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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

輔導員的聲望與受輔者的人格特質對受輔意願的影響

江進發 Unknown Date (has links)
這個研究是利用類似輔導情境的實驗方法,從特質與處理交互作用的觀點,探討輔導員的聲望與受輔者的人格特質對受輔意願的影響。實驗的自變項有三:聲望(分學歷聲望、經歷聲望、控制組等三種)、權威性人格(分權威,非權威二種),內外控取向(分內控、外控二種)。依變項是受輔意願,包括求助意願、坦露意願、了解感受、真誠感受、可信感受、助益感受與關切感受七個項目。 研究的假設有七: 1.輔導員聲望的不同不會顯著的造成受輔意願的差異。 2.權威性的受輔者和非權威性的受輔者在受輔意願上無顯著的差異。 3.內控的受輔和外控的受輔者在受輔意願上無顯著的差異。 4.輔導員的聲望與受輔者的權威性人格對受輔意願沒有顯著的交互影響作用。 5.輔導員的聲望與受輔者的內外控取向對受輔意願沒有顯著的交互影響作用。 6.受輔者的權威性人格與內外控取向對受輔意願沒有顯著的交互影響作用。 7.輔導員的聲望與受輔者的權威性人格,內外控取向對受輔意願沒有顯著的交互影響作用。 實驗的方法採用 3 ×2 ×2多因設計。108名男性受試者和120名女性受試者係自18班高二學生當中選取。取樣時,以修訂F量表分數的上、下各33%劃分權威、非權威,以洛特內-外量表分數的上、下各33%劃分外控、內控。實驗處理的進行是讓受試者聽一段輔導晤談錄音。學歷聲望組,輔導員被形容是個學歷高,頭銜好的輔導者;經歷聲望組,輔導員被描述為經驗豐,表現好的輔導者;控制組,則無任何有關輔導員聲望的描述。 研究的結果依假設的次序,分述如下: 1.男生部分,在真誠感受、可信感受、助益感受與關切感受上,學歷組高於經歷組;而在真誠感受與助益感受上,控制組也高於經歷組;其餘各項,聲望的主要影響均未達顯著的水準。女生部分,聲望對受輔意願的影響均未達顯著的水準。 2.男生部分,在關切感受上,權威組高於非權威組;其餘各項,權威性人格的主要影響均未達顯著水準。女生部分,在真誠感受上,權威組高於非權威組;其餘各項,權威性人格的主要影響均未達顯著水準。女生部分,在真誠感受可信感受上,權威組高於非權威組;其餘各項,權威性人格的主要影響,則未達顯著水準。 3.男生部分,內外控取向對受輔意願的主要影響,未達顯著水準。女生部分,在助益感受上,內控組高於外控組;其餘各項,內外控取向的主要影響則未達顯著水準。 4.不論男生部分或女生部份,聲望與權威性人格對受輔意願的交互作用效果,均未達顯著水準。 5.不論男生部分或女生部份,聲望與內外控取向對受輔意願的交互作用效果,均未達顯著水準。 6.男生部分,在求助意願與坦露意願上,外控權威組高於外控非權威組,內控非權威組也高於外控非權威組;其餘各項,權威性人格與內外控取向的交互作用效果,則未達顯著水準。女生部分,權威性人格與內外控取向對受輔意願的交互作用效果,均未達顯著水準。 7.男生部分,在可信感受上,學歷外控權威組高於經歷內控權威組和經歷內控非權威組;其餘各項,聲望與權威性人格、內外控取向的交互作用效果,則未達顯著水準。女生部分,聲望與權威性人格、內外控取向對受輔意願的交互作用效果,則均未達顯著水準。 針對上述的研究結果,研究者分別加以解釋和討論,並對未來的研究,提出建議。
2

