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題名 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貢獻者 宋呈澔
許辰如
Hsu, Chen-Ju關鍵詞 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 上傳時間 1-Nov-2024 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. 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國立政治大學
輔導與諮商碩士學位學程
110172006資料來源 http://thesis.lib.nccu.edu.tw/record/#G0110172006 資料類型 thesis dc.contributor.advisor 宋呈澔 zh_TW dc.contributor.author (Authors) 許辰如 zh_TW dc.contributor.author (Authors) Hsu, Chen-Ju en_US dc.creator (作者) 許辰如 zh_TW dc.creator (作者) Hsu, Chen-Ju en_US dc.date (日期) 2024 en_US dc.date.accessioned 1-Nov-2024 11:32:06 (UTC+8) - dc.date.available 1-Nov-2024 11:32:06 (UTC+8) - dc.date.issued (上傳時間) 1-Nov-2024 11:32:06 (UTC+8) - dc.identifier (Other Identifiers) G0110172006 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/154222 - 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) 110172006 zh_TW dc.description.abstract (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。 zh_TW dc.description.abstract (摘要) 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. en_US dc.description.tableofcontents 第一章 緒論 1 第一節 研究動機 1 第二節 研究問題與目的 5 第三節 名詞釋義 6 第二章 文獻探討 9 第一節 教師在校園輔導中的角色與重要性 9 第二節 創傷的認識與理解 16 第三節 創傷知情的探究與運用 22 第三章 研究方法 31 第一節 研究方法 31 第二節 研究參與者 32 第三節 研究工具 33 第四節 研究程序 36 第五節 資料處理與分析 38 第六節 研究倫理 42 第四章 研究結果 43 第一節 教師對於創傷與創傷知情的理解 43 第二節 教師創傷知情的實踐經驗歷程與要素 60 第三節 校園創傷知情的推動困境與展望 94 第五章 研究討論 105 第六章 研究結論與建議 119 第一節 研究結論 119 第二節 研究限制 122 第三節 研究貢獻與建議 123 第四節 研究者反思 127 參考文獻 129 附錄一 訪談大綱（教師版） 139 附錄二 訪談大綱（輔導教師版本） 140 附錄三 研究邀請函 141 附錄四 訪談同意書 142 附錄五 研究結果檢核回饋表 143 zh_TW dc.format.extent 1758297 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0110172006 en_US dc.subject (關鍵詞) 創傷知情 zh_TW dc.subject (關鍵詞) 校園創傷知情實踐 zh_TW dc.subject (關鍵詞) 教師經驗 zh_TW dc.subject (關鍵詞) 學生輔導 zh_TW dc.subject (關鍵詞) 信任關係 zh_TW dc.subject (關鍵詞) Trauma-informed en_US dc.subject (關鍵詞) Trauma-informed practice in schools en_US dc.subject (關鍵詞) Teachers' experiences en_US dc.subject (關鍵詞) Student counseling en_US dc.subject (關鍵詞) Relationship of trust en_US dc.title (題名) 創傷知情在校園中的實踐：教師經驗探討 zh_TW dc.title (題名) Trauma-informed practice in schools: an exploration on teachers' experiences en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 文崇一、楊國樞（2000）。調查訪問法。載於楊國樞、文崇一、吳聰賢、李亦園（主編），社會及行為科學研究法（下冊，615-656頁）。東華書局。 王文科、王智弘（2017）。教育研究法（十七版）。五南出版。 王麗斐、杜淑芬（2017）。Working WISER：臺灣學校輔導工作模式之本土化發展與建置。載於陳秉華（編），多元文化諮商在臺灣（初版，613-648頁）。心理。 王麗斐、杜淑芬、羅明華、楊國如、卓瑛、謝曜任（2013）。生態合作取向的學校三級輔導體制：WISER模式介紹。輔導季刊，49（2），4-11。 王麗斐、趙容嬋（2018）。生態合作取向之WISER三級輔導工作模式。Journal of Counselling Profession，1，27-35。 刑志彬、許育光（2014）。學校心理師服務實務與模式建構初探：困境因應與專業發展期待分析。中華輔導與諮商學報，39，117-149。 朱美娟（2021）。紮根理論研究方法：不同陣營之間的比較與選擇。市北教育學刊，68，1-22。 宋宥賢（2015）。重拾失落的笑靨：兒童虐待心理治療處遇與成效之探究。台灣心理諮商季刊，7（1），12-39。 