「員工協助方案」（Employee Assistance Programs，EAPs）係指在於解決、預防各種影響員工工作績效上的問題，而這些問題的來源可能產生於工作場所、家庭及個人因素。期望透過該方案的執行，能有效的解決員工的問題與困擾，使員工能以健康之身心投入工作、提昇工作績效與促進其工作發展，進而降低員工流動率，提升生產力，減少企業整體福利成本之支出，以增進勞資合諧。 「員工協助方案」源自1917年之美國「職業戒酒方案」（Occupational Alcoholism Program， OAP），因早期最主要之員工問題即「酗酒問題」，之後逐漸擴大為更廣泛之員工個人問題，除了協助員工解決酗酒之問題外，並引進全面健康的概念，教導員工健康生活型態，致力於「預防勝於治療」。台灣最早引進此為天主教會，之後陸續由私人企業、民間服務機構、政府機關及學校單位使用。 研究者刻正於全國之衛生主管機關－行政院衛生署，負責「員工協助方案」之推動，結合衛生署之資源，採用「部分內置、部份外置」之模式，推動「員工協助方案」，透過推動過程中之「參與觀察法」及「深度訪談法」，並以「文獻探討」補其不足，有以下三點研究發現： ㄧ、目前「部份內置、部份外置」之模式，普遍獲得同仁之認同。 二、同仁普遍肯定此方案，惟部份同仁仍感幫助有限。 三、同仁普遍期望在現有的運作模式下，能加強同仁對「心理諮商」之正確認知，並應強調「預防勝於治療」之觀念。 / The Employee Assistance Programs， EAPs， is aimed at solving and prevent every issue that could influence the results of employees’ work. And these issues could come from the working place， from family and could also be individual. We hope to efficiently solve employees’ problems so that they could healthily do their job， enhance their efficiency and let them develop in their work in order to reduce the employee turnover rate and increase productivity. We also hope to reduce the general expenses of enterprises’ cost so that the employers and employees could coexist in harmony. The “Employee Assistance Programs” takes the “Occupational Alcoholism Program， OAP” of the United States in 1917 as a model. The major problem for employees at that time was alcoholism. It then widely became an individual problem. Besides helping employees to solve their alcoholic addiction， they were also introduced the concept of general health， teaching them to live healthily. It strived to “prevent instead of curing”. The catholic religion was the first to ever introduce such a system. It was followed by the private sector， civilian service centers and governmental institutions. The author of this study is responsible of the Department of Health’s Employee Assistance Programs. It combines the resources of the Department of Health to promote the assistance program by adopting a “partially intern and partially extern” model. In the course of such promotion， it uses the “participation and observation model” and the “In-depth Interview Technique”. The shortcomings of the study are completed with “document analysis”. This study has concluded the following three points” 1.The “partially intern and partially extern” model is commonly accepted by employees of the Department of Health. 2.Most employees think that this program is helpful， only a few think it doesn’t. 3.Most employees wish that they could be told more about the correct meaning of “psychological counseling” and the concept of “prevent instead of curing” under this current model.

