政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/144040

政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/144040

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政大典藏 > College of Education > MA Program of Counseling and Guidance > Theses > Item 140.119/144040

Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/144040

Title:	建構拒學輔導團隊之行動研究 An Action Research on Constructing School Refusal Counseling Team
Authors:	王任羽 Wang, Ren-Yu
Contributors:	陳婉真 Chen, Wan-Chen 王任羽 Wang, Ren-Yu
Keywords:	拒學系統合作行動研究 School Refusal Systemic Collaboration Action Research
Date:	2023
Issue Date:	2023-04-06 17:59:29 (UTC+8)
Abstract:	拒學意指抗拒上學的行為表徵，常伴隨學生對上學焦慮、恐懼與不安的心理狀態。本研究分析個體、家庭、整體社會文化在拒學成因中扮演的角色，因此看到系統合作對拒學個案的重要性。綜合了國內外的拒學、系統合作等相關介入，本研究以行動研究法探索本土拒學輔導團隊的建構歷程。研究者身兼團體帶領者，先後帶領了兩組輔導團隊，輔導團隊的組成包含拒學個案的導師、輔導教師、家長。研究者帶領輔導團隊從個人困境發想、行動、反省到再行動，逐漸形塑系統合作的氛圍，並據此提出「拒學輔導團隊的關鍵合作因子」。合作因子有四：首先，輔導團隊需要固定聚會，並交流個案的拒學相關資訊；再來，團體會探索個案的拒學發展脈絡，了解拒學個案的心理需求；緊接著，輔導團隊開始對個案的到校目標形成共識，維持合理的、最低限度的到校目標；最後，成員能依目標修正過去的期待與行動，並觀察個案的適應狀況。輔導團隊的最終目標是希望讓個案感受到系統成員的穩定陪伴，能減少被迫上學的焦慮感。透過反覆的覺察與行動，輔導團隊的成員間彼此互相學習，也互相鼓勵與支持，在所有成員的共同努力之下，形成能穩定涵容個案的拒學輔導團隊。 School refusal refers to the behavior of resisting going to school, which often accompanies students` psychological state of anxiety, fear and worry. This study analyzes the roles of individuals, families, and overall social culture in the causes of school refusal, and thus sees the importance of systemic collaboration for school refusal students. Combining domestic and foreign interventions such as systemic collaboration, this study explores the construction process of indigenous school refusal counseling teams by means of action research. The researcher, who is also a group leader, has successively led two groups of counseling teams. The counseling team is composed of homeroom teacher, guidance teacher, and parents of school refusal student. The researcher leads the counseling team to think, act, reflect and act again from the personal predicament, and gradually shapes the atmosphere of systemic collaboration, and based on this, put forward “the key cooperation factors of the school refusal counseling team". There are four cooperation factors: First, the counseling team need to have meetings regularly and exchange information about the student; Secondly, the group will explore the development of the school refusal behavior and understand the psychological needs of the student; Then, a consensus is formed on the student`s school attendance goal, and a reasonable and minimum school attendance goal is maintained; Finally, members can revise their past expectations and actions according to the goal, and observe student`s adaptation status. The ultimate goal of the counseling team is to make the student feel stable and reduce the anxiety of being forced to go to school. Through repeated awareness and action, members of the counseling team learn from each other, encourage and support each other, and with the joint efforts of all members, form a school refusal counseling team that can stably contain student.
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Description:	碩士國立政治大學輔導與諮商碩士學位學程 109172005
Source URI:	http://thesis.lib.nccu.edu.tw/record/#G0109172005
Data Type:	thesis
Appears in Collections:	[MA Program of Counseling and Guidance] Theses

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