心理學(xué)畢業(yè)論文外文翻譯--學(xué)校輔導(dǎo)員與校外心理健康專家共同致力于改善學(xué)生的心理健康需求

1、<p><b>　　畢業(yè)論文(設(shè)計)</b></p><p><b>　　外語資料翻譯</b></p><p>　　論文題目 合作關(guān)系：學(xué)校輔導(dǎo)員與校外心理健康專家共同致力于改善學(xué)生的心理健康需求 </p><p>　?。ㄓ?文） Collaborative R

2、elationships: School Counselors and Non-School Mental Health Professionals Working Together to Improve the Mental Health Needs of Students </p><p>　　學(xué) 院 文理學(xué)

3、院 </p><p>　　專 業(yè) 應(yīng)用心理學(xué) </p><p>　　姓 名 </p><p>　　學(xué) 號 </p><p>　　指導(dǎo)教師 </p>&l

4、t;p>　　2011年 4 月 3 日</p><p>　　Collaborative Relationships: School Counselors and Non-School Mental Health Professionals Working Together to Improve the Mental Health Needs of Students</p><p>

5、;　　Authors:Brown, Chris1 brownchr@umkc.edu</p><p>　　Dahlbeck, David T.2</p><p>　　Sparkman-Barnes, Lynette3</p><p><b>　　Abstract:</b></p><p>　　Fifty-three sc

6、hool counselors and administrators employed in middle and high school settings were surveyed regarding their thoughts about school districts working collaboratively with non-school mental health professionals to respond

7、to the mental health needs of students. In addition, the survey sought to understand what school counselors and their hiring principals/vice principals regard as the roles and responsibilities of school counselors and th

8、e scope of school counselor training.</p><p>　　In an effort to provide a broad array of services that will assist students in dealing with the social and emotional issues they bring to the classroom, schools

9、 and community mental health agencies have begun to implement collaborative partnerships (Walsh & Galassi, 2002). Walsh and Galassi asserted that if we are to successfully intersect the complicated in-school and out-

10、of-school lives of children, we must focus on the development of the whole child. Doing so will require "collaborations that</p><p>　　Given the importance and acceptance of multisystem collaboration in

11、improving child and youth mental health, the perceived efficacy of these collaborative partnerships is what drives this research agenda. Precisely, we are interested in the perceptions held by school counselors, school p

12、rincipals, and vice principals as related to school-community agency collaboration. In addition, we sought to understand what school counselors and their hiring principals/vice principals regard as the roles and </p&g

13、t;<p>　　Although many school counselors may feel adequately trained to deal with the personal, social, and psychological needs of their students and in some cases expect that is how they will spend their time, in

14、reality school districts are working collaboratively with non-school MHPs to respond to the mental health needs of students. Some of the positions are paid, in part, by the school district. As such, we were particularly

15、interested in the viewpoints of those professionals who are stakeholders in</p><p>　　METHOD Participants and Procedure </p><p>　　Participants were 53 school counselors and administrators (33 sch

16、ool counselors, 20 principals/vice principals) employed in middle and high school settings located in the Midwest region. Among the 21 female and 12 male school counselors, 29 were certified and 4 were provisionally cert

17、ified. School counselors ranged in age from 31 to 65 with a mean age of 47.38 (SD = 10.9). The number of years they were employed as a school counselor ranged from 1 to 40 with a mean of 9.95 (SD = 9.5). Nine princi</

18、p><p>　　Instrumentation </p><p>　　The School Counselor Roles and Responsibilities Survey is a 25-item scale designed by the authors to gather information on participants' thoughts about the rol

19、es and competencies of school counselors and the collaborative relationships among school counselors and non-school MHPs. Respondents indicated the extent to which they agreed or disagreed with each statement using a 4-p

20、oint Likert scale ranging from 1 for "disagree" to 4 for "agree." Means and standard deviations are available from the fi</p><p><b>　　RESULTS </b></p><p>　　Utiliz

21、ing t-test analyses, the administrator (n = 20) and school counselor (n = 33) groups were compared on each of the 25 scaled items. A Bonferroni correction was employed to control overall error rate and resulted in an adj

22、usted significance level of .002. Findings revealed that school counselors agreed to a much greater extent than did school administrators that they (a) were adequately trained to provide group counseling to students (t =