國中校長領導型式輔導教師教育背景對輔導教師工作滿足之影響

任晟蓀 Unknown Date (has links)
國民中學各項教育目標中,以促進學生身心健全發展、學習適應、生活調適、職業陶冶、以及擁有基本的知識和完美的人格最為重要。而此皆有賴輔導工作的導引促其實現;是故輔導工作實已成當今國民中學靈魂之所在。然輔導工作在國中的推展,則以校長的領導與輔導教師的策劃最為重要;校長是否能有效領導?輔導教師所受的專業教育背景是否足以勝任輔導工作之策劃與實施?以及輔導教師的工作滿足情形為何?皆為當今學校輔導工作應予重視的問題,因此,本研究的主要目的在探討國中校長領導型式與輔導教師教育背景對輔導教師工作滿足的影響。 本研究的樣本採分層系統取樣法,分別取自台灣省各縣市及台北市、高雄市所屬之國民中學。每個受試者分別填答二種問卷,計出寄出四八八份問卷,經追蹤收回後共得四二一份,再刪除廢卷,餘有效問卷為四一O份。 資料處理採用4×3多因子獨立樣本設計,自變項有二:一為校長的領導型式,係根據「領導行為描述問卷」得分分類而成,分別包括高關懷高倡導、高關懷低倡導、低關懷高倡導、低關懷低倡導四種類型。二為輔導教師教育背景,係依據教育部台(62)參字第五二六七號令,區分為輔導本科系、相關科系、其他科系三種。依變項則為輔導教師的工作滿足,乃為根據「明尼蘇達滿足問卷」所改編的「輔導教師工作滿足問卷」上的三種得分,將輔導教師工作滿足,分成外在滿足、內在滿足、一般滿足三種。再根據上述三種工作滿足的得分,分別進行三次N不相等變異數分析。若達.05顯著水準,則進行薛費氏法事後比較工作。 本研究共計五章、十四節,第一章為緒論,旨在闡述研究動機與目的,提出研究問題與假設,確定範圍與步驟等。第二章為文獻探討,分別就工作滿足、領導型式、教育背景三方面詳加探討,作為本研究理論依據。第三章為研究設計與實施,分別就研究樣本的選取、使用的工具和資料處理方式提出說明。第四章結果與討論。第五章結論與建議,乃就研究結果發現,提出結論與具體建議,俾供參考。 研究結果發現:(1)輔導教師工作滿足確因校長不同的領導型式而有所差異。無論在外在滿足、內在滿足上、一般滿足上,皆以高關懷高倡導型最佳,低關懷低倡導型最差。而高關懷型又優於低關懷型,高倡導型也優於低倡導型。(2)輔導教師的內在滿足會因教育背景的不同而有所差異。其他科系與相關科系皆優於本科系。(3)校長領導型式與輔導教師教育背景對輔導教師工作滿足無顯著的交互作用。 據此,本研究建議:(1)培養國中校長對領導理論的瞭解與應用之能力。(2)促進國中校長對輔導工作之重視與推展。(3)健全國中輔導工作組織與充實輔導工作設施。(4)確立國中輔導工作經費專款專用制度。(5)全力支持輔導教師專心從事輔導工作。(6)充實全體教職員基本輔導概念。(7)促進國內輔導系、所,質與量的均衡發展。(8)提倡能力本位的輔導師資訓練制度。(9)擴大辦理輔導教師在職進修制度。(10)確立執行秘書與輔導教師的合法地位。(11)樹立輔導工作的新形象。(12)合理地調整輔導教師工作待遇或給予適當地職務加給。(13)建立全國輔導工作溝通綱(14)對未來研究類似問題時應注意事項之建議。
3

