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題名 建構拒學輔導團隊之行動研究
An Action Research on Constructing School Refusal Counseling Team作者 王任羽
Wang, Ren-Yu貢獻者 陳婉真
Chen, Wan-Chen
王任羽
Wang, Ren-Yu關鍵詞 拒學
系統合作
行動研究
School Refusal
Systemic Collaboration
Action Research日期 2023 上傳時間 6-Apr-2023 17:59:29 (UTC+8) 摘要 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. 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國立政治大學
輔導與諮商碩士學位學程
109172005資料來源 http://thesis.lib.nccu.edu.tw/record/#G0109172005 資料類型 thesis dc.contributor.advisor 陳婉真 zh_TW dc.contributor.advisor Chen, Wan-Chen en_US dc.contributor.author (Authors) 王任羽 zh_TW dc.contributor.author (Authors) Wang, Ren-Yu en_US dc.creator (作者) 王任羽 zh_TW dc.creator (作者) Wang, Ren-Yu en_US dc.date (日期) 2023 en_US dc.date.accessioned 6-Apr-2023 17:59:29 (UTC+8) - dc.date.available 6-Apr-2023 17:59:29 (UTC+8) - dc.date.issued (上傳時間) 6-Apr-2023 17:59:29 (UTC+8) - dc.identifier (Other Identifiers) G0109172005 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/144040 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 輔導與諮商碩士學位學程 zh_TW dc.description (描述) 109172005 zh_TW dc.description.abstract (摘要) 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。 zh_TW dc.description.abstract (摘要) 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. en_US dc.description.tableofcontents 第一章 緒論 1第一節 研究背景與動機 1第二節 研究問題與研究目的 6第三節 名詞釋義 7第二章 文獻探討 8第一節 拒學的定義與內涵 8第二節 拒學之問題成因 13第三節 學校中的拒學輔導策略 19第四節 建構拒學輔導團隊的重要性與挑戰 22第五節 行動研究建構拒學輔導團隊的適用性 28第三章 研究方法 32第一節 拒學行動研究 32第二節 研究參與者 34第三節 研究工具 40第四節 研究設計與流程 43第五節 研究資料的分析 46第六節 研究倫理 50第四章 研究結果 51第一節 第一輪團體－小軒輔導團隊的行動歷程 51第二節 第一輪團體檢討 64第三節 第二輪團體－小妍輔導團隊的行動歷程 67第四節 第二輪團體檢討與研究者反思 83第五節 拒學輔導團隊的關鍵合作因子 86第五章 討論 91第一節 拒學輔導團隊的循環發展歷程 91第二節 拒學現象的反思 94第六章 結論與建議 96第一節 研究結論 96第二節 實務建議 99第三節 研究限制與未來研究建議 101參考文獻 103附錄一 訪談大綱 116附錄二 焦慮自我評估量表（GAD-7） 117 zh_TW dc.format.extent 3081519 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0109172005 en_US dc.subject (關鍵詞) 拒學 zh_TW dc.subject (關鍵詞) 系統合作 zh_TW dc.subject (關鍵詞) 行動研究 zh_TW dc.subject (關鍵詞) School Refusal en_US dc.subject (關鍵詞) Systemic Collaboration en_US dc.subject (關鍵詞) Action Research en_US dc.title (題名) 建構拒學輔導團隊之行動研究 zh_TW dc.title (題名) An Action Research on Constructing School Refusal Counseling Team en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 王星勻（2012）。兒童分離焦慮症引起拒學之探討與介入。諮商與輔導，316，33-36。http://doi.org/10.29837/CG.201204.0014王震武（2002）。