23、 3.22, p = .002, Cohen's d effect size = .67); (b) wer</p><p>　　Responses to the four open-ended questions were sorted into categories of best fit. A simplified version of the constant comparison method

24、was utilized (Strauss, 1987). Specifically, two raters independently sorted the responses into categories of best fit. Each response then was selected into the category of best fit by two additional raters until agreemen

25、t was reached. A table summary of responses to these questions is available from the first author upon request.</p><p>　　Forty-seven participants provided responses to the following: "Please indicate yo

26、ur thoughts about schools contracting or hiring outside mental health professionals to deliver mental health services to students." Four meaningful categories emerged: (a) Agree with hiring outside MHPs (n = 32; 68%

27、); (b) agree with hiring outside MHPs if they are qualified and if clear roles are defined (n = 11; 23%); (c) disagree with current school counselor role (n = 3; 6%); and (d) disagree with hiring outside </p><

28、p>　　Nineteen counselors and 13 administrators indicated agreement with schools contracting or hiring MHPs. For example, one counselor wrote,</p><p>　　They provided a needed service to the students for sev

29、eral reasons: ( 1) Volume of students that need counseling support; ( 2) Misunderstanding of school counselor job description by administrative staff always limits the ability of school counselors to provides services th

30、ey are trained for and expected to perform by students and community; and ( 3) Counseling centers are understaffed. Clinical, noncounseling/administration tasks are always forced on school counselors.</p><p>

31、;　　Similarly, one administrator wrote, "A necessary development--schools are held more responsible for mental health, and counselors do not have the time nor the training."</p><p>　　Seven counselor

32、s and 4 administrators indicated they agreed with schools contracting or hiring MHPs if these professionals are qualified and if clear roles are defined. For example, one counselor wrote, "In my experience some have

33、 been highly qualified and others have not. Those who have been highly qualified are invaluable. Those who were not increased my workload and probably damaged the students." One administrator commented, "Outsid

34、e mental health professionals need to thoroughly understand </p><p>　　Three counselors indicated that they disagreed with the current role as defined for school counselors, as indicated by the following resp

35、onse: "If school counselors were free from the clerical work they do, they could adequately deliver mental health services." Two administrators disagreed with hiring outside MHPs as indicated by the response &q

36、uot;Not affordable."</p><p>　　Forty-eight participants provided their perceptions about the roles and responsibilities of school counselors, as reflected by two meaningful categories: (a) mental health

37、and academic counseling, and (b) academic and career counseling services. Specifically, 23 counselors and 13 administrators (75%) perceived the role of school counselors to include treatment of the whole person, includin

38、g academic, career, personal, and mental health issues, which include support to students in crisis as well </p><p>　　Suggestions for dialogues that are needed among principals, school counselors, and non-sc

39、hool MHPs included 38 responses, resulting in five meaningful categories:</p><p>　　School counselor role definition and clarification. This was indicated by 13 counselors and 5 administrators (47%) who belie

40、ved that it would be helpful to negotiate noncounseling tasks such as scheduling and to have in-depth discussions with counselors and MHPs about the role and involvement of MHPs in school and student-related issues. <

41、/p><p>　　Increased opportunity for dialogue. This was reported by 6 counselors and 2 administrators (21%) who noted their limited time as a barrier to opportunities for dialogue. </p><p>　　Referral

42、/triage procedures. This was suggested by 3 counselors and 3 administrators (16%) who expressed a need for dialogues regarding the triage procedures and process for addressing student issues. </p><p>　　Littl

43、e dialogue is needed. This was indicated by 4 counselors (11%). </p><p>　　Turf war dialogues. This was expressed by 2 counselors (5%) who emphasized that school counselors must give up turf issues and recogn

44、ize that a variety of resources are needed to best serve children and their families. </p><p>　　Eleven counselors and 5 administrators (55%) indicated that they were aware of parameters that define the types

45、 of non-school MHPs who are either contracted or hired in their schools, and 9 counselors and 4 administrators (45%) indicated that they were unaware of the contractual agreements/parameters.</p><p>　　DISCUS

46、SION </p><p>　　Of considerable interest is the finding that school counselors and administrators had different perceptions regarding the competence of school counselors to provide group counseling and to ide

47、ntify students in need of mental health services. Historically, the primary role of the school counselor was to perform vocational assessment and provide testing on aptitude, ability, and interests to assist students (Fl