台灣區國民就業輔導政策及實施之研究

劉廣平 Unknown Date (has links)
國民就業輔導,導為經濟發展整體中重要之一環,同時亦即一項重要的社會服務工作,台灣近十餘年來,經建計劃逐步推行,工業發展突飛猛進,但以人口增加,青少年需要就業者益多,同時人力需求的技能條件升高,使人力供需調配漸成問題,潛在性異動性,及技術性的失業,又隨工業結構變動日趨嚴重,農村勞力外移,影響農業生產,而企業界需要的技術工人,又供不應求,此等均是急須解決的問題。國民就業輔導工作的實施,必要針對這供需不協調的情形,予以對症下藥,謀求徹底解決,因而使我們經建更成功,社會更繁榮。筆者不敏,學識淺溥,不揣愚味,卻願追求探討我國國民就業輔導政策及實行諸問題。期能在師長剴切指導之下,對國民就業輔導工作,作一概括性與系統性的了解,然後並希將研究所得供諸國家社會,以利我國國民就業輔導之推行。 本文計分七章,綜述我國國民就業輔導之有關工作,探求其原因與實行結果,並扼要地提出檢討與建議,各章內容簡介如下:第一章緒論。說明本文研究的動機與範圍研究態度與方法。第二章國民就業輔導的基本功能。分別探討勞動力供應量與需要量之問題。第三章國民就業輔導之基本工作。由職業資料、職業指導、職業介紹、職業訓練等方面加以研究。第四章我國國民就業輔導之起因。從經濟、社會、教育及政治等因素加以分析。第五章我國國民就業輔導政策。由國父遺教,總統言論所提示的方法,以及執政黨和政府當局釐定推行的政策,加以闡述。第六章台灣地區國民就業輔導的實施。由職業指導,職業介紹、職業資料、職業訓練等實施加以探討。第七章結論。提出綜合檢討與建議,及展望未來。 本文撰寫期間,承張師明誠詳定章節,逐章批閱。張師慶凱、江師炳倫、楊師承彬、鎮師天錫等賜予指導,墾切啟迪,始克有成。師恩情重,沒齒難忘,今後盼能更進一步研究,方不負諸師長諄諄之教誨與期望。 本文資料蒐集工作,蒙張師明誠函介,分別向中央黨部薜副秘書長人仰,及省社會處邱處長創煥,徐主任學陶、高雄區中心金主任培基,台北市國民就業輔導處巫處長鈞連等先進請教,並惠贈資料,在此一併致謝。
4

國民中學導師尋求輔導室支援及其相關因素之探討

郭書毓 Unknown Date (has links)
為了解目前國民中學導師背景變項(性別、年齡、年級別、導師年資、清楚輔導室服務項目、接受過輔導相關訓練)、學校環境變項(學校班級數、學校區位、學校行政支持)與其尋求輔導室支援(尋求輔導室支援之原因、不尋求輔導室支援之原因、感覺愉快之因素、感覺不舒服之因素、期待輔導室提供服務、整體滿意度、與尋求輔導室支援頻率)之關係,以大台北地區國民中學導師425人為研究對象,運用研究者自編之「國中導師對輔導室支援服務經驗調查量表」,獲得所需資料,再以因素分析、變異數分析、逐步迴歸分析、平均數差異顯著性t考驗等方法,進行統計分析。 結果發現: 1、導師尋求輔導室支援原因會因年齡、年級、導師年資、清楚輔導室服務項目、接受過輔導相關訓練、學校班級數、學校區位、學校行政支持等不同而有顯著差異。 2、導師不尋求輔導室支援原因會因性別、導師年資、清楚輔導室服務項目、學校班級數、學校行政支持等不同而有顯著差異。 3、導師尋求輔導室支援時感到愉快的因素,會因年級、清楚輔導室服務項目、學校行政支持等不同而有顯著差異。 4、導師尋求輔導室支援時感到不舒服的因素,會因年齡、導師年資、清楚輔導室服務項目、接受過輔導相關訓練、學校行政支持等不同而有顯著差異。 5、導師期待輔導室提供的支援,會因年齡、導師年資、接受過輔導相關訓練、學校班級數、學校行政支持等不同而有顯著差異。 6、導師對輔導室提供服務的滿意度,會因導師年資、清楚輔導室服務項目、學校班級數、學校區位、學校行政支持等不同而有顯著差異。 7、導師尋求輔導室支援的頻率,會因年齡、清楚輔導室服務項目、學校行政支持等不同而有顯著差異。
5

