國中輔導人員對心理師校園駐區服務的需求與滿意度研究 - 政大學術集成

全文

(1)立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v.

(2) 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v.

(3) 政治大. 立. ‧. ‧ 國. 學. ……. n. al. er. io. sit. y. Nat. ……. ……. Ch. engchi. i n U. v.



(6) The study of junior high school guidance workers’ needs and satisfaction of school-based mental health services.. Abstract In August 2010, Taipei student counseling center was officially set by the Taipei City Department of Education. With the new teams of counseling psychologists and social workers, the helping system is operated to improve the profession and quality of school guidance networks. The new system, known as the Taipei Student Counseling Center, is still in its infancy and in the phases of conflict between competition and cooperation. However, to build trans-disciplinary professional school guidance resource teamwork is important. What are the school guidance systems’ needs and expects? What are the impacts and challenges brought when psychologists work in the campus environment? How can school guidance systems be integrated with psychologist systems, and how can interdisciplinary cooperation models be developed. These issues are explored in this study. Second, this study was to devolope a quantitative measure to assess school guidance workers’ needs and degree of satisfaction with the school-based mental health services, and to investigate the status. This study used semi-structured interviews to collect data from 5 guidance workers (including managers and teachers) who work in junior high school in Taipei. All recordings were transcribed, analyzed, and coded. Grounding theory methodology is adopted and to construct the new working model. Then, the study adopted a method of questionnaire survey, and the instruments used in this study were “school guidance workers’ needs of school-based mental health services scale” and “school guidance workers’ satisfaction of school-based mental health services scale ”. The study used the stratified sampling to get the questionnaires, and the population was 250 school guidance workers in Taiwan. The study was analyzed by exploratory factor analysis, descriptive statistics, one-way ANOVA and Pearson product-moment correlation.. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v. The main findings of this study were as follows: 1. Results are emergent with three major threes through the narrative, that is, the first is the challenges in school guidance, discovering that the current challenges primarily lie in: communication and involvement of students ' families, guidance workers’ overburdened teaching responsibilities that and diminishing motivation, and systematic burdens such as policy advocacy, cooperation with other offices in schools, and other colleagues in guidance work.The second is school’s expectations for psychologist, delving into issues.

(7) such as that “licenses” bring, including “guarantee” and “trust” and sometimes as far as “Halo effect” and “impressions of being indisputable”. For psychologists to be as effective as guaranteed by their licenses, the key factor is not their professional knowledge or techniques, but rather their professional styles, including clinical performance, personal trait, embodiment knowledge, and situated ability. The third is to explore the model of cooperation and partnership between schools and psychologists. Professional self-orientation differences divide the model of cooperation into: professional competition and specialized division of labor; partnership is divided into: unequal power and rank relations, and equal status relations. 2. The analysis results exhibited that the “school guidance workers’ needs of school-based mental health services scale” and “school guidance workers’ satisfaction of school-based mental health services scale ” were both internal consistency, good construct validity and criterion-related validity. It also showed the good reliability, the Cronbach’s alpha coefficients of scales were . In short, the scales were quite good measurements.. 立. 政治大. ‧. ‧ 國. 學. 3. The status investigation found that the degree of needs for school-based mental health services was medium to the high. The degree of need for the ”cooperation model and relations” was the highest scoring averages. 4. School guidance workers’ degree of satisfaction for school-based mental health services was ordinary bit more satisfaction, And “satisfaction of field needs” is the average minimum.. y. Nat. sit. n. al. er. io. Based on the above findings, the researchers proposed suggestions and point out the future study agenda about the school-based mental health services and people working in the field of counseling guidance.. Ch. engchi. i n U. v. Keywords: school guidance; school-based mental health services; interdisciplinary collaboration; professional style; qualitative study.




(11) 立. 政治大. ‧ 國. 學. ──. ‧. 2005. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v. 2001 2010. 8.

(12) 立. 政治大. ‧ 國. 學 ‧. ──. er. io. sit. y. Nat. Waxman, Weist, & Benson, 1999. n. al. !. Ch. engchi. 1!. i n U. v.

(13) ──. 立. ‧. ‧ 國. 學. 2006. 政治大. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v. Burnham & Jackson, 2001 !. 2!.

(14) 1958 Education Act. National Defense. 1965. Elementary and Secondary. Education Act 1970. 1958 1967. 立. 政治大. ‧. ‧ 國. 學. 1999. 1975. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v. 1999. 1987. !. 3!.