本研究主要目的在根據落差理論建構大學校院輔諮中心輔導服務品質指標與輔導服務品質影響因素，並編製「輔導服務品質量表」及「輔導服務品質影響因素量表」以探討大學校院輔諮中心輔導服務品質現況。依此目的，本研究首先對專家學者、學務長、輔諮中心主任與學生等23人進行訪談，歸納出大學校院輔諮中心的輔導服務品質包含六大指標：「有形性」、「可靠性」、「反應性」、「保證性」、「體貼性」、「認同性」。影響輔導服務品質有四個影響因素，管理階層認知向度、品質承諾向度、輔導服務人員之知能與態度與宣導與溝通向度。 　　本研究以德懷術專家諮詢編製輔導服務品質量表與輔導服務品質影響因素量表。 　　本研究以問卷調查法探討輔導服務品質與影響因素之間的關係與大學校院輔諮中心輔導服務品質的評估。研究對象為98所大學校院輔諮中心的379位輔導老師，與24所學校的1343名學生。資料分析的方法為t考驗、單因子變異數分析、逐步多元迴歸分析。 　　主要研究結果如下： 　　第一，不同背景輔導老師方面：(一)公立學校和私立學校的輔導老師對於其所服務學校輔諮中心的輔導服務品質與輔導服務品質影響因素的評估沒有差異。(二)一般大學和技職院校輔導老師對於其所服務學校輔諮中心的輔導服務品質與其影響因素的評估沒有差異。僅在影響因素的組成因素「員工適配」方面有差異。(三)北一區、北二區、中區以及南區四區大學校院輔諮中心的輔導老師對於其所服務學校輔諮中心的輔導服務品質與輔導服務品質影響因素的評估沒有差異。僅在輔導服務品質指標的「有形性」方面有差異。(四)男性和女性輔導老師對於其所服務學校輔導服務品質的評估沒有差異，但是對影響因素的評估有差異。(五)不同年資輔導老師對於其所服務學校輔諮中心輔導服務品質與輔導服務品質影響因素的評估沒有差異。(六)不論是主任、專任輔導老師、專任心理師、資教輔導老師對於其所服務學校輔導服務品質的評估沒有差異。在影響因素方面，輔導主任的評估都較其他老師較好。(七)不論輔導老師的背景為輔諮專業、相關科系或是非輔諮專業，對於其所服務學校輔導服務品質與輔導服務品質影響因素的評估沒有差異。在影響因素方面組成因素方面有差異。(八)不同教育程度的輔導老師對於其所服務學校輔導服務品質與輔導服務品質影響因素的評估有顯著差異。 　　第二，不同背景學生方面：(一)男學生和女學生對於其所就讀學校輔導服務品質的評估有差異。(二)公立學校和私立學校學生對於其所就讀學校輔諮中心的輔導服務品質的評估沒有差異。(三)不同性質學校學生對於輔導服務品質的評估有差異。(四)不同年級學生對於輔導服務品質的評估有差異。(五)有接受輔導服務經驗的學生比無接受輔導服務經驗的學生對輔諮中心輔導服務品質的評估較好。 　　第三．輔導服務品質指標與輔導服務品質影響因素組成因素之間的關係。(一)「品質承諾」、「控制力」對於輔導服務品質的「有形性」較具有預測力。(二)「員工適配」、「目標設置」、「加強宣導」、「工作標準化」與「學生需求調查」對於輔導服務品質的「可靠性」較具有預測力。(三)「員工適配」、「水平溝通」、「加強宣導」、「學生需求調查」、「監控系統」與「工作標準化」對於輔導服務品質「反應性」較具有預測力。(四)「員工適配」、「控制力」、「加強宣導」、「水平溝通」、「監控系統」與「學生需求調查」對於輔導服務品質「保證性」較具有預測力。(五)「員工適配」、「加強宣導」、「工作標準化」對於輔導服務品質「體貼性」較具有預測力。其中「員工適配」為主要預測變項。(六) 「品質承諾」、「加強宣導」、「水平溝通」、「團隊合作」與「目標設置」對於輔導服務品質的「認同性」較具有預測力。 　　最後，根據研究結果對輔導實務工作及未來相關研究提出建議以供參考。 / The main purpose of this research was to construct fundamental indicators of counseling service quality, develop an inventory of counseling service quality, and assess counseling service quality of university counseling centers. This research was conducted under three processes. First, semistructured interviews of professional scholars, deans of student affairs, directors of counseling center and students were conducted. Six indicators of counseling service quality were obtained from analyzing the responses as follows: tangibility, reliability, responsiveness, assurance, empathy and identification. The determinants of counseling service quality involved managers’ perception of students’ expectations, management commitment to service quality, counselors’ competence and attitude, as well as propagation and communication. Several specific criteria emerged for each of the determinants. Second, the inventory was constructed under the framework of literature review and Delphi method. The inventory was finally sent to 379 counselors and 1343 students from 24 universities in Taiwan. The data was analyzed by t-test, one-way ANOVA, and stepwise regression. Our findings are summarized below: First, regarding counselors of different backgrounds: (1) No differences were found between the public and