以敘事認同觀點探究大學生擔任輔導志工之經驗─以育幼院輔導志工為例

Abstract

本研究旨在探討於大學期間擔任輔導志工的經驗對於自我認同發展之影響，本研究採取敘事研究法作為研究方法，邀請五位曾於大學時期擔任輔導志工的研究參與者進行半結構式訪談，以Lieblich、Tuval-Mashiach與Zilber（1998）提出的「整體─內容」以及「類別─內容」方法分析研究資料，以了解個體於大學時期擔任輔導志工之主觀經驗以及對自我認同發展的影響。 本研究發現：1. 研究參與者於大學時期擔任輔導志工之重要經驗包含：（1）帶著不同起念激盪出不同的生命體驗；（2）轉入個別晤談輔導志工角色之調適；（3）藉擔任輔導志工經驗更貼近自我；（4）在個別晤談服務中成長、轉化；（5）與個別晤談小攜手的關係成為生命中重要的關係經驗；（6）成為幹部的成長與承擔。2. 研究參與者於大學時期擔任輔導志工期間自我認同發展的軸線包含：（1）在攜手關係中照見自我；（2）在督導與夥伴眼中映照出未曾看見的自我；（3）在矯正性的團督經驗中孕育出新的自我；（4）在攜手角色中回觀過去生命經驗；（5）在擔任幹部的經驗中拓展自我同時發展社會認同；（6）在輔導志工角色中探索生涯並發展職業認同。 本研究根據上述結果提出研究反思，同時針對後續研究者以及相關人員提出相關建議以供參考。

The study aims at exploring the effects of having experiences as counseling volunteers in college on the development of identity. The study adopted narrative research as its studying method and invited five study participants who had been counseling volunteers in university to conduct semi-structured interviews. The study made use of the “Holistic- Content” and “Category -Content” analysis proposed by Lieblich, Tuval-Mashiach, and Zilber (1998) to analyze and study the data so as to understand the subjective experiences of individuals being counseling volunteers in college and its effects on the development of identity. The study found that: 1. Material experiences for study participants being counseling volunteers in university include: (1) creating different life experiences with different motivations; (2) adjustments made to channeling into the role of being a counseling volunteer ; (3) learning more about oneself through being a counseling volunteer; (4) growing and transforming during the guidance service; (5) the relationship with counterparty in the guidance service becoming material relationship experiences in life; (6) development and commitment of becoming a leader. 2. The main thread of study participants being counseling volunteers in university in relation to the development of identity include: (1) reflecting oneself in the helping relationship; (2) encountering a different side of oneself from the view of supervisors and peers' (3) cultivating a new self in the corrective experiences of group supervision; (4) reviewing life experiences in the past in the helping role; (5) developing oneself and the social recognition from the experiences of being a leader; (6) exploring career and developing career identity through the role of a counseling volunteer. The study proposed a study reflection according to the abovementioned results and provided relevant recommendations to subsequent researchers and relevant personnel for reference.