling. They spent less time on individual testing and client advocacy. 3. Secondary school guidance teachers were found to spend most of the time on direct community services, and less time on indirect community services, direct client services and indirect client services. A moderate negative correlation was found between direct community services and other three services categories. 4. Guidance teachers in junior high school spent more time on teaching than those in senior high. In comparison to those in junior high school, guidance teachers in senior high school spent more time on individual and group counseling, crisis management and outreach, in-service training, consultation and supervision. Both of them spent a lot of time on teaching and administrative activities. 5. The job title was the most influential variable to secondary guidance teachers’ work activities and the impact of training background was limited. In the end, implications of the results and suggestions were presented for school guidance teachers, training institutions, educational administrators and future studies.
中文部分
中國輔導學會(2004):國民教育法第十條一讀修正條文的聲明—搶救與重建
學校輔導體系。未出版。
中國輔導學會(2005):中國輔導學會支持推動「學生輔導法」立法聲明。未
出版。
王仁宏(2003):從教訓輔三合一談輔導輔導體系的建立。學生輔導,85
期,96-105頁。
王 瑞(2001):結合全面品質管理落實學校評鑑。台灣教育,605期,58-
62頁。
司法統計處(2001):少年暨兒童非行事件調查摘要分析。線上檢索日期:2009年5月8日。網址http://www.judicial.gov.tw/juds/index1.htm
白博文(1982):國中輔導工作評鑑之研究。國立台灣師範大學教育研究所碩士論文,未出版。
宋湘玲、林幸台、鄭熙彥、謝麗紅(2002):學校輔導工作的理論與實施(增定版)。彰化,品高。
李增祿(1995):社會工作概論。台北:巨流。
吳芝儀(1992):英國心理諮商掠影。諮商與輔導,78期,2-6頁。
吳芝儀(2005):我國中小學校輔導與諮商工作的現況與挑戰。教育研究月刊,134期,23-40頁。
吳芝儀(2008):學生輔導法的研擬與影響。輔導季刊,44卷,3期,34-44頁。
吳武典(1997):教育改革與學校輔導工作-組織與人員的教改課題。輔導季刊,33卷,2期,1-7頁。
吳玟芷(2007a):從美國ASCA全國模式省視國內輔導工作之現況。諮商與輔導,264期,30-33頁。
吳玟芷(2007b):高中職校發展取向輔導工作模式可行性研究--現況知覺調查。國立彰化師範大學輔導與諮商學系所碩士論文。
吳明隆、涂金堂(2007):SPSS與統計應用分析修訂版。台北:五南。
吳姿瑩(2005):國民中學輔導教師角色認同與角色實踐之研究。國立台灣師範大學教育心理與輔導學系碩士論文。
吳新華(2000):學校追求卓越的機制-學校評鑑實務略探。國教之友,51卷,5期,4-8頁。
林金生(2004):校園自殺的防制─社區諮商模式。諮商與輔導,221期,22-27頁。
林美珠(2005):美國學校諮商與輔導工作「績效」觀的轉變。教育研究月刊,134期,147-154頁。
林俊德(2005):中學輔導工作困境之我見-從威脅激勵雙因素論之不利因素談起。學生輔導,96期,36-53頁。
林家興(1992):美國高中輔導工作。諮商與輔導,82期,2-4頁。
林家興(1997):學校輔導工作的四個困境與突破。學生輔導,50期,112-115頁。
林家興(1999):國民中學試辦專業輔導人員實施成效及可行推廣模式評估。教育部委託研究。
林家興(2002):中學輔導教師與專業輔導人員工作內容的時間分析。教育心理學報,33卷,2期,23-40頁。
林家興、許皓宜(2008):心理師法的立法與影響。輔導季刊,44卷,3期,24-33頁。
林清文(2006):輔導教師績效。教育研究月刊,144期,137-138頁。
林清文(2007):學校輔導工作全國模式。教育研究月刊,156期,140-141頁。
林萬億(2003):大家談-心理師法與學校輔導工作(兼論學校社會工作)座談會。學生輔導,85期,160-177頁。
林萬億(2004):學校輔導團隊工作的建制。載於林萬億、黃韻如(主編):學校輔導團隊工作,555-595頁。台北:五南。
林煥民(2007):我國推行教師專業評鑑政策之研究。教育政策論壇,10卷,3期,103-142頁。
洪莉竹(2005):創造學校輔導人員的專業定位-專業學校諮商師的角色與功能。教育研究月刊,134期,11-22頁。
