| Summary: | 博士 === 輔仁大學 === 心理學系 === 105 === This research is about counseling practitioner come back to the dis-advantage school in home town through self-identify. The researcher worked as both a teacher and a counselor in this school about fifteen years. Knowing the practice effected by the structure factor, the practitioner try to develop alternative education and multiple counseling orientation. First, the researcher put Taiwan technical and vocation education and economic develop in the global context of colonization and post-colonization. Taiwan education development is one part of colonialism and post-colonialism. In the intertextual social hierarchy, we think the family and personal development of labor class both effect by the social system and subsystem. The practice of the actor in the school field are four stages. These four stages are metaphor of four divinatory symbols in Zhuyinz (the Book of Changes): by means of white cogongrass symbolize cure, struggling in kudzu vine symbolize dilemma, picking an amaranth on the road symbolize encounter, hanging up on tired mulberry symbolize health.Fir stage is that the actor come to home town becoming a education practitioner after self-identify. Second stage is that the actor change to alternative education path after struggling situation. Third stage is that the actor develop Interdisciplinary professional after difficult position. Four stage is that the actor maintain the curing field of intersubjective group. In these four stages, the research use the view of social structure to understand the meaning of the actor in the school field and discuss and analyze the development of education, counseling, individual and family. Finally, the research think “maintaining the curing field of intersubjective group” can be the useful view for the practitioner in disadvantage school. The actor can set up a peaceful land to take care psychologica health of difficult lives between groups by the Zhuyin philosophy.
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