影響高中學生心理求助過程的決定因素 / The factors which influence senior high school students to seek school counselor's help for their psychological disturbances

吳志祥, Wu, Chih-Hsiang Unknown Date (has links)
本研究主要在了解主客觀上對心理困擾的評估, 自我與社會資源, 對輔導過程和結果的預期及對求助時要付出之代價的評估 ,對高中學生向輔導老師求助意願的影響. 並了解是否有求助障礙存在, 使有求助意願的高中學生無法順利求助. 本研究以臺灣北十五所公私立高中高職學校之一年級和二年級學生為受試 ,實得有效樣本1259人. 研究的工具包括 ,身心症狀量表 ,自我與社會資源量表 ,輔導預期量表, 及自編之, 自我評估量表 ,求助意願量表 ,求助代價量表, 再加上基本資料問卷研究的主要發現有: 影響高中學生求助意願的主要因素為預期是否喜歡輔導老師, 對輔導老師角色的預期, 對時間代價的在乎和對接受輔導之負向感受的預期, 其解釋力佔總解釋量的36.1%主客觀對心理困擾的評估和求助意願沒有相關, 其次, 曾主動向輔導老師求助者對接受輔導之負向感受的預期和輔導非專業的預期要低於未曾求助與曾被動求助者, 曾主動求助者對於是否喜歡輔導老師的預期要高於未曾求助與曾被動求助者. 另有28.2% 的受試者曾有向輔導老師求助的意願, 卻因自己沒有時間, 覺得輔導老師沒有時間, 不知道如何和輔導老師約時間或沒有勇氣等求助障礙而未去求助. 依研究結果提出以下對輔導工作的建議: 1.加強學生對個別輔導的認識, 使學生了解個別輔導進行的方式 2.輔導老師應主動積極的接觸學生, 給予學生真誠親和的印象, 使學生對輔導有正向的預期 3.了解學生對輔導的認識儘可能的澄清學生對輔導的誤解 4.輔導老師應讓學生能透過更多元的管道得到幫助, 並教導學生如何覺察自己的心理困擾及心理健康對個人的重要 5.教育行政人員應協調提供輔導老師和學生有進行輔導或輔導活動的時間並考慮開設心理衛生等相關課程供學生選修。 / The study was designed to understand if the evaluation of psychological disturbances, the social surport and self copying resources, the expectation about counseling, and the evaluation about help seeking cost will influence the help seeking intention of senior high school students. And is there any obstacle that make students not to seek help, even thay have strong help seeking intention. The subjects came from 15 senior high schools. The total numbers of subjects are 1259.The study used questionaire which edited by researcher. The main found is :"the expectation about if students will like the school counselor" , "the expectation about the school counselor's role", "concern aboutthe cost time " and "the expectation about the feelings of receive counseling" will influencd students' intention of help seeking. And "the evaluation of psy-chological disturbances has no relation with help seeking intention. students who had seeking school counselor's help have more positive expec-tation about counseling than students who had not and students who was forced to receiving help. there are 28.2% subjects who had tried to seek help and because of some obstacles thay did really go to seeking help. The obstacles are: subjects hadno time ,subjects felt that school counselor will have no time, subjects did notknow how to make an appointment with school counseling, and subjects had no encouragement. According to the result, the resarcher proposes that: 1.School counselorsshould help students to know what is counseling and how it proceed.; 2.Schoolcounselors should contact to students more often ,and make students have positive expectations about counselors.; 3. School counselors should correctstudents understanding about counseling.; 4.School counselors should help students to get help from more ways, and teach students the importants of seeking help.; 5.All teachers should make sure that students would have time to seek help ,and school should think about provideing mental-health education.
6