private university counselors in perceived counseling service quality. The same results were found between counselors of differing seniority. (2) The perceived “employee-job fit” of university counselors was better than that of those from vocational university. (3) The perceived tangibility of the first district in northern universities was greater than that of southern universities. (4) There were disparities in the assessment of determinants of counseling service quality between male and female counselors. The same was true with counselors of different professional backgrounds. (5) The perceived counseling service quality of the director and counselors with doctorate degrees from the university counseling center was better than that of other counselors. Second, students with different backgrounds: (1) The perceived counseling service quality was different between males and females, universities and technological universities, different grades, and possessing or not possessing prior counseling experience. (2) No differences were found between public and private university students in perceived counseling service quality. Third, the relationship between counselor service quality indicators and factors of counselor service quality: (1) The criteria of management commitment to service quality and perceived control were the two major factors in predicting the tangibility of counseling service quality. (2) The criteria of “employee-job fit”, goal-setting, propagation-enhancement, task standardization, and student request investigation were the five major factors in predicting the reliability of counseling service quality.3. The criteria of “employee-job fit”, horizontal communication, propagation-enhancement, student request investigation, supervisory control systems, and task standardization were the six major factors in predicting the responsiveness of counseling service quality.4. The criteria of employee-job fit, perceived control, propagation-enhancement, horizontal communication, supervisory control systems, and student research orientation were the six major factors in predicting the assurance of counseling service quality. (5) The criteria of employee-job fit, propagation-enhancement, and task standardization were the six major factors in predicting the empathy of counseling service quality.(6) The criteria of management commitment to service quality, propagation-enhancement, horizontal communication, teamwork and goal-setting were the four major factors in predicting counseling service quality. Based on the results of this study, we have proposed some suggestions and provided reference materials for the counseling profession as well as for the pursuit of further research in this area.

