The Interdisciplinary Cooperation Experience of School-Based Counselor in Elementary School--a Reflection from the View Point of a Counselor

• Main Authors: LIN, YI-KUANG, 林怡光
• Other Authors: HSIAO, WEN
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/38518835272392953447

博士 === 國立暨南國際大學 === 諮商心理與人力資源發展學系輔導與諮商研究所 === 105 === Abstract The purpose of this study is to explore the interdisciplinary cooperation experiences of school-based counselors with consultative background who had been stationed at elementary schools. Research is based on the respondents’ subjective experiences, and this study expects that by shedding light on interdisciplinary cooperation experiences and reflecting on the cooperation process, it can provide recommendations for the future training of counselor psychologists stationed on elementary school campuses. In this qualitative-oriented study, four school-based counselors from Taichung City were invited via a purposive sampling approach to serve as respondents. Semi-structured, in-depth interviews were conducted, from which data were collected for subsequent analysis and synthesis. Discussions of the study results are divided into three parts and their conclusions are as follows: 1. “Motivation of school-based counselors to station at elementary schools”: a) recognition and opportunity to display consultative expertise are reasons which motivate counselors to station at elementary schools; b) a lack of clear rules will affect the willingness of counselors with consultative experience to station at elementary schools. 2. “Interdisciplinary cooperation challenges between school-based counselors and schools”: a) unwritten rules in the school’s organizational culture have produced an impact upon professional work; b) there are conflicts and competition between administrative authority and professionalism; c) the existence of “turf wars” among professional colleagues; d) conflict and competition in cooperation among school members. 3. “Factors that facilitate effective interdisciplinary cooperation between school-based counselors and schools”: a) establishment of a sense of interdependence and mutual trust between one another; b) a shared commitment to provide services on a case-centered basis; c) display of professionalism can enhance recognition from schools. Based on the study’s findings, the issues of “marginalized persons with undetermined roles,” “from competition relationship to sustainable value creation,” and “self-reflection and perception of school-based counselors in the process of interdisciplinary cooperation” were discussed comprehensively. Finally, according to the study’s conclusions the author puts forward suggestions and reflections regarding practical work and follow-up research.