洪瑋婷(2005):天主教中學輔導教師專業角色發展歷程與輔導工作現況之探究。國立台灣師範大學教育心理與輔導學系碩士論文。
夏林清、邱延亮、許維素、黃宜敏、王慧婉、陳孟瑩(1998):86年教育部輔導工作六年計畫之評估。台北:行政院考核委員會。線上檢索日期:2009年5月8日。網址:http://www.rdec.gov.tw/ct.aspxItem=14155&ctNode=7072
高建民(2002):學校時間運用之研究:以完全中學為例。國立台灣師範大學教育研究所博士論文。
孫志麟(2007):績效控制或專業發展?大學教師評鑑的兩難。教育實踐與研究,20卷,2期,95-128頁。
翁慶才(2000):學校教育解嚴,教師專業再造:以高雄市港和國小在教育現場的實踐為例。國教之友,51卷,5期,9-22頁。
教育部統計處(2008a):各級學校名錄。線上檢索日期:2008年7月16日。
網址:http://www.edu.tw/statistics/content.aspx
site_content_sn=8868
教育部統計處(2008b):國中教師年齡別統計。線上檢索日期:2009年5月28日。網址:http://www.edu.tw/files/site_content/b0013/details.xls
教育部統計處(2008c):歷年高中教師年齡分佈。線上檢索日期:2009年5月28日。網址:http://www.edu.tw/files/site_content/B0013/overview36.xls
張安民(2007):高中職校輔導教師作業績效之研究。國立彰化師範大學輔導與諮商學系所碩士論文,未出版。
張高賓(2004):從社區諮商的觀點談目睹兒童家庭的外展福務。輔導季刊,40卷,3期,55-60頁。
張植珊(1974):我國中小學輔導工作之現況檢討及改進途徑。輔導月刊,11卷,3-6期合刊,8-18頁。
張麗鳳(2005):從學生輔導法立法談對中小學輔導工作改革的願景。中國輔導學會年會暨國際學術研討會(台北),200-209頁。
張麗鳳(2008a):輔導教師專業組織發展與學校輔導工作。輔導季刊,44卷,3期,45-51頁。
張麗鳳(2008b):歐美國家學校輔導與諮商工作的制度。中華民國輔導教師協會2008學校輔導工作研討會手冊。未出版。
許智傑(2007):社區中的老人諮商--社區諮商模式。諮商與輔導,258期,6-10頁。
許維素(1997):輔導教師專業角色發展歷程之研究。國立台灣師範大學教育心理與輔導學系博士論文。
許維素(1998):學校輔導人員角色認定困境的突破。諮商與輔導,145期,2-7頁。
許維素(1999):高中輔導教師推展諮商工作的行動策略分析。暨大學報,3卷,1期,157-182頁。
許維素(2001):高中輔導教師推展學校輔導工作的行動發展歷程分析。暨大學報,5卷,1期,1-30頁。
許錫珍、邱維城、張春興(1977):國民中學輔導工作實施狀況之調查研究。教育心理學報,10期,83-90頁。
陳明終(1985):國中輔導教師專業素質之研究。國立台灣師範大學教育心理與輔導學系碩士論文。
陳秉華、程玲玲(1992):學校輔導人員工作綱領之分析研究。教育部訓育委員會輔導工作六年計畫研究報告。
陳惠萍(2000):淺談教師評鑑。國教之友,51卷,5期,23-28頁。
陳瑞惠(2000):國民小學級任教師時間運用之個案研究。國立台灣師範大學教育研究所碩士論文。
陳增穎(2004):國內二十年來輔導與諮商專業人員養成之研究的回顧與展望。輔導季刊,41卷,4期,1-8頁。
黃錦敦(2006):受虐兒童之社區諮商模式初探。諮商與輔導,241期,16-20頁。
彭天福(1999):國民中學輔導工作系統現況分析。諮商與輔導,161期,36-39頁。
彭天福(2002):回歸問題與專業的學校輔導工作。諮商與輔導,200期,51-55頁。
彭若梅(2004):國民中學輔導教師在九年一貫課程改革中的衝擊與因應。國立台灣師範大學教育心理與輔導學系碩士論文。
曾淑惠、徐昊杲、饒達欽(2007):高職學校評鑑取向的氛圍:利害關係人
的觀點。教育研究月刊,160期,118-127頁。
潘幸山(2001):學校輔導工作評鑑與訪視:輔導評鑑出現了大鴻溝。輔導通訊,65期,31-32頁。
劉焜輝(2004):岌岌可危-「學校輔導」有危機,無轉機。諮商與輔導,217期,封面。
劉焜輝(2008):回到原點,重新定位。輔導季刊,44卷,3期,90-94頁。
楊巧玲(2003):知識經濟/商品化教育/績效學校:九O年代教育市場化的發展與挑戰。教育學刊,21期,225-242頁。
韓楷檉(1985):國民中學輔導教師的角色衝突對其輔導工作效能之影響。國立彰化師範大學輔導研究所碩士論文。
蕭 文(1990):我國學校輔導工作。輔導月刊,26期,3-9頁。
蕭 文、金樹人(1996):我國學校輔導暨專業諮商人員工作層級與資格檢核標準之規劃研究。教育部訓育委員會輔導工作六年計畫研究報告。
蕭 文(2003):大家談-心理師法與學校輔導工作(兼論學校社會工作)座談會。學生輔導,85期,160-177頁。
謝耀民(1987):我國高級職業學校輔導教師角色之研究。國立台灣師範大學工業教育研究所碩士論文。未出版。
簡文英(2001):社區諮商模式與學校輔導工作。輔導通訊,65期,44-50頁。
英文部分
Anderson R. (2002). Counselors and the Community. In Johnson, C. D. & Johnson, Sharon K. (Eds). Building Stronger School Counseling Programs. (p. 59-67) Spons Agency: Office of Educational Research and Improvement (ED), Washington, DC.
ASCA (2003). The ASCA National Model: A Framework for School Counseling Programs. Professional School Counseling, 6(3), 165-170.
