| Summary: | 碩士 === 國立政治大學 === 輔導與諮商碩士學位學程 === 106 === Since Student Guidance and Counseling Bill was enacted in 2014, the collaboration between school psychologists and school counselors is becoming more and more prevailing. However, does the current collaboration with the school counselor meet the expectation of the school psychologist? This paper is aim to investigate collaboration situation and belief, and the differences between the two, from a perspective of school psychologists. A total of 125 school psychologists who work in the Student Counseling Center participated in the study. First, this paper developed “Collaboration Situation between School Psychologist and School Counselor Scale, CSS” and “Collaboration Belief between School Psychologist and School Counselor Scale, CBS”, and examined the reliability and validity of the two scales by confirmatory factor analysis (CFA). After that, this study used statistical methods such as descriptive statistics, one-way analysis of variance (One-way ANOVA), and independent sample t-test to understand the collaboration between school psychologists and school counselors. At last, this study used statistical methods such as paired sample t-test and one-way analysis of variance (One-way ANOVA) to explore the differences in collaboration between school psychologists from different backgrounds.
The main findings of this study were as follows:
1.The reliability and validity of CSS and CBS are supported.
2.Collaboration Situation: The level of collaboration situation between school psychologists and school counselors is middle-high. Comparing the differences between the three aspects, the average score of the profession aspect is significantly higher than the system aspect, and the average score of the system aspect is significantly higher than the relationship aspect.
3.Collaboration Belief: The level of collaboration belief between school psychologists and school counselors is high. Comparing the differences between the three aspects, the average score of the profession aspect is significantly higher than the system aspect, and the average score of the system aspect is significantly higher than the relationship aspect.
4.Comparison between Collaboration Situation and Collaboration belief: The collaboration belief between school psychologists and school counselors is significantly higher than the collaboration situation at the profession aspect and the system aspect.
5.The differences in collaboration between School Psychologists from different backgrounds:
(1)Gender: Regardless of CSS or CBS, the school psychologists did not reach significant differences under different genders.
(2)Age: The average scores of "31-35 years old" and "36-40 years old" are significantly higher than those of "under 30" at the profession aspect, relationship aspect, and the total CSS scale.
(3)Year of practice: At the profession aspect, the average scores of "4-6 years" and "7-9 years" are significantly higher than "1 year and below" and "1-3 years". At the relationship aspect, the average score of "4-6 years" is significantly higher than "1-3 years". At the total CSS scale, the average scores of "4-6 years" and "7-9 years" are significantly higher than "1-3 years."
Based on the above findings, the researchers proposed suggestions for practical sites for school psychologists and school counselors, educational development and career planning of school psychologists, and future related research as a reference.
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