本研究旨在瞭解台灣地區大學生的網際網路使用行為、性別、社會焦慮與網路諮商意願、生活適應問題接受網路諮商意願之關係。首先，瞭解大學生之網際網路使用行為、社會焦慮、網路諮商意願、生活適應問題接受網路諮商意願之現況，以及其間之性別差異。其次，在瞭解網際網路使用行為與網路諮商意願、生活適應問題接受網路諮商意願之關係；性別與網路諮商意願、生活適應問題接受網路諮商意願之關係；社會焦慮與網路諮商意願、生活適應問題接受網路諮商意願之關係；性別與匿名與否之交互作用；社會焦慮與匿名與否交互作用。 本研究受試者透過網路收集，國內外各大學院校之大學生共484位（國內大學院校學生人，在國外唸書的中國學生人），男性大學生247位，女性大學生237位，所採用之工具為「網際網路使用行為問卷」、「互動焦慮量表」、「網路諮商方式意願調查表」、「生活適應問題接受網路諮商意願調查表」四種。研究中所採用之統計方法包括皮爾森積差相關、多變量變異數分析、典型相關。 本研究之主要結果如下： 一、大學生上網找尋資料、閱讀文章或發表文章的頻率以每天一次以上的人數最多（64.9％），上網與他人交談或寄信回信的頻率，以每天一次以上的頻率最高（48.8％）。每次上網找尋資料、閱讀文章或發表文章的時間，以每次一小時至一小時59分最多（42.1％）。每次上網與他人交談或寄信回信的使用時間，以每次一小時以下最多（45.7％）。對整體網際網路使用滿意度上，逾半數表示滿意，各項網際網路功能中，E-mail、WWW、BBS為大學生的最愛。 二、男性大學生的網際網路使用率高於女性大學生。在每次上網找尋資料、閱讀文章、發表文章、與他人交談、寄信回信的使用時間上，女性大學生平均使用時間皆高於男性大學生。整體網際網路使用經驗滿意度，女性大學生高於男性大學生。 三、全體大學生在面對權威人物與陌生情境時，皆易感到社會焦慮，社會互動情境易覺得緊張、不自在。男性大學生在面對權威人物、陌生情境及社會互動情境焦慮，較女性大學生易有焦慮的情形。 四、不匿名網路諮商與需要見面網路諮商，大學生接受意願最低。匿名且不需見面網路諮商，男女大學生接受度最高。不匿名且需要見面網路諮商，接受度最低。需要見面網路諮商在匿名與不匿名兩種情況下，男性大學生接受意願皆高於女性大學生。 五、大學生對生活與生涯適應問題，願意採取不匿名網路諮商，在性、愛、人際關係、家庭關係、身心困擾，皆傾向匿名網路諮商。男女大學生在生活與生涯適應，願意採取不匿名網路諮商，其餘皆傾向匿名網路諮商。 六、大學生網際網路使用行為的不同，並未在匿名情況下之網路諮商意願達到顯著差異。 七、大學生在網際網路使用次數、每次使用時間等各行為上的不同，在不匿名情況下之網路諮商意願，並未達到顯著差異，但對網路使用經驗滿意度高之大學生，對網路諮商的接受意願較高。 八、大學生在網際網路使用行為上的不同，在生活適應問題接受網路諮商意願上，並未達到顯著差異。 九、在匿名情況下，男性大學生在「需要見面網路諮商」的網路諮商意願上，較女性大學生有較高的意願。 十、在不匿名情況下，男性大學生在「需要見面網路諮商」的網路諮商意願上，較女性大學生有較高的意願。 十一、男性大學生在面臨「性、愛、人際關係」生活適應問題時，較女性大學生願意採取匿名的方式接受網路諮商。 十二、大學生的社會焦慮，匿名情況下，在接受網路諮商的意願上，並未有顯著正相關。 十三、越具有「權威人物與陌生情境焦慮」與「緊張彆扭」社會焦慮大學生，越不傾向接受，在不匿名情況下之「不需見面網路諮商」與「需要見面網路諮商」的網路諮商。 十四、大學生的社會焦慮，與生活適應問題接受網路諮商意願，並未有顯著的正相關。 十五、大學生的性別與匿名抑否未呈現顯著交互作用，匿名抑否達顯著差異。在「不需見面網路諮商」，大學生在接受網路諮商意願上，接受匿名方式的意願，高於不匿名方式。在「需要見面網路諮商」，大學生在接受網路諮商意願上，接受匿名方式的意願，高於不匿名方式。 十六、大學生的社會焦慮與匿名抑否未有顯著交互作用，匿名抑否達顯著性差異。在「不需見面網路諮商」，大學生在接受網路諮商意願上，接受匿名方式的意願，高於不匿名方式。在「需要見面網路諮商」，大學生在接受網路諮商意願上，接受匿名方式的意願，高於不匿名方式。 十七、全體大學生其性別、網際網路使用行為、社會焦慮、網路諮商意願、生活適應問題接受網路諮商意願之間，顯著的具有典型相關，較常使用Netmeeting的大學生，不論在匿名或不匿名情況下之「需要見面網路諮商」，有較高的接受意願，對「性、愛、人際關係」之生活適應問題，對網路諮商也有較高的接受度。 本研究根據上述結果加以討論，並提出若干建議以供未來研究及教育與輔導工作之參考。

本研究的主旨，在採討非指導性諮商技巧，對普遍具有權威性人稱的國中學生，其運用的效果如何。 因此我們要研究諮商技巧與諮商效果的關係，在諮商技巧方面，我們控制三項非指導性諮商的主要技巧即; 投契、反映與解釋。在諮商效果方面，我們根據諮商服務評量表(CSAB)把它分為三個因素。利用實際的諮商情境，來研究此三項諮商技巧與三項諮商效果的標準是否有相關。受輔人諮商理由不同，在諮商效果的評分上是否有差異。諮商技巧的是否合乎標準、受輔人性別的不同，在諮商效果的評分上是否有差異。 有六所國中參與本研究，七位在國中服務的指導活動老師，為本研究的輔導員。到參與本研究的國中指導活動國中指導活動中心接受諮商的學生，為本研究的受輔人。 本研究共收集了三十五個諮商的錄音個案，由一位教授兩位研究生當裁判，根據研究者所修訂的諮商技巧評量表，加以評量。此量表經過信度與效度的考驗，都超過01顯著度。裁判的評量結果，分為三項諮商技巧分數。以諮商技巧在標準分數以上的個案之分數，和受輔人於接受諮商後，在諮商服務評量表的評分，所得約三項諮商效果分數，分別求相關。 受輔人接受諮商的理由不同，其在諮商效果上評分的差異，則用單因素變異數分析法加以研究。 諮商技巧的是否合乎標準、受輔人性別均不問，在諮商效果評分上的差異，則用雙因素變異數分析法加以研究。 研究的結果有如下的發現: 第一、諮商技巧與諮商效果之間有顯著相關。 第二、諮商技巧「技契」，與諮商效果的標準「獲得資料」、「諮商助益」之間有顯著相關。 第三、諮商技巧「反映」，與諮商效果的標準「獲得資料」、「諮商助益」之間有顯者相關。 第四、三項諮商技巧與諮商效果的標準「解決衝突」之間均無顯著相關。 第五、諮商技巧「解釋」，與諮商效果的三項標準之間均無顯著相關。 第六、受輔人接受諮商的理由不同，其在諮商效果的評分上，無顯著差異。 第七、諮商技巧的是否合乎標準，及受輔人的性別不同，在諮商效果的評分上，無顯著差異。 研究發現的結果，在本文中並詳加討論。

