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| 题名: | 創傷知情在校園中的實踐：教師經驗探討
Trauma-informed practice in schools: an exploration on teachers' experiences |
| 作者: | 許辰如
Hsu, Chen-Ju |
| 贡献者: | 宋呈澔
許辰如
Hsu, Chen-Ju |
| 关键词: | 創傷知情
校園創傷知情實踐
教師經驗
學生輔導
信任關係
Trauma-informed
Trauma-informed practice in schools
Teachers' experiences
Student counseling
Relationship of trust |
| 日期: | 2024 |
| 上传时间: | 2024-11-01 11:32:06 (UTC+8) |
| 摘要: | 創傷知情實踐的重要性不容忽視，其能夠為受創個體帶來正向助益，然而，目前臺灣校園的創傷知情發展尚未獲得足夠重視與普及。因此，本研究旨在探討國內教師創傷知情實踐的現況與具體經驗，並嘗試建立校園創傷知情的初步框架。
本研究為質性研究，採用一對一半結構式訪談進行資料蒐集，共以七位具備創傷知情實踐經驗之中等教師與輔導教師作為研究對象。於2023年8月至2023年11月進行訪談，本研究運用建構主義紮根理論進行資料分析，並輔以實例進行闡述。本研究結果發現，如下所述：
一、教師對於創傷與創傷知情的理解
教師如何看待創傷議題影響其如何看待個體，實踐創傷知情的重要性包含：建立理解與接納的環境，增進正向行為展現；擴展學生輔導視框，以創傷知情進行個案概念化¬¬；破除精神疾病標籤化迷思，促進心理健康意識；亟需系統合作連結與對話，增進信任與共識。
二、教師創傷知情的實踐經驗歷程與要素
教師實踐創傷知情的歷程，呼應並拓展創傷知情4R原則，即理解創傷的發生、辨識創傷的呈現、整合創傷知識進行回應、防止再次受創的可能。教師創傷知情得以實踐，以「教師具備適切態度與行動展現」、「教師看見輔導具體成效」為兩大核心要素。
三、校園創傷知情的困境與展望
校園創傷知情所面臨的實務困境，包含教師未受過創傷知情訓練、受制於輔導時間的有限性、專業訓練背景差異。增加校園創傷知情人力資源、實踐「正向關係拉動」策略、深化教師創傷知情養成訓練，則作為未來創傷知情持續發展的三個重要面向。
The importance of trauma-informed practice should not be overlooked, as it can bring positive benefits to traumatized individuals; however, the development of trauma-informed practice in Taiwan schools has not yet been sufficiently emphasized and popularized. Therefore, this study aimed to investigate the current situation and specific experiences of trauma-informed practices among teachers in Taiwan and try to develop a preliminary framework for trauma-informed practices in schools.
This study adopted qualitative approach and used a semi-structured interview technique to data collection from total of 7 secondary teachers and school guidance counselors with experience in trauma-informed practice. Interviews were conducted from August 2023 to November 2023, and data were analyzed using Constructivist Grounded Theory and illustrated with examples. The findings of this study are summarized as follows:
1.Teachers' realization of Trauma and Trauma Informed
How teachers view trauma affects how they view individuals. The importance of practicing trauma-informed practice includes: creating an environment of understanding and acceptance to increase the expression of positive behaviors; expanding the counseling frame of reference to conceptualize cases as trauma-informed; dispelling myths about the labeling of mental illnesses to promote mental health awareness; and the need for systematic and collaborative linkages and dialogues to increase trust and consensus.
2.Teachers' experience of trauma-informed practice and practice elements
Teachers' experiences of trauma-informed practice echo and expand on the 4Rs of trauma-informed practice, namely, understanding the occurrence of trauma, recognizing the presentation of trauma, integrating knowledge of trauma in response, and preventing the possibility of re-traumatization. Teachers' trauma-informed practice is based on the core elements of “appropriate attitudes and actions” and “effect of student guidance and counseling work”.
3.Difficulties and Prospects of Trauma-Informed Practice in Schools
The practical dilemmas facing campus trauma-informed programs include the fact that teachers have not been trained in trauma-informed practice, the limited amount of time available for guidance and counseling, and the differences in professional training backgrounds. Increasing campus trauma-informed human resources, practicing the “pull of positive relationship” strategy, and deepening teachers' training in trauma-informed development are three important directions for the future development of trauma-informed programs. |
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| 描述: | 碩士
國立政治大學
輔導與諮商碩士學位學程
110172006 |
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