整合導向評估模式之運用-以「教育部輔導工作六年計畫」為例 / A Model of Integration-oriented Assessment-the Six-Year School Guidance Program of the Ministry of Education in Taiwan

鄭崇趁 Unknown Date (has links)
本研究旨在運用「整合導向評估模式」,評斷「教育部輔導工作六年計畫」之優劣成敗。首先以文件分析法探討計畫評估模式之發展、整合導向評估模式主要內涵、教育計畫理論及學校輔導工作原理,作為理論分析之基礎;並概要介紹「教育部輔導工作六年計畫」之計畫綱要、執行紀要、成果摘要及績效提要,作為比對分析之素材。其次以德懷術研究法,確立具體評估指標,並據以編製調查問卷及訪談題網,作為主要研究工具。最後依據問卷調查及訪談結果,比對理論實務,進行評估分析。經由上述研究,獲致以下結論: 一、 整合導向評估模式具有目標模式、CIPP模式及理論導向評估模式之優點,能有效客觀評估中長程行政計畫之優劣。 二、 依據整合導向評估模式,總評「教育部輔導工作六年計畫」認同百分率為72.1,依五大層面優劣排序為: (一)計畫內容層面(77.2), (二)規劃作業層面(76.8), (三)計畫策略層面(76.6), (四)執行過程層面(70.3), (五)執行績效層面(59.7)。執行績效認同百分率未達60,主要原因在輔導工作六年計畫經費縮編,實際執行量僅計畫預估執行量三分之一強。 三、 依據整合導向評估模式二十個向度得分排比,輔導工作六年計畫之「規劃作業程序」、「方案架構」、「方法策略」及「目標策略」四個評估向度上具有中長程計畫之優點與特色,在「量的績效」、「成果績效」、「質的績效」及「專業支援」四個向度上,則呈現了不足與缺失。 四、 各類不同人員對於輔導工作六年計畫之評價不一,以性別而言,男性認同度高於女性;以職務而言,輔導室主任、校長認同度較高;以服務單位而言,國中、國小人員認同度極顯著高於大專校院人員;以服務年資而言,呈現服務年資愈長認同度愈高之明顯趨勢;以輔導專業背景而言,計畫直接受益者(修畢二十學分或十學分者,知能研習36小時以上者)認同度較高。 五、 教育部輔導工作六年計畫總目標達成度約四成,第一階段目標達成度約六成,第二階段目標達成度約五成,第三階段目標達成度約僅三成。 六、 教育部輔導工作六年計畫重點工作中,由計畫性輔導工作轉化為學校經常性輔導工作,多數需三至五年,建立輔導專業人員証照制度則需六至十年。 本研究從三方面提出建議: 一、 在計畫評估方面:推廣整合導向評估模式之運用。 二、 在輔導工作方面:包括(1)設置青少年問題與輔導研究中心、(2)建立青少年文化與心理態度指標、(3)推展學校本位教師進修(輔導知能)制度、(4)發行教師輔導知能護照、(5)系統規劃教師輔導學生職責、(6)建置階層式輔導網絡系統、(7)全面推動認輔制度及生涯輔導、(8)規劃問題家庭扶助支援系統、(9)推動學校訓輔整合,規劃教學、訓導、輔導人員最佳互動模式與內涵、(10)推展選替性(另類)教育方案、及(11)建立輔導專業人員証照制度等。 三、 在教育計畫作為方面:包括(1)全面推動嚴謹之中長程施政計畫、(2)策訂滾進式中長程計畫、(3)加強培育教育計畫人才、(4)建立教育計畫執行機制、(5)推動統合式年度校務計畫等。 / This study is to use an integration-oriented assessment method to evaluate the implementation results of the "Six-Year School Guidance Program of the Ministry of Education" in Taiwan. To give a theoretical basis of this study, a literature review is first applied as part of the methodology to analyze the program's assessment methods and the implications of the integration-oriented assessment method in this program. To this end, it also analyzes education planning theories and student counseling services at schools. The study also provides a brief introduction to the Ministry of Education's "Six-Year School Guidance Program," and the program's implementation process, achievements and performance efficiency. The Delphi method is later applied to ensure the study's assessment indicators based on which a questionnaire and a number of questions for interview are designed. The results of the survey and interview, in comparison with those of the theoretical analysis in the literature review, are finally studied. Results: 1. The integration-oriented assessment method was found to boast of the benefits of the target-oriented, CIPP and theory-oriented assessment methods, so it is a method that can be used to analyze mid-term and long-term administrative projects more efficiently and objectively. 2. Following the integration-oriented assessment method, the Ministry of Education's "Six-year School Guidance Program" gained an average score of 72.1, with the five studied aspects being scored as follows: a. Program Contents: 72.2 b. Planning: 76.8 c. Program Strategy: 76.6 d. Implementation process: 70.3 e. Efficiency: 59.7 The performance efficiency failed to score more than 60 because the budget set aside for this program has been slashed while only a bit more than one third of the expected works have been completed. 