48、aherty et al., 1998). Presently, that focus has changed to a more proactive model, with </p><p>　　Perhaps school administrators are keenly aware of the school counselor's assigned duties and large caselo

49、ads and, in recognizing the growing mental health needs of students, are more comfortable with utilizing non-school MHPs to provide such necessary and time-consuming student services. We believe it is possible that the c

50、ontinued confusion regarding role definition and clarification of all participants affects the school administrator's understanding of the pivotal role the school counselor mu</p><p>　　In addition, it is

51、 interesting that school counselors see themselves as MHPs to a much greater extent than do their administrators. Perhaps this difference is accounted for by the many counseling degree programs in which school counseling

52、 students may be required to complete the same core course work as students who intend to become licensed counselors and both are awarded the same counseling degree.</p><p>　　Interestingly, only two particip

53、ants expressed disfavor with schools hiring outside MHPs to deliver mental health services to students. We interpret the high percentage of participants who support this hiring decision to mean that both counselors and a

54、dministrators are well aware of the growing mental health needs of students and, therefore, when clear roles are defined and prescribed.</p><p>　　As indicated by the open-ended questions within the survey, 7

55、5% of the sample of participants defined the school counseling role as a combination of both mental health and academic counseling. This finding suggests that it is important for school counselors and their administrator

56、s to reach agreement regarding the school counselor's roles and work responsibilities, which should be informed by the ASCA National Model® (American School Counselor Association, 2005).</p><p>　　Ou

57、r sample participants regarded role definition as an important dialogue that needs to occur. In defining these roles, we recommend that focus be placed on the complementary nature of the goals for each professional. More

58、over, a description of the responsibilities of the different disciplines and examples of how interdisciplinary teams can operate effectively and in the students' best interest would prove helpful (Weist et al., 2001)

59、. Providing such clarification augments service delivery by al</p><p>　　Dialogue focusing on an agreed-upon procedure for referring students to non-school MHPs was considered necessary by some participants.

60、Porter, Epp, and Sharronne (2000) suggested that school counselors and non-school MHPs meet on a weekly basis to establish and review a triage and referral process, to discuss interventions, and to work through critical

61、issues of confidentiality and mandated reporting.</p><p>　　Leaders and service providers from school and community mental health agencies should be involved in developing the parameters of the contract for t

62、he collaboration. The contract should describe provider roles and responsibilities, including any legal and ethical responsibilities that might arise through record keeping or service delivery. Most importantly, all part

63、ies must recognize that a degree of flexibility and adaptability is necessary in maintaining the collaborative relationship.</p><p>　　CONCLUSION </p><p>　　To conclude, schools are in need of myr

64、iad services in order to address the emotional, behavioral, and social needs of their student body, and the collaborative partnerships of schools and mental health agencies appear to be a step in the right direction. We

65、believe that the success of this needed collaboration is contingent upon leaders and supervisors from within the school and community mental health agency who can model effective collaboration and leadership. Fiester, Na

66、thanson, Visser, and </p><p>　　Leaders from the school and the community agency should spearhead meetings among professionals to establish procedures (e.g., referral process, record keeping, and program eval

67、uation) and to encourage opportunities for interdisciplinary training. Cross training helps in developing a common language and often evens any hierarchy that might exist (Porter et al., 2000). Such cross training also c

68、ould enhance trust among professionals and provide a mutual understanding about the legal and ethical ch</p><p>　　References </p><p>　　American School Counselor Association. (2005). The ASCA nat

69、ional model: A framework for school counseling programs (2nd ed.). Alexandria, VA: Author.</p><p>　　Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence

70、 Erlbaum.</p><p>　　Fiester, L., Nathanson, S. P., Visser, L., & Martin, J. (1996). Lessons learned from three violence prevention projects. Journal of School Health, 66, 344-346.</p><p>　　Fl

71、aherty, L.T., Garrison, E. G., Waxman, R., Uris, P. F., Keys, S. G., Glass-Siegel, M., et al. (1998). Optimizing the roles of school mental health professionals. Journal of School Health, 68, 420-424.</p><p>

72、;　　Porter, G., Epp, L., & Sharronne, B. (2000). Collaboration among school mental health professionals: A necessity, not a luxury. Professional School Counseling, 3, 315-322.</p><p>　　Strauss, A. L. (198

73、7). Qualitative analysis for social scientists. New York: Cambridge University Press.</p><p>　　U.S. Department of Health and Human Services. (1999). Mental health: A report of the Surgeon General. Rockville,

74、 MD: Author.</p><p>　　Walsh, M. E., & Galassi, J. P. (2002). An introduction: Counseling psychologists and schools. The Counseling Psychologist, 30, 675-681.</p><p>　　Weist, M. D., Lowie, J.