(15) Paisley & Borders, 1995. 立. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. emic approach. !. ──. 政治大. 4!. i n U. v.

(16) 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. ──. 1980. !. 5!. v.

(17) 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v. 1-1. !. 6!.

(18) 政治大. 立. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v. 1-1. need. Walton. 1995 !. 7!. 1969.

(19) ──. ──. 1989. 立. 治 1954 政 Maslow 大. ‧. ‧ 國. 學. n. al. er. io. sit. y. Nat. !. Flammger. Ch. engchi. 8!. i n U. v. 1991.

(20) 1968. 政治大. 學. 2003. ‧. ‧ 國. 立. 1979. n. er. io. sit. y. Nat. al. 1999. Ch. engchi. i n U. …. 2003 1991. !. 9!. v.

(21) 2002. 2010 1977 2002. 政治大1999. 立. 2006. 12. ‧. ‧ 國. 學. 2004. 26. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v. 2010 2011. !. 10!.

(22) 2000. 2001. 2002. 立. 政治大. ‧. ‧ 國. 學. n. Ch. engchi. er. io. al. 2003. sit. y. Nat. K. i n U. v. 1999. 2002 17.04 10.70 !. 10.25 11!.

(23) 18%. 2004. 學. ‧ 國. 立. 政治大 1999. 2002. ‧ er. io. 2. 3.. n. al. Ch. engchi U. v ni. 2007. 100. 291 106. !. 1.. sit. y. Nat 2013. 101. 12!. 106 2618.

(24) 2003. 2003 2005. Harris, 1986. 立. 政治大. ‧. ‧ 國. 學. Nat 2002. n. al. 1999. er. io. sit. y. 2008. Ch. engchi. i n U. v. 2006. !. 13!.

(25) 1999. 2000. 2001. 立. 政治大 2008. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. 2008 !. 14!. i n U. v. 2008.

(26) 2004. 2004 5.62%. 2002 21.8%. 立. 14.41%. 3.04%. ‧. ‧ 國. 學. 2004. 治政 10 18 大 8.66%. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v. 2006. ,2003; Kataoka, Zhang, & !. 15!.

(27) Wells, 2002; Rones & Hoagwood, 2000; U. S. Department of Health and Human Services, 2000. Kataoka. 6-17. 80% 2003. 2008. Bierman, 2003; Rones & Hoagwood, 2000. 立. 政治大. ‧. ‧ 國. 學 ──. n. er. io. sit. y. Nat. al. !. Ch. engchi. 16!. i n U. v.

(28) 40%~60% U.S. Department of Health and Human Services, 2001; Vanderbleek, 2004 Adelman & Taylor, 1999; Vanderbleek, 2004; Weist,. 治政大Services School-Based Mental Health 立. Hoagwood 2000. 學. 47. ‧. io. sit. y. Nat. al. er. Rone. ‧ 國. Ambrose, & Lewis, 2006; Weist & Ghuman, 2002. v i n Reynolds C & Coats, Gillham et al., 1995 h e n1986; gchi U n. Hawkins et al., 1999; Knoff & Batsche, 1995 Clark et al., 1993. conduct problems. Battistich et al., 1996; Hudley & Graham, 1993 Botvin et al., 1995. Hostetler & Fisher, 1997;. Rosenbaum & Hanson, 1998. !. 17!.

(29) 2-1 2-1. 1. 2.. 2002. 1.. 2006. 學. ‧ 國. 立. 政2. 治大 1.. ‧. 2.. sit. y. Nat. n. al. 3.. er. io. 2006. Ch. engchi. i n U. v. 1.. 2007 2. 1 2. 2008. !. 18!.

(30) 2008. 1. 2.. 2008. 立. 治政 ADHD 大 3.. ‧ 國. 學. 1.. ‧ y. n. al. er. io. 2009. sit. Nat. 2.. Ch. engchi 1. 2.. 2009. !. 3.. 19!. i n U. v.

(31) 1.. 2.. 2011. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. 2002. Ch. engchi. i n U. v. 2006. 2011. 2007. !. 20!.

(32) 2005. 2008 2006. 立. 政治大. ‧ 國. 學 2006. ‧. 2008. io. 2008 2011. n. al. Ch. engchi. sit. y. Nat 2006. 2008. er. 2002. i n U. v. 2009. !. 21!.