3. According to the analysis results acquired through the integrated-oriented assessment method, the Six-year School Guidance Program's "planning process," "framework," "methodology strategy" and "target strategy" were found to own the benefits and characteristics of a mid-term and long-term program. In terms of efficiency in "quantity," "achievement," "quality" and "professional support," the program has instead shown deficiency and incompleteness. 4. Different groups of respondents in the questionnaire and interview have also shown a significant variety of opinions over the guidance program. In terms of gender, the program was considered more acceptable to males than females. In terms of occupation, school principals and directors of guidance offices found themselves more satisfied with the program than other colleagues.In terms of school, those who work at primary or junior high schools found the program more acceptable than those who work at colleges or universities. In terms of service years, it has apparently shown a tendency that the program is more satisfactory to senior personnel. As for professional background, those who can benefit directly from the program found it more helpful. 5. The Ministry of Education has managed to complete about 40 percent of the school guidance program's overall goals. In the first stage, the ministry managed to achieve about 60 percent of its goals. In the second stage, it completed about 50 percent, while only 30 percent were fulfilled in the third stage. 6. Judging from the target works of the guidance program, it was found that it would take three to five years for most of the planned projects to become routine guidance works at school. It was also found that it would take six to ten years to set up a qualification system for professional student counseling workers. Suggestions: 1. In terms of program assessment, it is highly recommended to promote such a method as integration-oriented assessment. 2. In terms of guidance services, it is suggested to establish a research center on juvenile problems and student guidance affairs, to build evaluation indicators on youth culture and mentality, to push forward a school-based teacher in-service training program on school guidance and to issue aptitude passports for qualified guidance teachers. It is also suggested to systematically regulate teachers' duties in student guidance, to build a multi-level guidance networking system, to comprehensively enforce a guidance adoption system for career planning and to design an aid package for problematic families. Moreover, it is suggested to integrate the disciplinary and guidance works for better interaction between school disciplinary and guidance personnel, to promote alternative education programs, and to set up a qualification system for professional counseling workers. 3. In terms of education planning, it is suggested to extensively push forward well-designed mid-term and long-term administrative work plans, to formulate progressive mid-term and long-term policies, to strengthen the training of education talents, to establish an education program implementation mechanism, and to enforce comprehensive annual school plans.
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我國中小企業輔導政策之研究