本論文以自我敘說的方式探索生命經驗，呈現我如何在與創傷的關係中，那種無法解決痛苦的痛苦中，一步步地幫助自己從幻幕到真實。在這樣的歷程中，學習如何在信任與不信任關係中苦苦掙扎，冒險敞開自己的心，努力學習與他人「分享」脆弱與羞愧，學習向外尋求支持與幫助。同時，對內，則很努力地修復與自己疏遠的關係，學習當個我想成為的好媽媽，傾聽我內在小孩的需求。 我的歷程，並非直線性地一步步從幻幕走向真實，而是在虛幻與真實間、在遺棄與接觸內在孩童間不斷來來回回，緩慢螺旋向下的歷程。最終，成人的我，帶著害怕關係斷裂的恐懼、因照顧自己而產生的罪惡感，仍願意為了我的內在小孩，採取行動照顧她的需求，維護自己的界限，讓內在小孩在這過程中，經驗到自己的價值。進而承諾自己，不再遺棄我的內在小孩。希望我的經歷，能夠對與我有類似經歷的人有幫助、能夠讓諮商師對這類型的個案有更深的理解。 在我往內走向真實的歷程中，我同時身為實習諮商心理師，我不只接受諮商與治療，我也在諮商、治療別人，同時，我也在接受督導，督導象徵權威，我也在處理我與權威間的關係，我們彼此間的議題，都會互相碰撞影響。有時候，我的議題會影響我諮商個案，尤其當我身為新手治療師，對自己有很高的期望，當我看到自己還過不去的議題影響到諮商時，我也會對自己又氣又急可又很無奈，也曾因此懷疑過自己是否適合當個諮商師。可是慢慢地，我開始接納自己的狀態、接納自己也是個人，不是個完美的諮商師，當我對自己有愈多接納跟允許時，我也對個案有更多的涵容，希望我的經歷能對其他實務工作者能夠有所助益。 / This thesis explored life experience of the author, presented how the author overcame the trauma and marched forward to the real from illusion by self-narrative process. In the process of recovering, I learned how to make balance when struggling in the relationship of believing and unbelieving, open my mind to others, share the vulnerable and shame and ask for help. At the same time, from the inside of my heart, the cold and detached relationship to the inner child was gradually rebuilt and a good-enough-mother who was able to listen to the needs of inner child was formed. The process of the recovering was not straightly going from illusion to real but moving back and forth between the illusion and real, and the abandon and contact inner child, again, again, and again. Finally, the adult part of me overcame the fear of broken relationship and the guilty of taking care of myself to care for the needs of inner child and establish the boundary between me and others. The inner child experienced the self-value in this process. Moreover, a promise for not abandoning the inner child again was established firmly by the adult. As the process of going to real, I was both a client and an intern counselor; besides, I was supervised. The supervisor symbolized the authority; therefore, I was also dealing with the authority issue. The issue between me and the authority also influence both of us. Sometimes, my issue also influenced my clients, especially when I was a freshman who had high expectation to herself. When the issue that was not yet been overcome effected the counseling, I was mad and disappointed at myself. Step by step, in the processing of recovery, I started to accept that situation and accept that I was also a human and an imperfect counselor. With the increasing acceptance, I contained my clients more. I hope my experience may be able help the client who had the same experience and help the counselor to understand the client deeply.