75、 A., Flaherty, L.T, & Pruitt, D. (2001). Collaboration among the education, mental health, and public health systems to promote youth mental health. Psychiatric Services, 52, 1348-1351.</p><p>　　合作關(guān)系：學(xué)校輔

76、導(dǎo)員與校外心理健康專家共同致力于改善學(xué)生的心理健康需求</p><p>　　摘要：調(diào)查了53名受聘于各初中高中的輔導(dǎo)員和管理員關(guān)于他們對學(xué)校區(qū)域與校外心理健康專家協(xié)同工作來回應(yīng)學(xué)生的心理健康需求的想法。另外，這項調(diào)查還試圖了解學(xué)校輔導(dǎo)員和學(xué)校校長或副校長是怎樣看待學(xué)校輔導(dǎo)員的角色和職責以及學(xué)校輔導(dǎo)員的培訓(xùn)范圍。</p><p>　　為了提供一系列廣泛的服務(wù)來幫助學(xué)生處理他們帶進課堂的社交及

77、情緒問題，學(xué)校和社會心理健康機構(gòu)已經(jīng)開始實施合作伙伴關(guān)系(Walsh & Galassi, 2002)。沃爾什和加拉西斷言，如果我們想要成功的使結(jié)構(gòu)復(fù)雜的校內(nèi)和校外兒童生活產(chǎn)生交叉，我們就必須以整個兒童的發(fā)展為重點。這樣做將需要“跨越專業(yè)和機構(gòu)界限的合作”。體現(xiàn)著學(xué)校與社區(qū)心理健康機構(gòu)建立伙伴關(guān)系的擴展的學(xué)校心理健康計劃在美國有不斷發(fā)展的傾向。在這些計劃中，學(xué)校聘請的心理健康專業(yè)人員在強調(diào)有效地預(yù)防、評估和干預(yù)方面提供了無數(shù)的服

78、務(wù)(Weist, Lowie, Flaherty, & Pruitt, 2001)。這項合作活動是為了減輕教育系統(tǒng)的負擔和責任，同時提高了服務(wù)的零散和不完整傳遞給適齡兒童和青年。研究表明，在申請心理健康服務(wù)的年輕人中只有不到三分之一的人得到了他們所需要的關(guān)心（美國衛(wèi)生與人類服務(wù)部，1999）。</p><p>　　考慮到提高兒童與青少年心理健康的多系統(tǒng)協(xié)作的重要性和認可度，這些合作伙伴關(guān)系的知覺功效就是這

79、項調(diào)查議程的驅(qū)動力。的確如此，我們對學(xué)校輔導(dǎo)員、學(xué)校校長、副校長所擁有的與學(xué)校-社區(qū)機構(gòu)合作有關(guān)的知覺能力感興趣。另外，我們試圖了解學(xué)校輔導(dǎo)員和學(xué)校聘請的校長和副校長是怎樣看待學(xué)校輔導(dǎo)員的角色和職責以及學(xué)校輔導(dǎo)員的培訓(xùn)范圍。</p><p>　　盡管許多學(xué)校輔導(dǎo)員會感到處理學(xué)生個人，社會和心理的需求的訓(xùn)練已經(jīng)足夠了，在某些情況下甚至認為這類訓(xùn)練是在浪費他們的時間，實際上學(xué)校區(qū)域內(nèi)正在與校外心理健康專家就回應(yīng)學(xué)生心

80、理健康需求的問題進行協(xié)作。在某種程度上，學(xué)校區(qū)域?qū)σ恍┞毼话l(fā)放了薪酬。就本身而言，我們對參與協(xié)作的專業(yè)人員的一些觀點十分感興趣。換句話說，學(xué)校輔導(dǎo)員對他們的學(xué)校簽約聘用校外的心理專家也就是持牌的臨床社會工作者和心理學(xué)家，來為學(xué)齡學(xué)生提供心理健康服務(wù)有何想法？</p><p><b>　　方法 對象與程序</b></p><p>　　參與者為中西部地區(qū)初、高級中學(xué)的53