升學主義的成因及其社會心理基礎－一個歷史觀察。本土心理學研究，17，3-65。http://doi.org/10.6254/2002.17.3王麗斐、杜淑芬（2009）。臺北市國小輔導人員與諮商心理師之有效跨專業合作研究。教育心理學報，41（S），295-320。王麗斐、杜淑芬、趙曉美（2008）。國小駐校諮商心理師有效諮商策略之探索性研究。教育心理學報，39（3），413-434。https://doi.org/10.6251/BEP.20070808江學瀅、蔡順良（2009）。一名拒學症青少年藝術創作歷程中的投射認同現象。台灣藝術治療學刊，1（1），71-93。http://doi.org/10.29761/JTAT.200906.0005何金針、陳秉華（2007）。臺灣學校輔導人員專業化之研究。稻江學報，2（2），166-183。何縕琪（2004）。運用社區資源輔導中輟復學生之行動研究。慈濟大學教育研究學刊，1，59-101。余安邦、楊國樞（1989）。社會取向成就動機與個我取向成就動機：概念分析與實徵研究。中央研究院民族學研究所集刊，64，51-98。http://doi.org/10.7116/BIEAS.198906.0051吳宜真（2013）。中輟生的輔導困境與預防。諮商與輔導，332，61-63。吳芝儀（2003）。累犯暴力犯罪者犯罪生涯及自我觀之發展與演變。犯罪學期刊，6（2），127-176。http://doi.org/10.29607/ZHWHGX.200312.0003宋宥賢（2017）。臺灣國中中輟輔導復學資源運用之困境與相關挑戰：以生態系統論整合國中輔導教師觀點為例。臺北市立大學學報，48（2），53-84。http://doi.org/10.6336/JUTEE.4802.003杜淑芬（2018）。諮商師透過諮詢與教師合作處理學生問題行為之行動研究。教育實踐與研究，31（1），39-70。周怡敏（2005）。走出暗夜－一個懼學症孩子家長的敘說〔未出版之碩士論文〕。國立台灣師範大學。林家興、洪雅琴（2001）。學校人員對國中輔導工作及專業輔導人員試辦方案之評估研究。教育心理學報，32（2），103-120。http://doi.org/10.6251/BEP.20010104洪美鈴、王麗斐、陳秀蓉（2021）。拒學青少年輔導介入模式之初探。中等教育，72（3），15-38。http://doi.org/10.6249/SE.202109_72(3).0020洪美鈴、曹國璽（2017）。ACT 治療取向應用－以青少年拒學個案為例。輔導季刊，53（4），61-73。洪美鈴、郭豐榮（2017）。拒學現象之生態系統觀點。諮商與輔導，380，31-37。夏林清、鄭村棋（1989）。行動科學：再實踐中探討。張老師文化。徐芸萱（2015）。國中輔導教師如何突破與導師合作困境之經驗歷程研究〔未出版之碩士論文〕。國立臺北教育大學。高淑芳、陸洛（2001）。父母管教態度與國中生升學考試壓力感受之關係。應用心理研究，10，221-250。張虹雯、江瑞豐（2005）。拒學症學童的三次治療。輔導季刊，41（2），14-20。http://doi.org/10.29742/GQ.200506.0003張臻萍（2010）。國中輔導教師與導師之溝通與衝突經驗的探究〔未出版之碩士論文〕。國立臺灣師範大學。張馥媛（2006）。拒學行為之衡鑑與治療－功能模式取向。諮商與輔導，244，19-23。http://doi.org/10.29837/CG.200604.0007教育部（2020）。全國法規資料庫。取自https://law.moj.gov.tw/LawClass/LawAll.aspx?PCode=H0070015教育部（2021）。各級學校基本資料。取自https://depart.moe.edu.tw/ed4500/News.aspx?n=5A930C32CC6C3818&sms=91B3AAE8C6388B96梁雲霞（2009年11月25-27日）。學生能夠自主學習嗎？華人教師對自主學習觀點之探究〔論文發表〕。小學教育國際研討會2009，香港。郭燕玉、沈玉培（2014）。應用卡片媒材輔導拒學國中生實例。諮商與輔導，348，34-37。陳如意（2018）。拒學國中生的主要照顧者之生活經驗探究〔未出版之碩士論文〕。國立臺南大學。陳婉真、黃禎慧、侯瑀彤、江守峻、洪雅鳳（2018）。心理師與學校輔導合作經驗初探: 北部地區心理師之觀點。輔導與諮商學報，40（1），25-44。曾端真（2000）。兒童拒學症的評估與輔導（下）。諮商與輔導，170，34-38。http://doi.org/10.29837/CG.200002.0003黃光國（2004）。儒家社會中的生活目標與角色義務。本土心理學研究，22，121-193。楊舒涵（2012）。拒學孩童的親子互動與輔導策略。諮商與輔導，316，21-24。http://doi.org/10.29837/CG.201204.0008楊舒涵（2015）。有校歸不得的孩子－由生態系統合作的角度探討校園內的拒學現象。台灣心理諮商季刊，7（4），14-43。蔣立德、林亮吟、廖芳玫（2015）。嚴重社交退縮對學生長期不到校之影響分析調查。北市醫學雜誌，12（3），34-41。http://doi.org/10.6200/TCMJ.2015.12.3.05鄭增財（2006）。行動研究原理與實務。五南。Almeida, M. 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