本研究主要目的為探討實習諮商心理師的工作壓力、自我照顧重視知覺及自我照顧行為之間的關係。諮商心理師是個工作壓力特殊的行業，需要自我照顧來調節自己的工作壓力及維持專業服務的品質，而實習生是此工作的新手，對於其自我照顧狀態更需被關注。然而國外文獻中指出心理師有自我照顧不足的趨勢，在這樣的長期工作壓力及照顧不足的狀況下，容易令其陷入耗竭、同理疲乏等損傷的狀況。研究者認為若要增加諮商心理師的自我照顧能力或行為，在學習階段將自我照顧的概念或行為放入教育單位或實習單位的訓練中，讓實習諮商心理師知覺到其對自我照顧是重視的，應有助於諮商心理師執行自我照顧行為，此種知覺重視度的概念，稱為自我照顧重視知覺。然而國外的研究報告指出教育單位或實習單位並沒有積極提供自我照顧的相關課程或訓練，國內亦沒有探討實習諮商心理師知覺教育訓練單位對於自我照顧重視度的研究，且有關實習生的自我照顧研究亦不多，因此本研究欲探討此主題。研究者以問卷調查方式收集國內143位全職實習諮商心理師的資料，進一步以差異分析、相關分析及階層迴歸分析等統計方法來了解其現況及工作壓力、自我照顧重視知覺及自我照顧行為三者間的變項關係。 本研究結果指出:1.實習諮商心理師在實習期間有低程度的工作壓力，其中較高的是「專業角色壓力」以及「與督導有關的壓力」，而自我照顧重視知覺及自我照顧行為也皆為中等程度。2.實習於大專院校的實習諮商心理師，工作壓力顯著高於在高中/職及醫療院所實習的實習諮商心理師；另外大學畢業於心理相關科系及非相關科系的實習諮商心理師，其工作壓力顯著高於大學畢業於心理諮商本科系的實習諮商心理師。3.實習諮商心理師的工作壓力與自我照顧重視知覺之間達顯著低度負相關，工作壓力與自我照顧行為達顯著低度負相關，自我照顧重視知覺與自我照顧行為達顯著中度正相關。4.工作壓力在自我照顧重視知覺與自我照顧行為關係中具調節效果。研究者根據上述研究結果進行討論並對實務及未來研究提出建議。 / This study examined the relation between work-stress, perceptions of self-care emphasis, and self-care behavior among a convenience sample of 143 counseling psychology graduate students. Specifically, this study proposed that there would be a relation between graduate trainee’s perceptions of self-care emphasis and graduate trainee’s self-care behavior and that this relation would be modified by work-stress of the graduate trainee. A non-experimental designed examined the linear relations among the 3 variables, which were assessed by two measures modified by the authors (work-stress scale of陳俊任 (2012) and perceptions of self-care emphasis questionnaire of Goncher, Sherman, Barnett, & Haskins (2013)) and the self-care behavior scale of張吟慈 (2008). Results of this study showed that (1) graduate trainees had low level work-stress , moderate level perception of self-care emphasis , and moderate level self-care behaviors during internship , (2) The work-stress of graduate trainee intern in colleges is greater than in high school and in the hospital, and the work-stress of graduate trainees graduated from the department of non-psychology is greater than from the department of psychology , (3) there was a low level significant negative relation between work-stress and perceptions of self-care emphasis positive, a low level significant negative relation between work-stress and self-care behaviors, and a moderate level significant positive relation between perceptions of self-care emphasis and self-care behaviors, (4) The test for modification as outlined by Baron and Kenny (1986) demonstrated support by the survey data as perceptions of self-care emphasis was a positive predictor of self-care behaviors and that this relation was modified by work-stress. Implications for training programs are addressed, and recommendations for individual and systemic changes to promote a culture of self-care within graduate training in professional psychology are provided that should be helpful for promoting enhanced self-care behavior among psychology graduate students.