(33) 2008 2006. 2007. 立. 2006. 政治大. 21%. Nat. n. al. er. io. sit. y. 2008. Ch. 2006. engchi. Lewis & Elizabeth, 1996. !. ‧. ‧ 國. 學. 72%. 98%. 22!. i n U. v.

(34) ──. 政治大. 立. Vanderbleek 2004. ‧. ‧ 國. 學 y. Nat. n. al. er. io. sit. Conoley, 1989. Ch. engchi. Christenson, 1995. microsystem !. 23!. i n U. v.

(35) ── Christenson, Rounds, & Franklin, 1992. 立. 政治大 2008. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. Robert. !. 1971. 24!. i n U. v.

(36) 2009. Waxman, Weist, & Benson, 1999. 政治大. interprofessional collaboration. 立. ‧ 國. 學. Walsh, Brabeck, & Howard, 1999. ‧. Nat. n. al. er. io. sit. y. Payzant, 1992. Ch. engchi. 1996; Weist & Ghuman, 2002. 2006. 2009. !. 25!. i n U. v. Paavola,.

(37) 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. empowerment …. 2008. !. 26!. i n U. v.

(38) Davis. Sandoval. 1992. California Personality Inventory. Capacity for Status. 立. Good Impression. 政治大. ‧ 國. 學 ‧. 2011. situated competencies. Nat. face-to-face encounter. n. al. er. io. sit. y. situatedness. !. Ch. engchi. 27!. i n U. v.

(39) 立. 政治大. ‧. ‧ 國. 學 sit er. io. a l 1998 v i n Ch engchi U. n. 1943. y. Nat Maslow. Maslow, 1943; Maslow, 1954; Maslow, 1971; Maslow & Lowery, 1998. Yura. Walsh 1983 McKillip 1987. Luker. Orr. 1992 2005. Endacott 1997 !. 28!.

(40) Alderfer. 1969. 1995. 立. ‧. ‧ 國. ──. 學. ──. 政治大. Nat. n. al. er. io. sit. y. professional growth need. Ch. engchi. i n U. 2011. 2002. !. 29!. v. 2-2.

(41) 2011. 2-2. 立. 治 2006 政大. ‧. ‧ 國. 學. 2009. 2009. n. al. er. io. sit. y. Nat. 2010. C h2010 engchi 2011. 2011. 2012. !. 30!. i n U. v.

(42) 2008. 2009. 2009. 立. 政治大 2010. ‧. ‧ 國. 學. 2010. n. al. er. io. sit. y. Nat. 2012. C h2008 engchi. 2010. 2008 !. 31!. i n U. v.

(43) ──. 立. ‧. ‧ 國. 學. ──. n. al. er. io. sit. y. Nat 25%. ──. 政治大. 2004. Ch. U i e h n c g 5%~9%. v ni. Kauffman, 2005 ── Reinke. !. 2011. 32!. 20%.

(44) 97% 96%. Reinke, Stormont, Herman, Puri, & Goel, 2011. client center. 立. 治政 2008 大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. ──. !. 33!. i n U. v.

(45) 2008. ── NASP, 2003. 立. Rutter & Smith, 1995 治政大. ‧ 國. 學. ──. io. sit. y. Koyanagi, 1995; Sondheimer & Evans, 1995. n. al. er. Nat integrated. inadequate. ‧. inappropriate. Ch. engchi. coordinated. i n U. v. accessible. affordable NASP, 2003. ──. !. 34!.

(46) 1. 2 3 4. 5. U.S. Department. of Health and Human Services, 1999. ──. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. !. Ch. engchi. 35!. i n U. v. 2003.

(47) satisfy 2001. 1989 Hempel. 1977 Flammger. 1991 Kotler 1997. Oliver 1999. 立. ‧ 國. y. ‧. Nat. n. al. 1935. sit. job satisfaction. er. io. Hoppock. 學. ──. 治 pleasurable fulfillment 政大 Maslow 1954. C h Maslow 1943U n i engchi. v. 1979 2002 2003 2004. !. 36!.

(48) 491. 1980 357 1993 425. 立. 政治大. ‧. ‧ 國. 學. n. al. /. er. io. sit. y. Nat. 4-1. 2008. Ch. engchi. 2011. 2002. 2008. !. 37!. i n U. v. 4-1.

(49) 2007. 2008. 2007. 2010. 2008. 立. 政治大 2002. ‧. ‧ 國. 學. 2010. n. er. io. sit. y. Nat. al. Ch. engchi. 2008. !. 38!. i n U. v.