Baker, S. B. (1996). School counseling for the twenty-first century. New York: Macmillan.
Baker, S. B. (2001). Reflections on forty years in the school counseling profession: Is the glass half full or half empty? Professional School Counseling, 5, 75-83.
Bogenschneider, K. (1996). An ecological risk/ protective theory and building prevention programs, polices, and community capacity to support youth. Family Relations, 45(2), 127-138.
Borders, L. D., & Drury, S. M. (1992).Comprehensive school counseling programs: A review for policymakers and practitioners. Journal of Counseling and Development, 70(4), 487-501.
Borders, L. D. (2002). School Counseling in the 21st century: Personal and professional reflections. Professional School Counseling, 5(3), 180-185.
Dimmitt, C. & Carey J. (2007). Using the ASCA National Model® to facilitate school transitions. Professional School Counseling, 10(3), 227-232.
Dufour, R., Guidice, A., Magee, D., & Zivkovic, B. (2002). The student support team as a professional learning community. In Johnson, C. D. & Johnson, Sharon K. (Eds). Building Stronger School Counseling Programs. (p.17-36) Spons Agency: Office of Educational Research and Improvement (ED), Washington, DC.
Eddy, J., Richardson, B. K., & Allberg, W. R. (1982). Strategies for maintaining and increasing counselors’ use of time for counseling. School counselor, 30, 122-126.
Eschenauer, Robert & Chen-Hayes, Stuart F. (2005). The transformative individual school counseling model: An accountability model for urban school counselors. Professional School Counseling, 8(3), 244-248.
Fairchild, T. N. (1986). Time analysis: Accountability tool for counselors. School Counselor, 34, 36-43.
Fairchild, T. N., & Zins, J. E. (1986). Accountability practices of school counselors: A national survey. Journal of Counseling and Development, 65, 196-199.
Fairchild, T. N. (1993). Accountability practices of school counselors: 1990 national survey. School Counselor, 40(5), ERIC #: EJ460875.
Fairchild, T. N., & Seeley, T. J. (1994). Time analysis: Still an important accountability tool. School Counselor, 41, 276-280.
Fairchild, T. N., & Seeley, T. J. (1995). Accountability strategies for school counselors: A baker’s dozen. School Counselor, 42(5), 377-392.
Foster, L. H., Watson, T. S., Meeks, C., & Young, J. S. (2002). Single- Subject research design for school counselors: Becoming an applied researcher. Professional School Counseling, 6(2), 146-154.
Green, A., & Keys, S. G. (2001). Expanding the developmental school counseling paradigm: Meeting the needs of the 21st century student. Professional School Counseling, 5, 84-95.
