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    政大機構典藏 > 教育學院 > 教育學系 > 期刊論文 >  Item 140.119/133694


    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/133694


    Title: 「國中輔導教師輔導倫理困境量表」編製之研究
    The Development of Counseling Ethical Dilemmas Scale among School Counselors in Junior High Schools
    Authors: 陳婉真
    Chen, Wan-Chen
    余穎柔
    吳柏瑩
    江守峻
    洪雅鳳
    彭秀玲
    Contributors: 教育系
    Keywords: 倫理困境;輔導倫理;國中輔導教師
    ethical dilemma;junior high school counselors;school counseling
    Date: 2020-03
    Issue Date: 2021-01-22 14:08:26 (UTC+8)
    Abstract: 本研究旨在建立國中輔導教師輔導倫理困境之量化工具，以了解輔導教師於輔導倫理困境之為難程度，並探究不同背景變項的輔導教師為難程度之差異。本研究以輔導教師的訪談分析結果作為編寫量表題目之依據，並在預試與分析後，決定「國中輔導教師輔導倫理困境量表」正式版本，包含三個分量表：「個案權益優先之為難」 ; 「雙重角色立場之顧慮」 ; 「跨專業合作之困境」，最後以317位國中輔導教師作為正式研究對象。研究結果顯示：「國中輔導教師輔導倫理困境量表」具有可接受的信效度。輔導教師對於輔導倫理困境的為難程度，由高至低的構面分別為「跨專業合作之困境」 ; 「雙重角色立場之顧慮」 ; 「個案權益優先之為難」；在背景變項部分，不同生理性別的國中輔導教師在輔導倫理困境為難程度上無顯著差異，但不同年齡之國中輔導教師的為難程度具有顯著差異，在總量表及三個分量表，均顯示21至40歲的國中輔導教師比起41至50歲者感到更加為難；另外，不了解「學生輔導工作倫理守則」的國中輔導教師，在「個案權益優先之為難」方面的輔導倫理困境為難程度也顯著高於了解守則者。整體而言，本研究藉由發展「國中輔導教師輔導倫理困境量表」，提供針對輔導倫理困境現況調查之量化工具。根據研究結果，並提出相關之建議，提供學校輔導 ; 輔導倫理教育及未來研究作為參考。
    The study aimed to develop a quantitative measure to explore junior high school counseling teacher`s ethical dilemmas and assess the difference level of dilemma they felt with different background. The development of scale was based on the qualitative interviews with 5 counseling teachers. After content analysis, the retained items were further tested with item analysis, reliability, and validity in 100 counseling teachers. The developed ＂Counseling Ethical Dilemmas Scale among School Counselors in Junior High Schools＂ contains 16 items and 3 subscales, which are priority of student welfare, concerns of dual roles, and dilemmas of systemic collaboration. 317 junior high school counseling teachers were recruited as the formal sample of questionnaires. The reliability and validity of the scale were supported. The results showed that the average score of dilemmas of systemic collaboration is the highest, followed by concerns of dual roles, with priority of student welfare being the lowest. As for the background variables, there is no difference in counseling ethical dilemmas between genders; younger counseling teachers have greater difficulty in counseling ethical dilemmas than older counseling teachers; the counseling teachers with less understanding of ＂Codes of Ethics in Student Counseling＂ found priority of student welfare more difficult than teachers with more understanding. Based on the above findings, we offer suggestions for school counseling, school counseling education, and future related research.
    Relation: 測驗學刊, Vol.67, No.1, pp.31-59
    Data Type: article
    Appears in Collections:[教育學系] 期刊論文

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