(50) 2002 2006 ──. 2008. 立. 政治大. ‧. ‧ 國. 學. 2002. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v. 2006. 2006 !. 39!.

(51) 2007 2009 2011. 2006. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. !. Ch. engchi. 40!. i n U. v.

(52) 3-1. 3-1-1. 立. ‧ 國. . 學. . . y. Nat. n. er. io. al. sit. 3-1-1. Ch. engchi. Lyons & Coyle, 2010 !. . ‧. . 政治大. 41!. i n U. v. 55. ~1.5.

(53) extralinguistic. 立. 政治大. ‧. ‧ 國. 學. 49. sit. y. Nat. n. al. 3-1-1. er. io. ……. 3-1-1. ≠. Ch. engchi. i n U. v. 1 B-73 B-80. !. 42!.

(54) 10 15. ≠. 15. 立. ‧ 國. 學. y. sit. io. n. al. Ch. engchi U. 4. A-133. !. ……. ‧. A-53. Nat. 3. 政治大 C-74. er. 2. 15. 43!. v ni. A-55.

(55) B-100 5. 立. E-107 治政大. ‧. ‧ 國. 學. n. al. er. io. sit. y. Nat 3-1-2. Ch. engchi. i n U. ≠. !. 44!. v. ≠. 3-1-2.

(56) 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. !. Ch. engchi. 45!. i n U. v.

(57) 立. ‧. 44. io. y er. n 4. 3. 2. 31. sit. Nat. 2010. al. Ch. engchi. i n U. v. 1. 250. 190. 76% 182. 77 113 19 17 !. 25. 學. 2007. Likert. 5. 24 26. ‧ 國. 23. 政治大. 46!. 8.

(58) 350 250. 立. ‧ 國. ‧ i v2 n U. n. al. er. io. sit. y. Nat. 3-2-1. 學. 3-2-1. 政治大. A. B. Ch. 5. engchi 2 (. C. D. E. !. 18. ). 17. 11. 2 (. 16. 1.5. 47!. 2. ). 2. 1.

(59) 250. 190. 182. 8 3-2-2. 3-2-2. N=182 20~34 35~65. N-179. 立. N=181. 政治大. 14.8% 85.2%. 91 88. 50.8% 49.2%. 103 78. 56.9% 43.1%. 84 91 4 3. 46.2% 50.0% 2.2% 1.6%. 67 57 8 50. 36.8% 31.3% 4.4% 27.5%. 20 30 14 9 98 11. 11.0% 16.5% 7.7% 4.9% 53.8% 6.0%. 29 24 48 14 6 61. 15.9% 13.2% 26.4% 7.7% 3.3% 33.5%. 113 68. 62.6% 37.4%. ‧ 國. 學. N=182. ‧ y. Nat. n. al. er. io. sit. N=182. Ch. engchi. N=182. N=182. N=181. !. 27 155. 48!. i n U. v.

(60) 350 250. 3-2-3. 3-2-3. N=250. 政治大. 20~34 35~65. N=250. 立. ‧ 國. 53.2% 46.8%. 147 103. 58.8% 41.2%. 142 100 5 3. 56.8% 40.0% 2.0% 1.2%. 95 80 11 64. 38.0% 32.0% 4.4% 25.6%. 32 44 18 10 136 10. 12.8% 17.6% 7.2% 4.0% 54.4% 4.0%. 56 55 36 70 33. 22.4% 22.0% 14.4% 28.0% 13.2%. 172 78. 68.8% 31.2%. n. er. io. sit. y. Nat. al. Ch. engchi. N=250. N=250. N=250. !. 133 117. ‧. N=250. N=250. 15.8% 84.2%. 學. N=250. 39 211. 49!. i n U. v.

(61) 1. 2. 3. 4.. ‧ sit. n. 2.. al. er. io. 1.. y. Nat. 3.. ‧ 國. 2.. 學. 1.. 立. 政治大. Ch. engchi. 3.. 1. 2. 3. 4.. 1. !. 50!. i n U. v.

(62) 2.. 5. 4. 3. 2. 學. ‧ 國. 立. 政治大 15 Likert 1. ‧. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v. 26. 182. !. 51!.

(63) 1. 2006 SD<0.6 8. 11. 18. 12. 16 20. 26. 23. cross loading. 9. 13. 17. 2.. principle component analysis. 政治大. varimax. 立. 3-3-2. Nat. n. al. er. io. sit. y. 3-3-1. !. ‧. ‧ 國. 3-3-1. 學. 57.372%. > .4. Ch. engchi. 52!. i n U. v. 17.