81、名學(xué)校輔導(dǎo)員和管理者（33名學(xué)校輔導(dǎo)員，20名校長/副校長）。在21名女性輔導(dǎo)員和12名男性輔導(dǎo)員中，有29名持有資格證件、4名持有臨時證件。輔導(dǎo)員年齡從31歲至65歲不等，他們的平均年齡是47.38（標準差為10.9）。他們擔任學(xué)校輔導(dǎo)員的時間在1年到40年不等，他們的平均工作年限為9.95（標準差為9.5）。9名校長和11名副校長代表管理者團體，他們中有13名男性和7名女性。管理者年齡從30歲至57歲不等，平均年齡為46.2（標準差

82、為8.4）。管理者報告的擔任校長或副校長的工作年限從1到18年不等，平均年限為5.26（標準差為4.1）。參與者來自兩個中西部州的6個學(xué)校區(qū)域。參加者完成一份在線調(diào)查或者一份書面調(diào)查（任選其一），其中包括人口統(tǒng)計學(xué)信息。</p><p><b>　　測量設(shè)備</b></p><p>　　學(xué)校輔導(dǎo)員角色和責任調(diào)查問卷是由作者設(shè)計的25個項目組成，用來收集參與者對于學(xué)校輔

83、導(dǎo)員的角色和能力以及在學(xué)校輔導(dǎo)員和校外心理健康專家的協(xié)作關(guān)系的想法的信息。參與者被告知對每一個他們同意或不同意的陳述，他們要用從標記為1的“不同意”到標記為4的“同意”這樣一個4點里克特尺度來進行標記。均值和標準差可以根據(jù)要求從第一作者那里得到。四個開放性問題請參與者就以下問題談?wù)動^點（a）學(xué)校與校外心理健康專家簽訂合同；（b）學(xué)校輔導(dǎo)員的責任知覺；（c）學(xué)校校長、輔導(dǎo)員和校外心理健康專家對于有效地治療有心理健康需求的學(xué)生所需要的意見交

84、流的建議；（d）學(xué)校與校外專家之間的合同參數(shù)。</p><p><b>　　結(jié)果</b></p><p>　　運用t檢驗分析對管理者（n=20）和學(xué)校輔導(dǎo)員（n=33）群體在25個項目上進行了比較。使用邦費羅尼矯正來控制整體錯誤率，導(dǎo)致了調(diào)整后的0.002顯著性水平。調(diào)查結(jié)果顯示，學(xué)校輔導(dǎo)員較學(xué)校管理者而言更大程度上贊同（a）經(jīng)過適當訓(xùn)練來為學(xué)生提供小組輔導(dǎo)；（b）能

85、夠識別出需要心理健康服務(wù)的學(xué)生；（c）他們自己是心理健康專家。這些差別的影響程度為中到大的幅度(Cohen, 1988)，這意味著學(xué)校輔導(dǎo)員與管理者在他們的報告分數(shù)中表現(xiàn)出相當大的差異。</p><p>　　對四個開放性問題的回答被分類成最適合的類別。使用了不斷比較的方法的簡單版本(Strauss, 1987)。具體來說，兩名評價者獨立的將回答以最佳方式分成類別。在達成協(xié)議之前，每個反應(yīng)又被兩個額外的評價者進行最

86、適合的分類。這些問題的回答的摘要列表可以通過請求從第一作者那里得到。</p><p>　　47名參與者對下述問題進行了回答“請寫下你對學(xué)校簽約或雇傭校外心理健康專家來對學(xué)生的心理健康進行服務(wù)的看法。”顯示出四個意義明顯的分類：（a）同意雇傭校外心理健康專家（n=32;68%）；（b）當校外心理健康專家有資格勝任或者對角色有清晰地定義時，同意雇傭（n=11;23%）；（c）不贊成目前的學(xué)校輔導(dǎo)員角色(n = 3;

87、6%)（d）不同意雇傭校外心理健康專家(n = 2; 4%)。</p><p>　　19名輔導(dǎo)員和13名管理者表現(xiàn)出對學(xué)校簽約或雇傭校外心理健康專家的贊同。例如，一個輔導(dǎo)員這樣寫到，</p><p>　　他們?yōu)閷W(xué)生提供需要的服務(wù)是因為：（1）學(xué)生的量需要心理咨詢服務(wù)的支持；（2）由于管理者對學(xué)校輔導(dǎo)員工作類型的誤解，輔導(dǎo)員經(jīng)過訓(xùn)練并且被學(xué)生和社會所期望表現(xiàn)出來的為學(xué)生提供服務(wù)的能力總是受到