梁耀文, LIANG, YAO-WEN Unknown Date (has links)
本論文全文一冊,共分六章十八節,約十三萬餘言。內容大要略如下述: 首章理析中小企業輔導政策的內涵及日、韓二國的輔導措施,且略釋研究動機、範圍 、架構與方法。 次章探溯中小企業問題的緣起、發展的現況,並闡明問題的重要性。 第三章綜述吾國輔導政策的規劃過程、目標、內容與法規體系。 第四章簡除輔導政策的執行機構與其經費人員編制,以及相關的輔導體系;復言及執 行狀況與成效。 第五章係循政策遞嬗流程逐一窺探輔導政策諸問題。 第六章總結全文析論梗要,並嘗試推介一個整合性的輔導策略。
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國中生在輔導情境的被看重知覺與其輔導效果之關係探討 / The Relationship between junior high students' perceived mattering under counseling situation and the counseling effect

張綺芳, Chang, Chi fang Unknown Date (has links)
本研究目的在針對國中生在輔導情境的被看重知覺,以及其對輔導效果之關係進行探討。研究樣本採立意取樣,以台灣地區受輔國中生共303名為研究對象,研究方式為問卷調查法。研究結果發現:在輔導老師的背景變項部分,相關系所在輔導情境的被看重知覺量表得分高於非相關系所,大學程度在輔導情境的被看重知覺量表及輔導效果量表上皆高於研究所程度,年資4-6年及7-9年的輔導教師在這兩個量表上皆高於10年以上者。在受輔國中生部分,兩個量表的研究結果都顯示主動個案得分高於被動個案。在輔導情境的被看重知覺研究結果上,情緒問題及人際問題皆高於家庭問題。在輔導效果的研究結果上,情緒問題及行為問題皆高於家庭問題。而輔導情境的被看重知覺的四個因子:「保護、信任與支持」、「適當引導與反映」、「注意與肯定」及「傾聽」對輔導效果有較高的預測力,顯示在輔導情境中,運用此四個策略能有效增進輔導效果。 / The purpose of this study was to explore the relationship between perceived mattering of junior high students under counseling situation and the counseling effect. This study used purposive sampling. Subjects were 303 Taiwanese junior high students under counseling situation. The way of this survey was questionnaire research method. The results were: in the part of school counselor, the score of perceived mattering under counseling situation scale was higher in the related-graduated department ones than non-related ones. Undergraduate-degree school counselors got higher score in both perceived mattering under counseling situation scale and counseling effect scale then graduate ones. 4-6 year and 7-9 year working-experience school counselors got higher score in both two scales than over 10 year ones. In the part of junior high students under counseling situation, the results of both two scales showed that active clients got higher score in both two scales then passive ones. In perceived mattering under counseling situation scale, clients of emotional problem and interpersonal problem got higher score then clients of family problem. In counseling effect scale, clients of emotional problem and behavior problem got higher score then clients of family problem. In perceived mattering under counseling situation, there were four factors which could highly expect counseling effect. These four factors were: “protection, trust and support”, “properly guidance and response”, “attention and acknowledge” and “listening”. Using these strategies can enhance counseling effect.
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國中輔導教師與專任專業輔導人員跨專業合作經驗探討-以新北市北區為例 / The experience of trans-disciplinary cooperation among the professions of guidance teachers, school counselors, and social workers in junior high school