(64) 3-3-2. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. 3.. i n U. v. Cronbach's α 3-3-3 .757. !. .762 ,. 53!. .811 .760 ,.

(65) 3-3-3. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. !. Ch. engchi. 54!. i n U. v.

(66) 4. 3-3-4 3-3-5. 3-3-4. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. 3-3-5. !. Ch. engchi. 55!. i n U. v.

(67) 16 Likert. 4 3 2 1 政 5治大. 立. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Likert. Ch. engchi. i n U. v. 5. 4. 25 3. 3-9 2. 1. 113. 1. 14. 18. 0.6 cross loading. 20 25. !. 56!. 7. 11. 12 8. 13. 21.

(68) 17 2.. varimax. 61.257% 3-3-7. 3-3-6. 3.. Cronbach's α .833 .858. .773. 政治大. 3-3-8. 立. 3-3-6. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. !. Ch. engchi. 57!. i n U. v. .903.

(69) 3-3-7. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. 4.. v. , ( ,2007). !. (. 58!. ,2010). ,.

(70) ,. 3-3-9; ,. 3-3-10;. , , ,. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. !. Ch. engchi. 59!. i n U. v. 3-3-11.



(73) 3-3-11. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v. 2007 2006. !. 62!.

(74) 2007. 2002. 1992. 1998. 1986 2002. 2000. 1989 2003. 2002 19. 政治大Likert. 61.704%. 立 3. 2. 1 .89. Nat. io. sit. y. ‧. α. n. a2007 l C h. COSE. Larson. er. 4. ‧ 國. 5. 16 17 18 19 20. 學. 1 2 3 4 5. 1992. iv Counselingn Self-Estimate Inventory, e1993 ngchi U. 2004. 25. 63.972%. Likert 1 2. 3 4 5 α !. .918 63!. α.

(75) .88. .71. .85. .79. .79. .79. 2006 Likert 5 4 3 2 1 598. 政 α 治大.88 .84 .84 .90 .81 .86. .95. 2010. 學. 425. ‧ 國. 立 α. ‧. 2010. n. er. io. sit. y. Nat. al. !. Ch. engchi. 64!. i n U. v.

(76) SPSS 18.0 α=.05. t. ‧. io. n. al. Ch. engchi. Scheffe. Pearson Pearson. !. sit. y. Nat. one-way ANOVA. er. ‧ 國. (t-test). 學. t. 立. 政治大. 65!. i n U. v.

(77) 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. #. Ch. engchi. 67#. i n U. v.

































(110) 12 5. 17. 立. 政治大. 16. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v. .40. 1999 .615 2006. .858. .903. .795. .01 .01. 1995. 100. 16.

(111) 2006 2000. .538~.860. .500. 58.626%. .583~.847. .500. 64.988%. 立. 政治大. ‧ 國. 學. 2007. ‧. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. Harris 1986 2008. 2011. 101. v.

(112) 2008. 2007. 立. 政治大. n. er. io. al. p<.01. sit. .261. y. ‧. ‧ 國. 學. Nat 2002. 2006. Ch. engchi. i n U. v. 2008. 2006. .390. p<.01 2002. 102.

(113) 2003. 政治大. .808. 立Cronbach's. .725 .808 .707. ‧ 國. 學. .700. Ornum et al., 2008. ‧. n. al. er. io. sit. y. Nat. .925. Cronbach's. Ch. engchi. Cronbach's. i n U. v. Cronbach's. .879. .976. .800 .900. Ornum et al., 2008. 103. .835. .728.

(114) 立. 政治大. ‧. ‧ 國. 學 1999. sit. y. Nat. n. al. er. io. 2007. Ch. engchi. i n U. v. Erikson, 1968. 104.

(115) 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. 105. i n U. v.

(116) (Reinke, Stormont, Herman, Puri, & Goel, 2011). (Christenson, 1995). 4.26 3.83. 政治大. 立. ‧. ‧ 國. 學. A. M=4.40. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v. D. (D-42). 3.51. 3.66. M=3.82. M=3.70 106. A-97.

(117) 政治大. 立. ‧. ‧ 國. 學. n. Ch. i n U. r=.180~.244. engchi. er. io. sit. y. Nat. al. v. p=.01~.05. r=.147~.234 p=.01~.05. 2008 2002. 2006. 107.

