優勢與反思對話：親子參與後現代取向生涯會談之經驗探究

本研究之研究目的為以後現代優勢與合作取向為基礎，發展親子生涯會談策略，並探討其影響經驗。研究對象為6組高中學生及其家長，共13位參與者。有6位青少年，年齡介在16至18歲間，其中4位男生、2位女生；5位高一、1位高三。家長部分共7位，年齡介在43至59歲間。每組親子均參與三次融合優勢與合作取向反思者設計之生涯會談策略。研究採質性設計，研究者發展半結構訪談大綱，參與者於會談結束後分別接受一次個別訪談，所得訪談資料以內容分析方法進行分析。研究結果顯示，親子認為會談有助於增進對自身的理解、自信和肯定，也增進對對方的理解，進而增進彼此關係連結，從中也發展出新的溝通因應策略。對青少年未來生涯探索、優勢探索及親子關係上均帶來助益，其中又以親子關係的助益最為明顯。反思者設計能打開對話空間，進一步對雙方帶來多元正向影響，包括有助於增進自身與彼此理解、帶出力量與信心、擴展好奇與思考，以及有助於情緒緩解與安頓。最後研究根據上述結果提出討論與建議。

Family relationships are highly prioritized in Taiwanese society and thus play a key role in the career aspirations and choices of adolescents. However, career counseling strategies that account for the influence of family relationships on career choices are lacking. This study proposed a series of career dialogues involving parents and adolescents that promotes exploring career choices using a positive perspective that accounts for the obligations and power dynamics inherent in family relationships. The approach helps adolescents explore and understand their career options, increasing their confidence and decisiveness in making career decisions. Postmodern Oriented strengths-based approach also fosters hope, meaning, and strength. Finally, the collaborative counseling method promotes reflective dialogue to enhance understanding, relationships, and communication.
This study developed a parent–child career dialogue model based on Postmodern Oriented strengths and collaborative approaches, employing a reflective dialogue design to explore the effects of these strengths and approaches on participants’experiences. The inclusion criteria were (1) being an adolescent with at least one parent or guardian, (2) being a high school student of any gender or grade, (3) requiring or desiring career counseling with parental participation, and (4) not being a member of a family undergoing substantial transition or experiencing severe emotional or psychological distress. Invitations to participate were distributed through schools in the greater Taipei area and on websites. Enrolled parents and adolescents participated in initial interviews to assess their motivations, expectations, and needs. The final sample comprised six groups totaling 13 participants: six high school students (four boys and two girls) aged between 16 and 18 years (five 10th graders and one 12th grader) and seven parents aged between 43 and 59 years. Each group completed three sessions of career counseling using the career dialogue model. The study employed qualitative methods and developed a semistructured interview guide for the parents and the adolescents. The interview guide assessed (1) the respondent’s experiences and feelings and the dialogue model, specifically with regard to self-reflections, parent/child relationships, and the effects of the dialogues on these relationships; (2) experiences during the dialogue process, including expectations before and reflections after the sessions and experiences indicated in detailed postsession feedback; (3) factors influencing the adolescents’career explorations, strengths, and relationships, as assessed using a quantitative scale; and (4) reflections on the dialogues, including recommendations for improvements and the limitations of the present study. Each participant engaged in an individual postinterview dialogue, and the data were analyzed using content analysis.
The interviews revealed that the parents and adolescents recognized the benefits of the parent–child dialogue model. The model promoted self-awareness, confidence, and affirmation; enhanced mutual understanding; and strengthened parent–child relationships. Additionally, the study developed communication strategies that supported adolescents’career exploration, strengths development, and relationships with their parents, which improved considerably.
This study used grounded theory to establish a theory describing the three-session dialogue model’s process, components, and experiences. The dialogue alternated between the facilitator and parents, the facilitator and adolescents, and between the parents and adolescents. Additionally, the facilitator invited reflectors to listen to the dialogues and reflect on them in the presence of the parents and adolescents, indirectly extending the dialogue on the basis of these reflections. Although the individuals providing reflections did not interact directly with the parents or adolescents, the participants elaborated on these reflections, prompting further dialogue and reflection. This process created an implicit dialogue and connection among the individual providing reflections, the parents, the adolescents, and their interrelationships. Participants’inner dialogues during sessions also influenced how the dialogues went. The interview results revealed that the dialogue model fostered a deeper understanding of oneself and others by helping the adolescent explore possible career paths, identify their strengths, and reflect on parts of their lives, thus becoming more confident, self-aware, and curious and becoming better able to communicate in their relationships with others.
The results of the present study yielded the following insights.
1. The dialogue model positively influenced parent–child relationships and provided insights into adolescent career development. The model is grounded in a 21st-century strengths and collaboration approach. Specifically, the sessions enhanced self-awareness, mutual understanding, confidence, and skills and strengthened relationships among parents and adolescents. For the parents, the dialogue facilitated a deeper understanding of their children’s strengths, fostered attentive listening to their children’s career aspirations, and enhanced confidence in and affirmation of their children’s choices. An analysis of the results revealed that the primary influence of the dialogues on the adolescents was the feedback provided by parents during the sessions, highlighting the importance of direct praise and encouragement.
2. Slight differences were observed in the ratings for strengths awareness between the parents and adolescents, with adolescents assigning strengths awareness lower ratings than parents. Adolescents perceived limitations in the model’s exploration of strengths, believing they already understood their strengths or that the model’s focus was too narrow. Thus, this study recommends strengthening the associations between strengths and careers and encouraging adolescents to explore how their strengths can be applied. The model’s use of descriptive cards was a further limitation; the content of the cards can be further diversified or clearer explanations of the strengths cards can be provided. Additionally, providing separate spaces for parents and adolescents to select appropriate cards may be necessary for ensuring that their choices are made independently, free from the gaze of the other party. Because exploring personal strengths is uncommon in Taiwanese culture, the process should proceed gradually to follow participants steps. Researchers and practitioners should consider beginning with a more indirect approach, such as sharing a memorable learning or life experience to help adolescents identify their strengths. The present study also revealed that adolescents have aspirations to develop new strengths. Incorporating feedback from peers or teachers on strengths could enrich discussions or help identify unrecognized strengths from experiences. Finally, the categorical structure of the cards may limit exploration and require adjustment to meet participant needs.
3. The individuals providing reflections created space for dialogue that fostered growth, support, and hope. The present study’s findings reveal that the individuals providing reflections promoted positive experiences. The individuals providing reflections encouraged open reflection without evaluating or interpreting the content, prompting participant reflections and new perspectives within a nonevaluative dialogue. Thus, the model enhanced understanding between parents and adolescents and strengthened their relationships, promoting curiosity, emotional relief, and parent–child support. Moreover, strengths were cultivated and confidence was developed throughout the process.
The present study concludes with discussions and recommendations based on the findings, highlighting the dialogue model’s positive influence on parent–child relationships and the insights it provides on adolescent career development. Further reflections and adjustments are suggested to enhance adolescent career explorations. For example, practitioners should incorporate career-specific information and employ additional strengths exploration methods. Additionally, these findings should be extended by applying the model to parent–child relationships across various life contexts.