宋宥賢（2016）。臺灣校園專任輔導教師角色職責構建與專業定位促進之探究。新社會政策，46，115-124。 宋宥賢（2020）。臺灣學校輔導系統之發展：邁向系統觀點與專業資源整合。新社會政策，68，50-59。 宋宥賢、陳思帆（2022）。「在荊棘中邁向真實自我」：跨性別女性向父母現身之歷程研究。教育心理學報，54（2），357-384。 李維倫、賴憶嫺（2009）。現象學方法論：存在行動的投入。中華輔導與諮商學報，25，275 - 321。 杜淑芬（2013）。WISER學校輔導工作模式於關係霸凌輔導之應用。輔導季刊，49（2），17-26。 杜淑芬（2015）。國小導師成功處理兒童欺凌行為的輔導策略分析。教育實際與研究，28（1），99-130。 沈亦錡（2009）。受虐兒童在藝術治療團體中情緒經驗轉化之敘說研究〔未出版之碩士論文〕。臺北市立教育大學。 沈珮琴（2012）。結構家族治療概念在團體上的應用：以帶領受暴安置家園團體經驗為例。輔導季刊，48（1），12-19。 阮光勛（2014）。促進質性研究的品質與可信性。國教新知，61（1），92-102。 周宛青（2017）。高等教育國際化下臺灣本籍生整體學習經驗質性研究。臺灣教育評論月刊，6（4），228-254。 林婕雅（2018）。閩客通婚子女的文化認同：對臺灣未婚青年之探討〔未出版之碩士論文〕。國立臺灣師範大學。 林淑君（2009）。受虐兒童青少年之團體諮商介入策略。輔導季刊，45（2），19-29。 林淑君（2018）。生態系統取向班級輔導活動設計實施與成效：以建立班級友善氣氛為例。中華輔導與諮商學報，52，81-112。 林淑華、吳芝儀（2017）。美國學校輔導諮商發展史及對台灣學校輔導工作之啟示。輔導季刊，53（2），48-59。 林綺雲、葉霖、姜映佐、賴楨希（2022）。在創傷復原和調適過程中重整意義。諮商與輔導，433，47-51。 洪玉玲（2021）。「輔導連線10分鐘」的力與美—教師輔導知能研習創新。中等教育，72（3），102-106。 胡幼慧、姚美華（2008）。一些質性方法上的思考：信度與效度？如何抽樣？如何收集資料、登陸與分析，載於胡幼慧（編），質性研究：理論、方法及本土女性研究實例（第二版，117-132頁）。巨流。 范瓊尹（2021）。高中教師情緒勞務、工作滿意度與專業耗竭之相關研究〔未出版之碩士論文〕。國立暨南國際大學。 留佩萱（2016年7月4日）。是壞孩子，還是受了傷的孩子？──從美國「創傷知情學校」談起。About Counseling。https://reurl.cc/NqdLYn 高淑清（2008）。質性研究的18堂課—首航初探之旅。麗文文化。 張心怡、唐景俠、馮瑞鶯（2021）。創傷知情健康照護之實務。護理雜誌，6（3），81-89。 張佳雯（2021）。焦點解決取向諮商心理師之替代性復原力研究〔未出版博士論文〕。國立臺灣師範大學。 張晏淋（2020）。談美國創傷知情學校對臺灣原鄉學校輔導工作的啟示。輔導季刊，56（4），73-80。 張高賓（2013）。喚醒他們的愛：親子遊戲治療對於提升施虐父母的親職功能及改善受虐兒童情緒困擾之成效。教育心理學報，44，499-520。 張莉莉（2002）。性侵害倖存少女心理劇治療歷程與結果之個案研究〔未出版之博士論文〕。國立臺灣師範大學。 張閔淳、陳慧娟（2021）。青少年童年逆境經驗之探究及校園創傷知情實踐。中等教育，72（3），81-101。https://doi.org/10.6249/SE.202109_72(3).0023 許哲瑛（2022）。複雜性創傷後壓力症候群復原歷程的敘說探究〔未出版之碩士論文〕。國立暨南國際大學。 許維素（2022）。焦點解決短期治療對於創傷復原的工作理念。輔導季刊，58（2），43-54。 連綠蓉（2023）。創傷知情在學校輔導工作上之應用。諮商與輔導，451，30-32。 陳保成（2022）。學校輔導工作檢討—校園輔導工作面臨之困境。諮商與輔導，433，2-5。 陳婉真、江守峻、邱郁涵、彭秀玲、洪雅鳳（2018）。「輔導教師與心理師的跨專業合作量表」之編製研究：輔導教師的觀點。測驗學刊，65（4），341-365。 陳婉真、戴芳儀、宋宥賢、江守峻（2021）。國中導師對於輔導工作的觀點與挑戰：從專業典範差異看導師與輔導老師之跨領域合作。輔導與諮商學報，43（1），57-90。 陳淑珍（2002）。一位受虐兒童在沙戲治療歷程之分析研究〔未出版之碩士論文〕。國立臺南大學。 陳筱婷（2015）。校園危機事件的創傷與復原經驗之自我敘說。家庭教育雙月刊，53，32-41。 陳曉婷（2022）。導師觀點—「處境式輔導」經驗對學校三級輔導體制之省思。諮商與輔導，433，56-60。 鈕文英（2021）。質性研究方法與論文寫作（三版）。雙葉書廊。 黃筱涵、陳婉真（2023）。長期心理治療的人際經驗改變—心理師的觀點。輔導與諮商學報，45（1），71-97。 楊國如（2013）。校園輔導團隊之WISER模式運作案例實務簡介。輔導季刊，49（2），12-16。 楊淑貞（2010）。創傷復原與療癒歷程之探索：以表達性藝術治療為例。台灣藝術治療學刊，2（1），73-85。 萬文隆（2004）。深度訪談在質性研究中的應用。生活科技教育月刊，37（4），17-23。 廖建銘（2022）。成人童年逆境經驗者人格特質、心理韌性與生涯自我效能之相關研究〔未出版之碩士論文〕。國立臺灣師範大學。 趙文滔（2015）。中小學輔導教師跨系統合作之成功經驗探究。家庭教育與諮商學刊，19，1-31。 趙文滔、陳德茂（2017）。中小學輔導教師在跨專業系統合作中的挑戰：可能遭遇的困境、阻礙合作的因素以及如何克服。應用心理研究，67，119-179。 蔡素玲（2019年9月20日）。為什麼教師需要創傷知情（一）。Peace Body Mind從個人身心平衡到社群系統和諧。https://reurl.cc/GeyLgW 蔡素玲（2019年9月26日）。為什麼教師需要創傷知情（二）。Peace Body Mind從個人身心平衡到社群系統和諧。https://reurl.cc/9VNLxO 賴宜雯（2022）。接受與承諾治療（ACT）於創傷情緒經驗。諮商與輔導，434，5-8。 謝曜任（2013）。從WISER模式談專任輔教師的角色與功能。輔導季刊，49（3），13-18。 Australian Childhood Foundation. 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