(118) 4.00~4.34. 立. 政治大. y. ‧. ‧ 國. 學. Nat. io. 2003. n. al. Ch. engchi 2011. 2005. 1999. 2002. 108. sit. 2006. er. 2002. i n U. v. 2008.

(119) 政治大. 立. ‧ 國. 學. (A-53). ‧. n. al. er. io. sit. y. Nat. (E-108). Ch. engchi. i n U. v. B-133. 3.61. M=3.82. 3. M=3.70. 109.

(120) 2009. 2009. Gilman & Medway, 2007. 政治大. 立. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. 2. i n U. v. 1. 2. 1. 4.23 4.04 110.

(121) M=3.82 M=3.70 M=3.86 M=3.51~3.66. Davis. Sandoval(1992). (Capacity for Status). (Good Impression). 2011. competencies). 立. 政治大 (situatedness). (face-to-face encounter). ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v. Waxman, Weist, & Benson, 1999. hole 111. (situated.

(122) (A-142). (A-133). (Paavola et al., 1996; Weist & Ghuman, 2002). 立. 政治大. ‧ 國. 學. B-140. ‧. n. al. er. io. sit. y. Nat M=4.36. Ch. engchi. 3.74. 112. 3.86. i n U. v.

(123) Walsh, Brabeck, & Howard, 1999. Payzant, 1992. 立. 政治大. ‧ 國. 學. ‧. 4.26. .538. n. er. io. sit. y. Nat. al. Ch. engchi. A-65 113. i n U. v. 3.85.

(124) , 4.40. 立. 政治大 (A-114). ‧. ‧ 國. 學 3.85. n. er. io. sit. y. Nat. al. Ch. engchi. 114. i n U. v.



(127) 立. 政治大. ‧ 國. 學 .500. ‧. 58.626%. io. n. al. Cronbach's. .925. er. .808. sit. y. Nat Cronbach's. 64.988%. v i n .707 .728 C.725 h e n.808 h gc i U Cronbach's. .835. 117. .879 .976.

(128) 立. 政治大. ‧. ‧ 國. 學 y. sit. io. n. al. er. 5. Nat. 1.84~. Ch. engchi. 118. i n U. v.

(129) emic approach. 立. 政治大 2006. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. i n U. v. C hWaxman, Weist, & Benson, 1999 engchi. 119.

(130) 2010. 2008. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. 120. i n U. v.

(131) Rone & Hoagwood, 2000. 2008. 政治大. 學. ‧ 國. 立. Reinke et. al., 2011. 2008. ‧. 2006. 2002. n. er. io. sit. y. Nat. al. Ch. engchi. 3.74 121. i n U. v. 1.2. ~5.0.


(133) 2008. 2011 Robert,1971; Sandoval, 1992. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. 123. i n U. v.


(135) 2000 7 1-30 2006. 2008 39(3) 413-434 2009 41 2008. 立. 政治大 18. 89-121. ‧ y. sit. n 215. 1970. al. er. io. 2003. 1999. Nat. 2009. 2-7. Ch. engchi. 2005 134. 學. ‧ 國. 2008. 295-320. 23-40 1993 2005. 2002. 2003 125. i n U. v.

(136) 161-222 (2000). 8. 51-76 2002. (2001) 32(2) 103-120 2002 33(2) 23-40 2002 34(1) 83-102. 立. 2003. 政治大. 2003. ‧ 國. 學. 40-42. 2005. ‧. 2011 24(2) 165-171. sit. n. al. 134. Ch. 11-22. —. engchi. er. io 2005. y. Nat. 2004. i n U. v. 2001. 2011 24(2) 99-128 2008. 265. 34-37 1993. 1999. :. :. 126.

(137) 1989 1999. 2007. :. 2001. 189 2-8 2005. OO 22. 1-6. 2004. 政治2006大. 立. ‧ 國. 1999. 144-179. 學. 30. —. io. sit. y. Nat. 2006. n. al. er. 2005. ‧. Counseling 6(2) 21-44. Asian Journal of. Ch. 2006. engchi. i n U. v. 37(4) 345-365 2008 16 351-362 2003. 2010. (1987) ,. ,. 127.