本研究旨在理解一位女性諮商師諮商性侵害加害人的經驗，包含個體主觀知覺的心理衝擊、調適與突破困境的歷程，以及此經驗對她的專業工作以及個人生活上的影響。 研究的開端，是由研究者到監獄觀察性侵害加害人團體所經驗到的心理衝擊出發，逐漸聚焦至關注女性諮商師與性侵加害個案工作的經驗。 本研究採用敘說研究方法，以「整體—內容」分析法將研究參與者「白菜」的工作經驗彙整成一篇故事，並進行後續的詮釋與討論。 從白菜的敘說中可以發現到，由於工作所帶來的碰撞，其個人內在的經驗可區分為兩大主題：「內在自我間的分裂與衝突」以及「在性侵害工作中所引發的性焦慮」，而白菜一直不斷努力地進行自我的接納與整合的調適。同時，在此調適過程中，也看見白菜在她的工作場域中進行著「外在性別角色的覺察與改變」的歷程。此外，本研究並以「諮商師的專業發展與成長」之軸線來討論白菜的經驗敘說，研究者看見一位女性諮商師投注在性侵害治療工作中，每當面臨到心理衝擊或「卡住」時，就不斷地向內反覆思索並向外尋求可幫助自己繼續前行的出口，然後再整合成新的觀點，回到實務工作或私人生活中嘗試突破，而這歷程是來來回回，循環不息地發生的。 研究之末，依循研究結論並綜合白菜所述及研究者個人的認識與體悟，對性侵害治療工作人員所需要的後續關懷，提出建議。而研究者也由自己身為一位研究者與一位諮商工作者的角色進行反思對話，研究者並體認到，研究的歷程其實也是一段貼近自己的歷程，接觸性侵害加害人，無論是對研究者或參與者來說，都開啟了對另一個世界的認識，這個經驗震盪了她們的生命信念，幫助她們看見了自己在「性」、「罪惡」和「犯罪」等議題上的限制，但也同時為她們指引了成長的方向。 / The purport of this study is to understand the experience of a female counselor who works with sex offenders, including the psychological impact that the individual has perceived subjectively, and her course of self-adjustment and breaking through the predicament, and furthermore these experiences influence her professional work and personal life. The beginning of this study is to describe the psychological impact that the researcher perceived while going to the jail for observing the group composed by sex offenders, and gradually to focus on the experience of the female counselor who counsels the sex offenders. The study adopts narrative research approach. The researcher wrote down the study participant's work experience as a story in the "holistic-content" analytic method, and then interpreted and discussed it. From the narrative of the study participant ,Cabbage, the researcher discovered that because of the conflict the work brought , her internal experience was divided into two themes：“internal division and conflict” and “sexual anxiety caused from the sex offenders treatment”. However, Cabbage engaged in the adjusting course of self-admittance and self-integration hard. At the same time, the researcher also observed that Cabbage went through “the awareness and change of the external sex role”. In addition, this study discusses the narrative of Cabbage with the axis of “professional development and growth of the counselor”. The researcher saw a female counselor working on the treatment of sex offenders, whenever suffered psychological impact or impasse, she considered inwards and looked for the method to continue going ahead, and integrated into a new viewpoint to get back to the practice work or the private life for trying to break through predicament. The course happened circularly. In the end of the study, relying on the conclusion of the study, the synthesis of Cabbage’s narrative and the researcher's personal understanding, the researcher proposed some suggestions to the demand of the people who work with sex offenders. The researcher also introspected from taking as a researcher and a counselor' roles, and realized that the study was actually a journey towards herself. The experience of getting along with sex offenders, no matter for the researcher or the participant, has opened another world. It shakes their life faith, but also helps them to see their own restriction on such topics as “the sex“, “the guilt” and “the crime”, etc., as well as guided them the direction of growing up.

