| Summary: | 碩士 === 國立臺灣師範大學 === 教育心理與輔導學系 === 106 === In this study, counseling work conducted by junior high school teachers (who also assumed the role of counsellors; hereafter referred to as “junior high school counselling teachers”) at the school the author of this study served in was explored. Such an endeavor enabled gaining insight into the methods that disrupted and destroyed the harmony of the interview relationship between students and counselling teachers as well as those that built and maintained such harmony when junior high school counselling teachers handled school safety reporting incidents.
A total of nine current junior high school counselling teachers were recruited as the study participants. Individual interviews and a grounded theory-based data analysis method was used to encourage these teachers to share their successfully school safety handling and reporting experiences. These experiences may be utilized to develop a system for counselling teachers to refer to or follow. The study results indicated that school safety reporting entails a multistep process. At the beginning of the reporting process, the junior high school counselling teachers engaged in the following activities: (a) enabled the students to feel that they had control over the school safety incidents that they reported; (b) were prepared to embrace the negative emotions that students may display; and (c) helped students look at the reporting system in a positive light to lower the students’ sense of insecurity. After the incidents had been reported, the teachers engaged in the following activities: (1) made off-campus systems their resources; (2) adjusted their interview strategies according to the incidents reported; and (3) maintained their self-awareness during the interview process to reduce system intervention-based interferences and maintain favorable interview relationships with the students, which allowed counseling work to continue.
On the basis of the study results, the following recommendations were offered to schools and counseling teachers: (a) schools are encouraged to organize more workshops to elevate students’ school safety reporting knowledge and skills; (b) schools are urged to understand the importance of division of labor when handling school safety reporting incidents; (c) counseling teachers are urged to enhance their professional training; and (d) counseling teachers are encouraged to recognize their own efforts. The goal is for the reporting system to enable all system participants make a contribution so that the “reporting students” can be properly protected.
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