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The Development of Collaboration Situation and Expectation between School Counselor and School Psychologist Scale
Chen , Wan-Chen
Chiang , Shou-Chu
Chiu , Yu-Han
Peng , Hsiu-Ling
|Keywords:||心理師; 跨專業合作; 輔導教師 |
interdisciplinary collaboration; psychologist; school counselor
|Issue Date:||2019-10-30 10:23:55 (UTC+8)|
The interdisciplinary collaboration between school counselors and school psychologists is the main policy in current school guidance work. Based on the need to overcome the predicaments in school guidance work, introducing school psychologists into campus is important for increasing the amount of manpower and the level of profession in school guidance. This paper is aim to develop ＂Collaboration Situation and Expectation between School Counselor and School Psychologist Scale＂, which can be separated into ＂Collaboration Situation Scale, CSS＂ and ＂Collaboration Expectation Scale, CES＂. By using quantitative method, we analyzed the effectiveness of interdisciplinary collaboration from the perspective of the school counselors. Before the tests, we interviewed 12 junior- high-school counselors and then used content analysis in order to form the suitable scale items. Afterwards, a total of 138 junior-high-school counselors participated in the pretest study. By the method of item analysis and exploratory factor analysis, three dimensions, collaboration support, professional assistant, and school immerse, were identified in both CSS and CES. Two scales were both self-report five-point Likert-type scales and includes 17 items. In formal test, a total of 399 participants (67 male, 322 female) were included to examine the reliability and validity of the scales from the four areas in Taiwan (North, Middle, South, and East) by using proportional stratified sampling. In reliability, the internal consistency of CSS and CES was satisfactory. The result of confirmatory factor analysis (CFA) indicated the models of CSS and CES were acceptable. Also, in criterion-related validity, CSS was significantly and positively related to work satisfactory, but significantly and negatively related to role pressure. Besides, male school counselors perceived higher level of school immerse of the psychologists than females. Furthermore, three dimensions and overall scores in CES were significantly higher than CSS. In sum, the reliability and validity of CSS and CES are supported, and the scales could explore the interdisciplinary collaborative situation and expectation between school counselors and school psychologists.
|Relation:||測驗學刊, Vol.65, No.4, pp.341-365|
|Appears in Collections:||[教育學系] 期刊論文|
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