| Summary: | 碩士 === 國立臺中教育大學 === 諮商與應用心理學系碩士班 === 107 === The purposes of the study was to explore the dilemma and experience faced by junior high school guidance teachers when counseling with the girl students having consensual sexual behavior. The qualitative research approach was adopted in the study. The researcher collected the data by interviewing four junior high school counseling teachers who had counseling experience with the cases having consensual sexual behavior. Furthermore, thematic analysis was used to identify and analyze the themes. The results were shown as follows:
Believed by the junior high school guidance teachers, the reasons why the girl students had sexual behaviors include the lack of family love, the influence of peer values, and the pursuit of stable love or the proof of their love for boyfriend.
After the case had consensual sex, some influences that she might go through included (1) self-blame and guilt; (2) lower self-worth; (3) parent-child conflict; (4) worse interpersonal relationship due to the rumors of sexual behavior; (5) If pregnant or miscarried, her daily life might be seriously influenced.
The difficulties faced by the guidance teachers in consensual sexual counseling were (1) the mandatory report deteriorating the trust between the case and the guidance teacher; (2) the lack of parental function and the lack of proper gender equality of the parents; (3) the recurrence of consensual sexual behaviors; (4) the school not paying attention to gender education; (5) insufficient gender equality concept of teachers.
The guidance teachers believed that the mandatory report may reduce the trust between the case and the guidance teacher. Therefore, the restoration of the trust relationship became an important goal of counseling work. Through empathy and assistance in solving the immediate difficulties and persistent concerns of the case, the sense of trust could be restored. The guidance teachers suggested that the more flexible the mandatory report time limitation is, the less resistance and distrust the case has.
The guidance teachers adopted client-centered when setting their counseling goals, which including (1) assisting her to explore the value of love; (2) realizing their needs in relationships; (3) increasing the concept of gender equality, safe sex and ways of self-protection; (4) helping her to deal with negative emotions, accepting themselves, expressing themselves, and achieving self-assertion.
The followings were the effective counseling strategies proposed by the guidance teachers, (1) establishing the relationship between the case and the teacher; (2) utilizing the media to help the case explore the value of love, and her thoughts and feelings; (3) leading the case to perceive the pattern of being with the other half and clarify the needs in the relationship; (4) through teacher’s self-disclosure or examples, the guidance teachers guide the cases to come up with more appropriate ways to get along with each other; (5) helping the case express emotions with art therapy media and try to deal with her own emotions; (6) maintaining a long-term companion and giving concerns.
The guidance teachers suggest that the resources in the system should be mutually assisted and adjusted. The guidance teachers can help the support system around the case to understand the reasons behind. When the client is understood and accepted, she will become self-assertive.
This study found that the content not mentioned in the previous literature contains (1) the rumors of consensual sexual behavior tend to make girls' interpersonal relationship worse; (2) if the guidance teacher and the case have sufficient trust relationship, the relationship will be less damaged after the mandatory report; (3) the guidance teachers should adopt client-centered when setting their counseling goals, rather than the consensual sexual behavior event.
Finally, there is little literature discussing consensual sexual behavior in western research, as is the domestic literature, which needs further study in the future.
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