本研究立基於生態系統理論，主張拒學行為係系統間交互作用失衡之產物，而非僅侷限於個體病理展現。本研究針對一名共伴情緒行為障礙與高風險行為之長期拒學國中生，運用 Bronfenbrenner 之歷程—個人—情境—時間（PPCT）模式進行評估與系統介入。輔導策略屏除傳統問題矯正導向，轉採優勢取向介入，由專任輔導教師整合學校、家庭、醫療、社福與社區之跨系統協作網絡。核心機制係將「餐飲優勢課程」操作化為關鍵之「近側歷程」，並將家政教室轉化為安全的「過渡性微系統」。輔導歷程涵蓋五階段：建立信任同盟、情緒調節與溝通、優勢賦能實作、生涯定向及轉銜賦權。研究結果顯示，透過跨系統協作與烹飪媒介，個案之高風險行為顯著緩解，出席率與親子互動品質亦獲提升；個案最終藉由技藝優勢重建自我效能，成功轉銜至高職餐飲科。本文提出之生態系統實務架構，證實活動本位介入結合資源整合，能有效協助拒學個案重建社會連結並重返學習軌道，期能提供實務工作參考。

Grounded in ecological systems theory, this paper argued that school refusal was a product of imbalances in systemic interactions rather than a mere manifestation of individual pathology. This counseling practice report focused on a junior high school student with chronic school refusal, comorbid emotional and behavioral disorders, and high-risk behaviors. Bronfenbrenner’s Process-Person-Context-Time (PPCT) model had been utilized for comprehensive assessment and systemic intervention. The counseling strategy departed from traditional problem-correction orientations and instead adopted a strengths-based approach, where the school counselor had integrated a cross-system collaboration network involving school, family, medical, social welfare, and community sectors. The core mechanism involved operationalizing a "culinary strengths curriculum" into key "proximal processes," which transformed the home economics classroom into a secure "transitional microsystem." The counseling process had progressed through five distinct stages: establishing a therapeutic alliance, emotional regulation and communication, strengths-empowerment practice, career orientation, and transition empowerment. Results indicated that through cross-system collaboration and the medium of cooking, the participant’s high-risk behaviors were significantly mitigated. Furthermore, attendance rates and the quality of parent-child interaction had also improved. Ultimately, the participant rebuilt self-efficacy through technical strengths and successfully transitioned to a vocational high school culinary program. The ecological systems practice framework proposed in this paper demonstrated that activity-based intervention combined with resource integration effectively assisted the student in rebuilding social connections and returning to the learning trajectory, providing a valuable reference for clinical practice.