Gysbers, N. C., Hughey, K.F., Starr, M., & Lapan, R. T. (1992). Improving school guidance programs: A framework for program personnel and results evaluation. Journal of Counseling and Development, 70(5), 565-570.
Gysbers, N. C. & Henderson, P. (2001). Comprehensive guidance and counseling programs: A rich history and a bright future. Professional School Counseling. 4(4), 246-256.
Gysbers, N. C. (2002). Comprehensive school guidance programs in the future: Staying the course. In Johnson, C. D. & Johnson, Sharon K. (Eds). Building Stronger School Counseling Programs. (p. 145-154) Spons Agency : Office of Educational Research and Improvement (ED) , Washington, DC.
Gysbers, N. C. (2004). Comprehensive guidance and counseling programs: The evolution of accountability. Professional School Counseling, 8(1), 1-14.
Gysbers, N. C. (2005). Comprehensive school guidance programs in the United States. 基礎教育學報,14卷,1期 ,49-60頁。
Hobbs, B., & Collison, B. (1995). School-community agency collaboration: Implication for the school counselor. The School Counselor, 43(1), 58-65.
House, R. M., & Martin, P. J. (1998). Advocating for better futures for all students: A new vision for school counselors. Education, 119(2), 284-291.
House, R.M., Martin, P. J., & Ward, C. C. (2002). Changing School Counselor Preparation: A Critical Need. In Johnson, C. D. & Johnson, Sharon K. (Eds). Building Stronger School Counseling Programs. (p. 185-208) Spons Agency : Office of Educational Research and Improvement (ED) , Washington, DC.
Hutchinson, R. L., Barrick, A. L., Groves, M. (1986). Functions of secondary school counselors in the public schools: Ideal and actual. The school counselor, 34, 87-91.
Johnson, S., & Johnson, C. D. (2003). Results based guidance: A systems approach to students support programs. Professional School Counseling, 6(3), 180-184.
Lapan, R. T. (2001). Results-Based comprehensive guidance and counseling programs: A framework for planning and evaluation. Professional School Counseling, 4(4), 289-299.
Lapan, Richard T., Gysbers, Norman C. & Petroski, Gregory F.(2003). Helping seventh graders be safe and successful: A statewide study of the impact of comprehensive guidance and counseling programs. Professional School Counseling, 6(3), 186-197.
Lee, C. C., & Workman, D. J.(1992). School counselors and research: Current status and future direction. The School Counselor, 40, 15-19.
Lewis, J. A., Lewis, M. D., Daniels, J. A. & D’Andrea, M. J. (2003).Community Counseling-Empowerment Strategies for a Diverse Society. Pacific Grove : Brooks/Cole.
Mitchell, L. K. & Hardy, P. L. (2002). The impact on future guidance programs of current developments in computer science, telecommunications, and biotechnology. In Johnson, C. D. & Johnson, Sharon K. (Eds). Building Stronger School Counseling Programs. (p.289-302) Spons Agency : Office of Educational Research and Improvement (ED) , Washington, DC.
Partin, R. L. (1983). Time management for school counselors. The School Counselor, 30, 280-284.
Partin, R. L. (1993). School counselors’ time: Where does it go? The School Counselor, 40, 274-281.
Paisley, P. O., McMahon, G. (2001). School counseling for the 21st century: challenges and opportunities. Professional School Counseling, 5(2), 106-115.
Sink, C. A. & MacDonald, G. (1998). The status of comprehensive guidance and counseling in the United States. Professional School Counseling. 2(2), 88-94.
Trevisan, M. S. & Hubert, M. (2001). Implementing comprehensive guidance program evaluation support: Lessons learned. Professional School Counseling, 4(3), 225-228.
Walsh, M. E., Barrett, J. G., & Depaul, J. (2007). Day-to-day activities of school counselors: Alignment with new directions in the field and the ASCA National Model®. Professional School Counseling, 10(4), 370-378.
Wilgus, E., & Shelley, V. (1988). The role of the elementary school counselor: Teacher perceptions,expectations and actual functions. School Counselor, 35, 259-266.
Wilkinson, C. M. (1988). “Where dose the time go?” A personal perspective. School Counselor, 35(5), 370-376.
Whiston, S. C. (2002). Response to the past, present, and future of school counseling: Raising some issues. Professional School Counseling, 5(3), 148-155.
Zins, J. E. (1984). A scientific problem-solving approach to developing accountability procedures for school psychologists. Professional Psychology: Research and Practice, 15, 56-66.