88、限制；（3）心理咨詢中心人員不足。臨床的，非咨詢性的/管理的任務(wù)總是背負在學(xué)校輔導(dǎo)員的身上。</p><p>　　同樣，一個管理人員這樣寫到，“存在一個必然的發(fā)展趨向——學(xué)校將對心理健康付更多的責任，但是輔導(dǎo)員卻沒有時間也沒有訓(xùn)練”</p><p>　　7名輔導(dǎo)員與4名管理人員表示，如果這些專業(yè)人員有資格勝任或者對角色有清晰的定義的話，他們將同意簽約或雇傭這些校外心理健康專業(yè)人員。例如，一

89、個輔導(dǎo)員這樣寫到，“在我的經(jīng)驗里，一些人具有高級的資格而其他人卻沒有，這些有高級資格的人是非常珍貴的，而那些沒有資格的人增加了我的工作量并且可能會對學(xué)生造成傷害?！币幻芾砣藛T解釋說，“校外心理健康專業(yè)人員需要徹底的理解學(xué)校是怎樣運行的以及學(xué)校對于他們的約束制度?！?lt;/p><p>　　3名輔導(dǎo)員表示他們不贊同目前的對學(xué)校輔導(dǎo)員的角色定位，同時做出了以下回答：“如果學(xué)校輔導(dǎo)員對于他們所做的文書工作感到十分自由，他

90、們就能有足夠的時間精力做學(xué)生心理健康服務(wù)工作?！?名管理人員不同意雇傭校外心理健康專家，并且表示“負擔不起?！?lt;/p><p>　　48名參與者對學(xué)校輔導(dǎo)員的角色和責任表達了他們的看法，反映在兩個意義顯著的類別：（a）心理健康與學(xué)業(yè)輔導(dǎo)以及（b）學(xué)業(yè)與職業(yè)生涯咨詢服務(wù)。具體來說，23名輔導(dǎo)員與13名管理人員（75%）意識到學(xué)校輔導(dǎo)員的職責包含對整個人的治療，包括在校外環(huán)境中的對處于危機中的學(xué)生以及評估/確定學(xué)生中

91、誰需要心理健康服務(wù)的支持，其中包括學(xué)業(yè)、職業(yè)生涯、個人以及心理健康問題。7名管理人員與5名輔導(dǎo)員（25%）意識到輔導(dǎo)員的角色職責主要側(cè)重于學(xué)術(shù)，調(diào)解和職業(yè)輔導(dǎo)服務(wù)。</p><p>　　學(xué)校校長，輔導(dǎo)員以及校外心理健康專家對這個問題的建議包括了38種回答，得出5種意義顯著的分類：</p><p>　　學(xué)校輔導(dǎo)員角色定義與澄清。這是由13名輔導(dǎo)員和5名管理人員指出的，他們認為這將對商定非咨詢

92、性任務(wù)例如行程安排以及與輔導(dǎo)員和校外心理健康專家對MHP在與學(xué)校和學(xué)生有關(guān)的問題上進行深入探討的方面是有幫助的。</p><p>　　增加對話的機會。這是由6名輔導(dǎo)員和2名管理人員提出的，他們指出對時間的限制是獲得對話機會的障礙。</p><p>　　轉(zhuǎn)送/分流程序。這是3名輔導(dǎo)員與3名管理人員提出的，他們認為關(guān)于處理學(xué)生問題的分流程序與過程的對話是需要的。</p><

93、p>　　少量對話是需要的。4名輔導(dǎo)員這樣表示。</p><p>　　人際糾紛戰(zhàn)爭的對話。2名輔導(dǎo)員強調(diào)，學(xué)校輔導(dǎo)員必須放棄地盤事件，并且要認識到想要最好的服務(wù)于孩子與家人是需要各種資源的。</p><p>　　11名輔導(dǎo)員和5名管理人員指出，他們意識到定義那些要么簽約要么臨時雇用的校外心理健康專家類型的特征，9名輔導(dǎo)員和4名管理人員指出他們沒有意識到合同性的協(xié)議/特征。</p&

