遭受家庭暴力身體虐待青少年的校園輔導與諮商介入The Interventions of School Guidance and Counseling for Adolescents Experiencing Domestic Violence
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- 最後更新日期：109-05-13
- 資料點閱次數：70
資料來源:http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi/ccd=60ytrm/record?r1=18&h1=3
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本研究主旨為了解目前國民中學青少年因遭遇家庭暴力身體虐待而產生困擾時，學校三級輔導體制對此議題如何進行處遇介入，並且了解介入後，三級輔導人員對成效之評估，包含導師、輔導教師以及心理師三者。本研究採取半結構式的一對一深度訪談，共邀請七位導師、九位輔導教師以及八位心理師闡述實務經驗，並以紮根理論研究方法的資料分析方式進行研究資料的分析，分析以後形成研究結果，並做綜合性討論。研究結果：一、導師觀察導生困境後，以個別、同儕與班級經營方式協助導生，改善情緒、人際、行為以及自信心之情況。二、輔導教師接受轉介後，以個別輔導和系統介入方式協助案主的情緒、行為、人際互動、親子關係改善並找出新生存方式。三、心理師接受轉介後，以諮商介入方式增加案主自我控制能力與建立諮商關係，改變案主情緒、行為、自我功能，並增加正向關係的經驗。
三級輔導人員在協助受家庭暴力身體虐待之青少年時，皆會經過評估、介入以及評估介入結果之歷程，也會與家長和其他系統互動，進行評估或介入。
整體而言，依據研究結果整理出兩項研究發現：一、導師、輔導教師與心理師在介入議題上，具有逐漸增加的趨勢。心理師所介入之議題包含了輔導教師介入與導師教導之議題，輔導教師介入之議題也包含了導師之教導議題，但相同議題並非由相同方式進行介入。二、導師、輔導教師與心理師形成以家長為中心，向外發散之系統整合工作。最後，本研究以上述研究發現進行討論，並對未來研究方向以及實務工作方向提出建議。
This study aimed to examine the interventions of school guidance and counseling for adolescents experiencing domestic violence. The participants consisted of seven junior high school homeroom teachers, nine guidance teachers, and eight counselors. Through a series of semi-structured, one-on-one interviews with the subjects, the researcher applied the grounded theory method to analyze the collected data. The findings indicated that the homeroom teachers, guidance teachers, and counselors utilized three different approaches, respectively. That is, once the homeroom teachers noticed the students’ difficulties, they offered individual advice and facilitated assistance from peers or higher authorities to improve the students’ emotional management, interpersonal skills, behaviors, and self-confidence. Meanwhile, after the guidance teachers were aware of the students’ difficulties, they provided individual counseling and systematic intervention to help the students manage their emotions, behaviors, and interpersonal skills. These teachers also analyzed their clients’ parent–child relationship to determine new interaction approaches. Finally, when the counselors observed the students’ issues, they established a therapeutic relationship to help them gain self-control, transform their emotions and behaviors, and improve their self-function.
In this study, the three systems of intervention for adolescent victims of domestic violence included the following: assessment, intervention, and assessment of the interventional process itself. The interventions also included involvement with the clients’ parents for further evaluation. On the basis of the findings, the following two conclusions can be drawn. First, the homeroom teachers, guidance teachers, and counselors all showed an increase in their level of involvement, especially in terms of the intervention issues. Counselors worked for the intervention involving issues that guidance teachers and homeroom teachers worked for, and the issues involved in the guidance teachers worked for also includes homeroom teachers worked for; however, the same issue was not dealt with by the same way. Second, the homeroom teachers, guidance teachers, and counselors all worked to form a parent-centered system for the integration of divergences. In conclusion, this study discussed the major findings and offered suggestions for practice and further research.