| Summary: | 碩士 === 國立臺北教育大學 === 心理與諮商學系碩士班 === 96 === ABSTRACT
Main purpose of this research is to probe into background of junior high school counselors’ professional role identity dilemmas, and will how cope with professional role identity dilemmas.
This research visited 8 participants at Taipei County, Taipei City, and Keelung City, and at present or within two year has served on junior high school counselor professional title for qualified. Adopt the qualitative research the orientation, study through interview and analysis, etc. Mainly discover as follows:
For first main issue is ”The junior high school counselors’ professional role dilemmas”.
1. “Role of the teacher” and “role of the counselor” face a difficult choice.
2. “Department of system role” and “professional independent role” face a difficult choice.
3. “Role of coach leaders” and “role of coach assistants” face a difficult choice.
For second main issue is “The junior high school counselors’ professional role identity dilemmas”.
1. The struggle between ”self-awareness” and “others’ expectance”.
2. The doubt about “professional definition”.
3. The dilemma of “the idea” or “the effects”.
For third main issue is “The background of junior high school counselors’ professional role identity dilemmas”.
1. Training professional system and working professional system do not have good dialogue.
2. Individual professional role expectation, with professional role's burden differences caused.
3. School system have its steady and complicated thread of thought.
For fourth main issue is “The coping with professional role identity dilemmas”.
1. Clarify personal professional role identity.
(1) Seek counseling to assist oneself in order to clarify the puzzlement of the personal professional role identity.
(2) Consult the senior's experience to increase the understanding of personal professional role identity.
(3) Conducting action research, which indirectly assist to clarify personal professional role identity.
2. Improve the abundance of personal professional intension.
(1) Participate in receiving training and studying actively, improve individual professional understanding and master.
(2) Participate the conference of professional peers, enrich the understanding and thinking of profession.
3. Integrate self-awareness and others’ expectance.
(1) Contact other teachers voluntarily and propagate the school counselors’ function appropriately, which to promote mutual understanding.
(2) Use the system in the school to define school counselors’ role clearly.
(3) Change role's post to understand the difference that different roles define the school counselors’ professional role.
4. Promote the self-efficiency.
(1) Change the point of view, and focus on the advantage of the predicament.
(2) Appreciating the part that oneself has already done well.
(3) Appear in way that others expect of the school first, avoid making unnecessary stress.
For fifth main issue is “The characteristics of coping”.
1. Aggressive attitude.
2. Thinking of practice direction.
3. Give way to the environment and do the prerequisite.
4. Gentle and firm action.
Finally, this research puts forward the suggestion to follow-up study, relevant policies and the system, school counselors’ community separately, for relevant personnel's reference.
|
|---|