(138) 2003 1-91 2006. 2007. (2002). 2011 30(2) 15-40 1980. 立. 2011. 3 1-35. ‧ 國. 學. 1999. 政治大. restructuring. Clinical Psychology Review, 19, 137–163.. Nat. y. ‧. Adelman, H. S., & Taylor, L. (1999). Mental health in schools and system. sit. Battistich, V., Schaps, E., Watson, M., & Solomon, D. (1996). Prevention effects of. n. al. er. io. the Child Development Project: Early findings from an ongoing multisite. i n U. v. demonstration trial. Jour- nal of Adolescent Research, 11, 12–35.. Ch. engchi. Bierman, K. L. (2003). Commentary: New models for school-based mental health services. School Psychology Review, 32(4), 525-529. Botvin, G., Baker, E., Dusenbury, L., Botvin, E., & Diaz, T. (1995a). Long-term follow-up results of a randomized drug abuse prevention trial in a white middle-class population. Journal of the American Medical Association, 273, 1106–1112. Christenson, S.L. (1995.) Supporting home-school collaboration. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology HI (pp. 253-267). Washington, DC: National Association of School Psychologists. Christenson, S.L., Rounds, T., & Gomey, D. (1992). Family factors and student achievement: An avenue to increase students' success. School Psychology 128.

(139) Quarterly, 7(3), 178-206. Clarke, G., Hawkins, W., Murphy, M., & Sheeber, L. (1993). School-based primary prevention of depressive symptomatol- ogy in adolescents: Findings from two studies. Journal of Adolescent Research, 8, 183–204. Conoley, J.C. (1989). Cognitive-behavioral approaches and prevention in the schools. In J.N. Hughes & R.J. Hall (Eds.), Cognitive behavioral psychology in the schools (pp. 535-568). New York: Guilford Press. Hostetler, M., & Fisher, K. (1997). Project C.A.R.E. substance abuse prevention program for high-risk youth: A longitudinal evaluation of program effectiveness. Journal of Community Psychology, 25, 397–419.. 政治大. Hudley, C., & Graham, S. (1993). An attributional intervention to reduce peer-directed. 立. aggression among African-American boys. Child Development, 64, 124–138.. ‧ 國. 學. Endacott, R. (1997). Clarifying the concept of need: A comparison of two approaches to concept analysis. Journal of Advanced Nursing, 25(3), 471-476.. ‧. Erikson, E. H. (1968). Identity: Youth and crisis. New York: W. W. Norton and Company.. y. Nat. sit. Flammger, D. M. (1991). Nontraditional students and postsecondary school. n. al. er. io. satisfaction. Master’s project State University College, Buffalo.. i n U. v. Gillham, J., Reivich, K., Jaycox, L., & Seligman, M. (1995). Preven- tion of. Ch. engchi. depressive symptoms in school children: Two-year follow-up. Psychological Science, 6, 343–351. Hawkins, J. D., Catalano, R. F., Kosterman, R., Abbott, R., & Hill, K. (1999). Preventing adolescent health-risk behaviors by strengthening protection during childhood. Archives of Pediatric and Adolescent Medicine, 153, 226–234. Kataoka, S., Zhang, L., & Wells, K. (2002). Unmet need for mental health care among U.S. children: Variation by ethnicity and insurance status. American Journal of Psychiatry, 159, 1548-1555. Kauffman, J. M. (2005). Characteristics of emotional and behavioral disorders of children and youth. NJ; Upper Saddle River, NJ: Merrill. Knoff, H., & Batsche, G. (1995). Project ACHIEVE: Analyzing a school reform 129.

(140) process for at-risk and underachieving students. School Psychology Review, 24, 579–603. Koyanagi, C. (1995). Systems change: Moving beyond reports. In L. Bickman & J. Rog (Eds.), Chil- dren’s mental health services: Research, policy and evaluation (pp. 42–63). Thousand Oaks, CA: Sage. Lewis,E.P.&Elizabeth,R.W.(1996).The counseling process(4thed). ). (. :. Luker, K., & Orr, J. (1992). Health Visiting. (2nd ed.). Boston: Oxford. Maslow, A. (1943). A theory of human motivation. Psychological Review, 50(4), 370-396.. 政治大. Maslow, A. (1954). Motivation and personality. New York, MA: Harper.. 立. Maslow, A. (1971). The farther reaches of human nature. New York:The Viking Press.. ‧ 國. 學. Maslow, A., & Lowery, R. (Ed.). (1998). Toward a psychology of being (3rd ed.). New. ‧. York, MA: Wiley & Sons.. McKillip, J. (1987). Need analysis for the human services and education. Newbury. y. Nat. sit. Park, CA: Sage Publications.. n. al. er. io. National Association of School Psychologists. (2003). NASP position statement on. i n U. v. minority recruit- ment. Bethesda, MD: Author. Retrieved October 30, 2003,. Ch. engchi. from http://nasponline.org/infor- mation/pospaper_mr.html Oliver, R. L. (1999). "Whence Consumer Loyalty?" Journal of Marketing, 63, 33-44. Paavola, J. C., Carey, K., Cobb, C., Illback, R. J., Joseph, H. M., Routh, D. K., & Torruella, A. (1996). Interdisciplinary school practice: Implications of the service integration movement for psychologists. Professional Psychology: Research & Practice, 21, 34-40. Paisley, P. O. & Borders,. L. D. (1995). School counseling: An evolveing specialty.. Journal of Counseling and Development. 74(2), 150-153. Payzant, T. M. (1992). New beginnings in San Diego: Developing a strategy for interagency collaboration. Phi Delta Kappan, 74, 139-146. Reinke, Stormont, Herman, Puri, & Goel. (2011). Supporting Children’s Mental 130.