本論文目的在藉由研析美國聯邦政府採購規則、歐盟採購指令及大陸政府採購法救濟制度，並比較GPA爭端解決機制及我國政府採購救濟制度，論述政府採購協定適用主體、適用客體及其爭端解決機制，從中尋求GPA與我國政府採購救濟制度規範不一致之處，為與政府採購協定之爭端解決機制之規範一致，並建立一個公平、公正及公開爭端解決機制，以吸引更多國外廠商來台參與投標，並帶動國際貿易商機。本研究結論建議如下： 一、建立異議及申訴前之諮商制度，經由爭議廠商與採購機關之事先諮商，有助爭端事先解決，以機先解決爭議。 二、廢除異議前置失權效規定，賦予爭議廠商得直接提起申訴之權，以加速程序進行並保障採購廠商應有之權益。 三、放寬異議及申訴主體資格，廠商採購權益之相關利害關係人，即得具有提出申訴之主體資格，以擴大解決採購紛爭。 四、增加異議或申訴之原因與事由，擴及未違反法令或條約、協定，廠商政府採購權益直接或間接遭受損害，即得提起救濟，以擴大行政自我預先審查功能與範圍。 五、採公開審議程序，以維護政府採購審議公平、公開審理，並保障申訴廠商之採購權益，避免造成書面審議失去公平判斷之可能。 六、明確規範暫停採購程序事由，避免事後因無法即時改正招標機關錯誤採購行為，而影響異議人之權益。 七、改正採購爭議審議委員會審議判斷，以符合政府採購協定（GPA）救濟有效性之要求。 / The purpose of the research is to study the inconsistency between GPA and Government Procurement Act in Taiwan by analyzing the subject, object and the dispute settlement mechanism and making comparison among U.S Federal Acquisition Regulation (FAR), EU Procurement Directives and China Government Procurement Law dispute settlement .In order to attract more foreign firms to participate in the vendors, and promote international trade opportunities. The main conclusion of the research is as follows: 1. It is suggested to establish a consultation mechanism to assist disputing parties to discuss and resolve their differences prior to the protests and appeals. 2. It is advised to add “causes and reasons” to protest and appeal on Government Procurement Act of Taiwan to expand administrative function and the scope of self-examination in advance. 3. In consideration of the interests of the vendors, it is recommended to abolish the regulation on the loss of efficiency right without protest. 4. To ensure the interests of the complained vendors, it is advised to broaden the qualification of objections and appeals. 5. Implement a transparent and open public review process to maintain the fairness of government procurement and secure the interests of the complained vendors. 6. It is important to define suspend procurement procedure clearly to avoid jeopardizing the rights of complaining suppliers and the entity. 7. In order to comply with the effectiveness of the relief requested under Government Procurement Agreement (GPA), it is necessary to correct the review decision of the Complaint Review Board for Government Procurement (CRBGP).