HKIER

Abstract

This research study examined the attitudes, awareness, and behavior intentions of 114 counseling teachers in three domains related to ethics in counseling: competence, relationship with clients, and professional relationship. Results show that most counseling teachers were aware of their professional limits, and were willing to seek ways to improve their competence. Many teachers were aware of the centrality of issues such as informed consent and confidentiality in a counseling relationship, but they seldom translated their awareness into written policies and standard procedures. Whereas avoidance of dual or multiple relationships is one of the key elements in counseling ethics, a majority of counseling teachers felt that dual relationships were unavoidable in school settings. In terms of professional standing, most counseling teachers did not perceive themselves as professional counselors as they interacted with other helping professionals. The implications of findings for counseling practice in secondary schools, as well as for the development of ethical guidelines in school settings in Hong Kong were discussed.

摘要

本研究調查了114位輔導老師對輔導道德操守中三個領域的態度、覺知和行為傾向。這三個領域是：能力，與當事人的關係，和專業關係。研究發現，大部分輔導老師都覺察到本身能力的限制，並願意提升自己的專業能力。老師大都認識到知情權和保密對輔導關係的重要性，但卻少有把這種認識轉化為守則文件和標準程序。雖然避免雙重／多重關係是輔導員操守中的主要元素之一，但大部分輔導老師均認為，在學校環境中雙重關係難以避免。至於專業地位方面，與其他助人專業人員相比，他們大都不認同自己是專業輔導人員。最後，本文探討了研究結果對在中學實踐輔導和建立輔導工作守則的啟示。