| Summary: | 碩士 === 國立東華大學 === 諮商與臨床心理學系 === 105 === This research focuses on the teacher-counselor who use the method of high-risk transition to build a regular mode of counseling cooperation with homeroom teacher. The purposes of this study was as following: to provide high-risk transition students counseling
needs, to promote the function of preventive guidance. Cooperation is a process which needs to be constantly running in, so the method of the action research is adopted. The researcher established the most appropriate mode of cooperation at present in the school
environment --through the reflection of team dialogues, and the access to three different types of homeroom teachers “harmonious cooperation" "never cooperation" and "not satisfied with the past experience of cooperation “--according to the work records, meeting
records, and conversation records. Cooperation model has been established for nearly two years, a total of three stages.
The results of this research are as follows: First, the importance of the standard operating procedures: a stable framework can
assist the teacher-counselor and the homeroom teacher to build the sense of cooperation and the goal. However, this framework must be based on the past experience of cooperation so that the different needs in the system can be seen and then try to find a
balance between them.
Second, flexibility and trust to promote cooperative relations, so that each other grow: the process of cooperation will definitely have a running in period. Whether the teacher-counselor ‘s attitude is active and flexible has become the key to establish
cooperative relations. When the external structure becomes more and more stable, the teacher-counselor and the homeroom teacher know more clearly about their own roles. To Trust the professional ability between each other brings the role function into full play and
helps each other to grow in cooperation.
Third, to enhance the effectiveness of the primary prevention: homeroom teacher through consultation to enhance the ability to identify, and through the multi channel learning to enhance the ability of guidance, to reduce the opportunity of high-risk
transition students into the secondary prevention.
Besides, In the course of the action research, the researcher found that the homeroom teacher played an important role in high-risk transition. Through the primary counseling programs, these models could be inherited, and the homeroom teachers could form a
different kind of peer support and learning among one another.
Keyword：high-risk transition、cooperative relations、primary prevention
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