陳思瑜, Chen, Sz Yu Unknown Date (has links)
「國民小學國民中學及直轄市縣(市)政府置專任專業輔導人員辦法」於民國100年頒布,希望透過專任專業輔導人員的進駐,提供青少年與學校輔導工作更專業的協助,期盼學校中的三級輔導能夠更加健全。本研究旨在探討國中輔導教師與專任專業輔導人員(含學校心理師及學校社工師)的跨專業合作經驗、了解專任專業輔導人員加入學校輔導工作團隊後的影響為何?輔導教師對於專任專業輔導人員的期待為何?   本研究以質性研究的方式,以目前服務於新北市北區國中之輔導教師(包含輔導室行政人員、兼任輔導教師及專任輔導教師)為研究對象,進行一對一半結構深度訪談,共訪談六位。以主題分析法進行歸納、統整所蒐集的訪談資料,將實務工作現場所呈現之資料建構出歸納式結論。   本研究結果發現如下: 一、跨專業合作現況: (一)輔導教師與專任專業輔導人員合作內容包含直接服務與間接服務。(二)輔導教師與不同專業合作有不同的合作方式。(三)各專業在合作中有不同角色。(四)輔導教師、學校心理師及學校社工師三方共同合作機會少 二、跨專業合作對學校輔導工作的幫助: (一) 與專任專業輔導人員合作帶來的幫助:(1)加快處遇、(2)與個案晤談更深入、(3)促進與家長的合作、(4)減輕輔導教師負擔、(5)提供不同觀點。(二)與學校心理師合作帶來的幫助:(1)提升專業信任、(2)跳脫學校教育的角度與個案工作。(三)與學校社工師合作帶來的幫助:(1)整合資源、(2)更清楚法規上的規定。 三、對跨專業合作的期待: (一)對專任專業輔導人員的期待:(1)專任專業輔導人員對學校需求的瞭解、(2)專任專業輔導人員提供穩定校內督導、(3)專任專業輔導人員可協助增強初級預防。(二)對制度的期待:(1)補足目前應有人力、(2)增置校內專任專業輔導人員。 / In 2011, Taiwan Government draw up the regulations for elementary school and junior high school to having the professions of school counselors and social workers. With the new regulations, the professions of school counselors and social workers are expected to improve the profession and quality of school guidance networks. The purpose of this study was to explore the experience of trans-disciplinary cooperation among the professions of guidance teachers, school counselors, and social workers in junior high school. This study also wanted to know were there any impact brought in when the professions got into school guidance teams and know the expectation of guidance teachers. This study used semi-structured interviews to collect data from 6 guidance teachers (including managers and teachers) who work in junior high school in North Dist of New Taipei City. Thematic Analysis is adopted to transcribe, analyze and code all recordings. The main findings of this study were as follows: 1. The situation of trans-disciplinary cooperation: The cooperation contents include direct service and indirect service. When working with different profession guidance teachers have different mode. In trans-disciplinary cooperation processes all of the professions have their own roles. However the chance of trans-disciplinary cooperation among the professions of guidance teachers, school counselors, and social workers is less common. 2. The assistance of trans-disciplinary cooperation: The school counselors and social workers could accelerate treatments, deeply work with clients, promote the cooperation with parents, release guidance teachers’ pressure, and provide different views. The school counselors could upgrade trust of profession and use another role working in the school. The school social workers could integrate the resources and they know more about the laws. 3. The expectation to trans-disciplinary cooperation: The guidance teachers expect that the school counselors and social workers could know more about junior high school, provide stable supervision in school, and help primary prevention. From a policy perspective, the guidance teachers expect that the government could fill the vacancy and recruit full time school counselors and social workers in junior high school.
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英文科學習輔導策略探討--以某專校求助個案為例 / Learning counseling strategies in learning English--for academy school students woth troubles in learning English

汪敏慧, Wang, Min-Hui Unknown Date (has links)
本研究主要的目的在了解英文學習困難個案在英文學習中的困雞與問題、探討在英文學習輔導中可行的輔導策略,以及了解英文學習困難個案在輔導後的自我評估。本研究以十二位自認有英文學習困難的某二專畢生為研究對象,進行多種的輔導策略之個別性諮商,並以每次輔導的記錄進行質的分析。 本研究的研究結果發現:英文學習困難個案在輔導初始階段的主要困難與問題為英文學習焦慮、缺乏英文學習動機、缺乏學習方法、對學習英文有錯誤的觀念、對目前及未來生活感到茫然、關注的需求。而輔導員所採用的輔導策略為支持性的輔導策略、提高英文學習動機的輔導策略、增進英文學習策略的輔導策略及澄清個案學習英文的錯誤觀念。至於英文學習困難個案在輔導後的自我評估為對英文較不害怕、了解學習英文的方法、體會到自己的問題、澄清學習英文的錯誤觀念、肯定及清楚自己的定位及得到關注。 最後,本研究依研究結果對未來研究方向、英文科學習輔導及英文老師教學方面提出討論和建議。

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