教師接受學校諮商師諮詢的修復性經驗分析

The Analysis of Teachers’Corrective Experience on Receiving School Counselors’Consultations

本研究旨在探究教師在接受學校諮商師諮詢歷程中的修復性經驗。本研究邀請12位參與教師諮詢相關研究計畫的國中小教師參與研究。方法上採用現象學研究法進行，透過結合諮詢逐字稿的事後訪談收集教師在諮詢歷程中的修復性經驗資料，分析時運用主題分析法進行。研究結果發現：12位教師共產出四大核心修復性經驗（CEs），包括：（1）支持性CEs：教師感受到超乎預期的支持性修復經驗，包括教師感受到非評斷的理解與情緒支持、正向回饋與認可、以及有學校諮商師共同努力注入希望等因子；（2）理解性CEs：教師對舊問題產生新的修復性理解經驗，包括頓悟師生互動模式、覺察個案心理與家庭脈絡的影響、以及得到有用策略的提點與梳理；（3）關係性CEs：教師與學生因正向新行動產生的修復性關係經驗，包括教師調整策略後感受到學生的行為改變與師生關係的改變；（4）成長性CEs：教師感受到自身修復性成長經驗，包括教師參與諮詢後產生對自己的修復性成長經驗，包括學生輔導工作的專業成長、自身議題的覺察成長與成為想要的自己的自我實現。除針對修復性經驗進行討論，本文亦針對諮詢實務、培訓、管理以及未來研究方向提供建議。

The Taiwan school counseling system that Student Guidance Act promotes is an ecological based model that valued system collaboration between school counselors and other staffs in the schools, especially the teachers. The act clearly suggests providing consultation to teachers and significant others is part of school counselors’legislative duty. Several researchers have advocated teacher consultation is a major role and function of a school counselor, with the benefits of assisting the school counseling team to resolve the current problems and to prevent possible future chaos. Teacher consultation is defined as a professional counseling service with its aims of helping teachers to achieve certain objectives on their students, including students’developmental, psychological, and school adjustments issues. Teachers, as the service receivers of consultation, their interpersonal experience and the changing mechanism during the process of consultation are the interests of school counseling profession.
Corrective experience is noted as an important changing mechanism that influences the outcome of psychotherapy and brings the interpersonal changes to a client. It signified that client has re-experienced the old and unresolved conflicts which happened in the past but has gained new or different experiences in present circumstances. This phenomenon has researched in the field of psychotherapy and supervision, yet still under-explored in the field of school consultation. Teacher consultation involved the interpersonal process between teachers and school counselors, and for the purpose of the school adjustment of the students.
The current study aimed to explore the teachers’subjective corrective experience when receiving consultation from school counselors. To achieve above purpose, a purposive sampling of 12 homeroom teachers who participated in the MOST 108-2410-H033-028-MY2 project were invited to be interviewed. These 12 teachers (ages 25–56 years) included eight elementary school counselors and four junior high school teachers, two of them was male and the other ten were females. The MOST project was a two year project that consisted of one year of counselors trainings and one year of counselor-trainees’practicums for consultations adopted a paradigm named“positive supports and feedbacks centered of teacher consultations model.”The 12 teachers participated the second year’s project and have received 3–5 sessions’consultations from counselor-trainees who had been trained one year in the project. Along with the consultation period, a follow-up interview with the teachers after their completeness with consultation sessions. During interview, the teachers were asked about their interpersonal influence experience and to identify their corrective experience in the process of consultation. Meanwhile, the consultation session transcripts were prepared for the teachers to identify the CEs between the lines. The interview data were sorted and analyzed using thematic analysis method to deeply understand teachers’subjective feelings and internal meanings.
The results found that 12 teachers have generated four core corrective experiences (CEs) and 11 integrated CEs. These four core CEs included (1) supportive CEs: This category implied supportive corrective experiences that beyond teachers’expectations from the counselors. It was especially important in the early stage of consultation and in the consultation relationship. Teachers felt emotional support and understanding, and positive recognition and affirmation from the counselors; in addition, they perceived partnerships and hope when discussing students’issues with counselors; (2) corrective insight CEs: Corrective cognitive insight experience those new insights generated from old problems: the experience happened in the working period of the consultation process. During this stage, the teachers have gained new insights about the teacher-student interaction model, become aware of the impact of the students’psychology and family contexts, and had problem strategies and useful strategies sorted out by consultants; (3) corrective relational CEs: This category referred to the corrective relational experience with students. This was a period when teachers took positive actions towards students. After adjusting and applying positive disciplining strategies, teachers felt changes in students’behavior and changes in teacher-student relationships; and (4) growth CEs: The teachers’owned corrective growth experience which occurred during and after consultation. The CEs included the teachers’professional growth in student guidance, awareness of their own issues, and self-actualization of becoming the educators they wanted. The four CEs themes couldn’t be conceptualized as stages but they did happen in sequences. The supportive CEs happened the earliest and continued through the whole consultation process. It served as a secure base for teachers to join in the consultation process. Corrective insight CEs could happen several times in one session. Like domino effect, one insight facilitated another insight, the teachers’insights activated their positive and change actions toward students. Then, corrective relational CEs with students happened after. When the three CEs experienced, the growth CEs in teachers was likely to be reached. Only half of teachers reported growth CEs in them.
This current research has concluded that there were three dimensions of CEs involved in teacher consultation, including emotional, cognitive, and relational. A teacher’s change occurred when she felt supported by the consultant, re-learnt on the psychological and interpersonal aspects of her students and re-connected with the students. The supportive CEs were the important factors that moved teachers to receive consultations; The teachers were motivated to change their disciplinary strategies toward their students when they came to realize the students’psychology in teacher-student interaction and to learn how teacher play a part in students’misbehaviors; these cognitive understanding CEs helped teachers see the woods rather the tree anymore. When teachers made the changing and positive actions towards their annoyed situations, they activated the possible new response from the students. The re-connect with students restored the relationships between teachers and students which brought relational CEs into the consultation. Finally, the teachers found their own growth as a teacher and as a person, which was the most important self-restorative CE for themselves. The researcher concluded the four major CEs were circulated in the process of teacher consultation and were key factors for teachers to build the trust on and to continue their collaborations with school counselors.
The researchers make suggestions on the teachers, school counselors’consultation trainings, and future research. The teachers are encouraged to collaborate and form a partnership with school counselors when they encountered problems with students. We propose to include certain portion of consultation hours as teachers’continuing education hours to stimulate teachers’involvements in seeking professional collaboration. For the school counselors, school counselors’hesitations of taking the challenges of working with teachers has long been identified, while lack of trainings in the theory and practice of consultation were also recognized as a part of reasons. We recommend incorporating CEs research in consultation curriculum and to train novice counselors to have practical counseling skills related to the four core CEs found in current research. Also, four CEs counseling skills could be included in the on-job training for school counselors since most of them weren’t trained well in their schooling time. As for the research method, Bailey and Ogles (2023) have suggested any CEs should involve“the moment of emotions”when experiencing it. They use the term“corrective experiencing”rather than“corrective experiences”to catch the moment of here and now (“ing”). In current research, we adopted session transcripts to assist the teachers to re-collect the moment of CEs, how this method can be improved to catch the moment of CEs need the creativity and dedication of the future researchers. Also, this research aimed to learn the teachers’CEs in consultation, we wonder what counselors’perceptions of CEs are in consultations? Are they feeling the same CEs? Paired research could be conducted in the future to learn the synchronous of CEs perceptions between the teachers and school counselors.