94、gt;<p><b>　　討論</b></p><p>　　相當令人感興趣的發(fā)現(xiàn)是，學(xué)校輔導(dǎo)員和行政人員對于學(xué)校的輔導(dǎo)員提供團體輔導(dǎo)，并確定在精神衛(wèi)生服務(wù)需要的學(xué)生的能力有不同的看法。從歷史來看，學(xué)校輔導(dǎo)員的首要責任是進行職業(yè)評估以及提供天賦、能力和興趣的測試來幫助學(xué)生(Flaherty et al., 1998)?，F(xiàn)如今，重點轉(zhuǎn)變?yōu)楦臃e極主動的模式，在于強調(diào)預(yù)防。盡管訓(xùn)練種

95、類的不斷擴展，目前許多學(xué)校的輔導(dǎo)員運用短期的干預(yù)模式來獲取更多的可以為個人與群體提供心理咨詢服務(wù)的知識。</p><p>　　可能學(xué)校管理人員認識到不斷增長的學(xué)生心理健康需求，他們深刻的意識到，如果利用校外心理健康專業(yè)人員來提供必要而又費時的學(xué)生服務(wù)，學(xué)校輔導(dǎo)員指定的責任和大量的個案將會變得比較少，他們也會感到輕松一些。我們認為，所有參與者對于角色的定義和澄清影響了學(xué)校管理者對學(xué)校輔導(dǎo)員在協(xié)作中必須扮演的關(guān)鍵角色

96、的理解。往往正是這些輔導(dǎo)員對于學(xué)生與學(xué)生的家庭，包括治療的歷史有著最多的了解。此外，學(xué)校輔導(dǎo)員的角色，包括聯(lián)絡(luò)，推介參與與合作伙伴干預(yù)，可能無法識別或沒有得到充分利用。</p><p>　　另外，有趣的是，學(xué)校輔導(dǎo)員相比他們的管理者在更大程度上視自己為心理健康專家。這種差別可能是由于，校園學(xué)生咨詢的許多咨詢師學(xué)歷計劃需要完成相同的核心課程工作，就如同學(xué)生想要成為有執(zhí)照的咨詢師，他們都能夠被授予同樣的咨詢師學(xué)歷。&

97、lt;/p><p>　　有趣的是，只有2名參與者反對學(xué)校雇傭校外心理健康專業(yè)人員來為學(xué)生心理健康問題提供服務(wù)。我們認為，在參與者中有如此高的比例同意學(xué)校的雇傭決定，是意味著當角色被清晰地定義和規(guī)定后，輔導(dǎo)員和管理人員都清晰地意識到學(xué)生中不斷增加的心理健康需求。</p><p>　　調(diào)查中的開放性問題表明，75%的被試樣本將學(xué)校心理咨詢的角色定義為心理健康與學(xué)業(yè)的輔導(dǎo)相結(jié)合。這個發(fā)現(xiàn)表明，學(xué)校輔

98、導(dǎo)員與他們的管理者在輔導(dǎo)員角色與工作責任方面達成共識是非常重要的，這應(yīng)該被美國學(xué)校輔導(dǎo)員協(xié)會作為國家常模。</p><p>　　被試樣本把角色定義看做需要發(fā)生的重要對話。在定義這些角色時，我們建議側(cè)重于對每個專業(yè)的目標的互補性上。同時，怎樣有效地進行學(xué)科間的運作并且滿足學(xué)生最大興趣的不同訓(xùn)練方式和例子對責任的描述被證實是有益的(Weist et al., 2001)。通過允許各方在協(xié)作中分享他們的職責來提供這樣的

99、擴大澄清服務(wù)。</p><p>　　許多參與者都認為，聚焦于學(xué)生向校外心理健康專業(yè)人員求助的商定程序的意見交換是必要的。Porter, Epp, and Sharronne（2000）建議，學(xué)校輔導(dǎo)員和非學(xué)校的MHPs應(yīng)該在治療方法和轉(zhuǎn)介過程，心理干預(yù)的討論，以及解決保密性和授權(quán)性報告的關(guān)鍵性問題的基礎(chǔ)上，每周舉行一次會議。</p><p>　　來自學(xué)校和社區(qū)心理健康機構(gòu)的領(lǐng)導(dǎo)者與提供服務(wù)