國中專任輔導教師電玩經驗對校園輔導工作之影響

The Influence of Junior High School Counselors’ Video-Game Experience on Counseling in Campus

專任輔導教師身為校園輔導工作的執行者，面對學生因電玩行為而衍生的問題責無旁貸。為了探討專任輔導教師的自身電玩經驗對其在學校輔導工作的影響，本研究採取質性研究設計，共訪談六位曾投入於電玩中的現職國中專任輔導教師，了解受訪者的電玩經驗及此經驗於國中校園中的輔導應用。研究結果顯示受訪者的電玩動機主要為人際、情緒紓解及成就感，部分受訪者也會為了提升工作效能而去嘗試電玩。電玩經驗在校園輔導中能應用於個別輔導與班級輔導，包括建立關係、個案概念化及介入處遇等；在整個諮商輔導歷程中，受訪者的電玩經驗可作為化解抗拒的媒介，使有利於諮商關係的建立、案主家庭衝突的探討、案主現實感的提升，顯示國中專輔教師的電玩經驗有助於其面對電玩議題學生輔導工作之執行效能。惟，專輔教師在運用自身的電玩經驗時，須先行自我省思統整此一經驗的意涵，方能在以案主福祉為前提的情況下，妥善運用與學生共同／相似的電玩經驗。

 

School counselors are the implementor of the school counseling, so they have the duty to modify students’ problem caused by video-game playing. In order to explore the influence of the school counselor’s video game experience on school counseling in junior high schools, the study adopted qualitative research design. methods to explore the school counselor’s video-game experience and how these experiences applied to their work. Six junior high school counselors were interviewed. The results showed that the motivations of playing video-game included needs for personal interactions, emotional relief, and the pursuit of a sense of accomplishment. Worth notedly, part of counselors mentioned their motivation of playing video-games was related to increasing their work efficiency. The application of playing video-were relevant to individual counseling and provide guidance in classroom setting. In counseling, the video-game experience could be applied in relationship establishment, case conceptualization, and treatment. These experiences could be applied as medium for relieving resistance, building counseling relationship, exploring family conflict, and raising client’s reality sense during the counseling process. This implied that school counselors’ video-game experience could increase their professional efficiency while they faced students with video-game issues. It is necessary that school counselors should reflex and integrate the meanings of their video-game experiences before they apply them. Then, they can apply properly these experiences that shared with students while prioritize students’ well-beings.