| Summary: | 碩士 === 國立彰化師範大學 === 輔導與諮商學系所 === 93 === The research aims to illustrate the effects of the SFBC program on the guidance cognitive models for the guidance teachers in the high school. Six high school guidance teachers attending the SFBC program are involved in the research. The qualitative research method is adopted in this study. In accordance with the purposes and the questions of the study, the guidance cognitive models and the effects of the SFBC program on the guidance cognitive models are explored by analyzing the word-by-word texts of the interviews before and after the SFBC program. The research results are as follows:
1. The guidance cognitive models of the high school guidance teachers:
Before the SFBC program, the guidance teachers’ cognition of the student problem includes pathological attribution, personal values, and personal belief and upbringing. 12 strategies which the guidance teachers employ when they deal with the student problem are induced. They are basic counseling skills, comprehending the whole event, encouraging the students, telling right from wrong, emphasizing senses of responsibility, moving the students with affection to their parents, analyzing and interpreting, offering suggestions, insight orientation, changing environment, setting goals by the teachers and keeping a close watch on the students.
2. The effects of SFBC program on the guidance cognitive models of the high school guidance teachers include two aspects, the knowledge aspects and the skill applications. Knowledge aspects include having multi perspectives toward truth, positive attribution, success experience, ripple effect, cooperation, and seeking solution. The application of skills includes normalizing, goal frames, seeking exceptions, and subjunctive question.
Further suggestions are given for the reference of the school guidance teachers, guidance educational training program and further studies.
|
|---|