(141) Health in Schools: Teacher Perceptions of Needs, Roles, and Barriers. School Psychology Quarterly, 26(1), 1-13 Robert, D. R. (1971). Critical Behavior in Effective and Ineffective Role Fulfillment of School Psychologists. Professional Psychology, 262-265. Rones, M., & Hoagwood, K. (2000). School-based mental health services: A research review. Clinical Child and Family Psychology Review, 3, 223-241. Rones, M., & Hoagwood, K. (2000). School-based mental services: A research review. Clinical Child and Family Psychology Review, 3(4), 223-241. Rosenbaum, D., & Hanson, G. (1998). Assessing the effects of school-based drug education: A six-year multilevel analysis of project D.A.R.E. Journal of. 政治大. Research in Crime and Delin- quency, 5, 381–412.. 立. Rutter, M., & Smith, D. J. (1995). Psychosocial disorders in young people: Time. ‧ 國. 學. trends and their causes. London: Wiley.. Sheridan, S. M., & Gutkin, T. B. (2000). The ecology of school psychology:. ‧. Examining and chang-ing our paradigm for the 21st century. School Psychology Review, 29, 485–502.. y. Nat. sit. Sondheimer, D. L., & Evans, M. E. (1995). Developments in children’s mental health. n. al. er. io. services research: An overview of current and future demonstration directions.. i n U. v. In L. Bickman & J. Rog (Eds.), Children’s mental health services: Research,. Ch. engchi. policy, and evaluation (pp. 64–84). Thousand Oaks, CA: Sage. U.S. Department of Health and Human Services. (1999. Mental health: A report of the Surgeon General. Rockville, MD: U. S. Department of Health and Human Services, National Institutes of Health, National Institute of Mental Health. U. S. Department of Health and Human Services. (2001). Report of the Surgeon General's Conference on Children's Mental Health: A National Action Agenda. Washington, DC: Government Printing Office. Retrieved July, 24, 2006, from http://www.hhs.gov/ surgeongeneral/topics/cmh/cmhreport.pdf Vanderbleek, L. M. (2004). Engaging families in school-based mental health treatment. Journal of Mental Health Counseling, 26, 211–224. Walsh, M. E., Brabeck, M. E., & Howard, K. A. (1999). Interprofessional 131.

(142) collaboration in children’s services: Toward a theoretical framework. Children’s Services: Social Policy, Research, and Practice, 2(4), 183-208. Waxman. R. P., Weist, M. D., & Benson, D. M. (1999). Toward collaboration in the growing education mental health interfaces. Clinical Psychology Review, 19(2), 239-253. Weist, M. D., Ambrose, M. G., & Lewis, C. P. (2006). Expanded school mental health: A collaborative community-school example. Children & Schools, 28(1), 45-50. Weist, M. D., & Ghuman, H. (2002). Principles behind the proactive delivery of mental health services to youth where they are. In H. Ghuman, M. D. Weist, & R. Sarles (Eds.). Providing mental health services to youth where they are:. 政治大. School- and community-based approaches (pp.1-15). New York: Taylor &. 立. Francis.. ‧ 國. 學. Yura, H., & Walsh, M. B. (1983). Human needs and the nursing process. Norwalk, CT: Appleton-Century-Crofts.. ‧. n. er. io. sit. y. Nat. al. Ch. engchi. 132. i n U. v.




(146) 9. 5. 02- 29393091 ext 63385. wan_chen@nccu. edu. t w. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. !136! !. i n U. v. e- mai l :.

(147) 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. !137! !. i n U. v.













(160)