A Decade of Service
It's been ten years since the implementation of the Student Adviser Office. Over the decade, Student Advisers have become a key role in school administration and a strong support for students.
The theme for this event is "The Power of Stability. The Hub of Growth – Hope. Uplift. Believe." This is not only a review of the past decade's work but also a vision for the future. At the 10th Anniversary Student Adviser Forum, we have invited Lin-Hui Wu (Director of Department of Student Affairs and Special Education), Chang-Yu Yang (President of Tatung Institute of Commerce and Technology), Professor Shao-Hsi Chang, and Mei-Chun Lin (Vice President for Student Affairs) to reflect on the current and future role of Student Advisers in student care. We hope to further build consensus, spark innovation, and collectively explore how to further enhance the impact of the Student Adviser’s role. We hope that in the next ten years, Student Advisers will continue to be a warm presence on campus.
Panel Discussion I: The Crucial Collaboration between University Administration and Student Advising
Opening Remarks by Mei-Chun Lin, Vice President for Student Affairs
In a university setting, school administration and student advising are two essential pillars whose collaboration can greatly enhance administrative efficiency and facilitate a student-centered approach.
Administration plays a leading role in the operation of the university, requiring strategic planning of various resources. As global attention increasingly focuses on educational accountability, universities must take responsibility for the quality of education they provide. Demonstrating institutional effectiveness is key to sustaining long-term development and staying competitive in an increasingly globalized academic landscape.
Currently, Taiwanese universities face multiple challenges, including declining birth rates, tighter education budgets, and growing international competition. In this context, student advisers serve as a vital source of stability and support—for both students and the institution.
Sharing Session by Chang-Yu Yang, President of Tatung Institute of Commerce and Technology
1. The Responsibility of Student Advising Work in Universities
All instructors, advisers, and professional counselors in universities share the responsibility for student care.
This includes offering guidance courses or activities, and implementing a tertiary prevention system for student care.
It is essential that university personnels distinguish between guidance, counseling, and psychotherapy, as each represents a different level of intervention. Understanding these differences is critical for teamwork, making appropriate referrals, and ongoing professional development. The core objective of these efforts is to promote the holistic development of every student.
2. All for Students: For Every Student, and Every effort for the StudentsThe Student Guidance and Counseling Act that was issued in 2014 clearly states that schools must have dedicated offices or professionals for student counseling and student care. It also sets guidelines for how the student care system should be organized, what each role’s duties are, what resources to provide, and how different roles in student care should work together as a team. In recent years, universities have seen an increase in students needing professional help, and there has been a longer waitlist for professional counseling on campus. This shows how important it is to have a strong and proactive advising system that is more accessible to students to serve as developmental prevention in the tertiary prevention system. To truly help every student, it is crucial to have both the professional counseling role and the student adviser role. Without the more accessible role of student advisers, the referral process becomes more difficult to implement. It is also important to be aware that after we make a referral, we still need to stay involved in the process to strengthen student support.
Sharing Session by Lin-Hui Wu, Director of Department of Student Affairs and Special Education
一、大專校院輔導與校務行政結合的重要
從前述政策與計畫的頒布可以發現，大學的輔導工作不僅限於學生與輔導人力之間的互動，而應重視學校資源的應用與輔導工作系統規劃、促進學生認同發展，使專業輔導人力落實輔導工作時，了解學校行政是背後的依靠與資源，進而整合對學生有用的資源加以推廣。
二、大專校院輔導工作的挑戰與作為
2022年，學生事務及特殊教育司從課程著手，實施「補助大專校院辦理校園心理健康促進計畫」，補助大學端開設心理健康相關課程，從與心理高度相關的課，到協助學生放鬆、提升身心品質的課，以此鼓勵大學提供相關學習活動。
學生輔導專責單位名稱的重新思考與行政定位是協助建立專業形象、界定專業工作對象與内涵、提升專業人員專業認同，乃至於擺脫過往大眾對諮商輔導負面刻板意象的重要角度。以今日觀之，專輔單位在學校的組織定位、專輔人員能量之投注重點，以及專業界限如何拿捏挑戰依舊在。學校須思考與規劃輔工作的中長程日標，以發展學校促進與維護學生身心健康之特色作為。
三、分工整合、建立校園生態系統合作模式、型塑正向輔導氛圍、共同推動三級輔導工作
學校輔導工作系統合作模式之建立與推展是深化大專校院三級輔導工作的關鍵。在《學生輔導法》的構下，全校能認知「輔導工作、人人有責」，並非只由專輔人員或單一行政單位為之，尤其是發展性輔導工作，須全校系統合作，善盡各自職責方能克盡全功。透過學生輔導工作委員會持續不斷地對話溝通，形成最適切的系統合作之全員輔導工作模式，共同落實三級輔導。不失為一可努力之機制。2019年國立臺灣師範大學頒布「全方位學生輔導辦法」即標示發展性輔導工作為全校共同為之的精神，該辦法在介入性與處性輔導亦明確說明分工合作模式。各校需以全校視角共同思考如何推動促進學生心理健康之展性輔導工作，以及回應日益增加之介入性與處性輔導需求。例如:透過危機事件處遇不斷檢視三級輔導合作機制，持續修正調整。輔導單位宜結合各大專校院近年如火如茶進行的校務研究，積極建構一個系統化的大學輔導品保系統，針對三級輔導工作相關面向長期蒐集資料、發掘問題、進行分析、提出解決方案、再估方實施後的成效，進而作為後續決策之依據各校的導資源非常有限，面對日益增加的個別商需求，如果能夠透過評鑑研究導向之「滿足學生展需求與具備學校特色」之輔導工作模式，應是值得努力的方向。
Panel Discussion II: The Origin, Development, and Progress of Student Advisers
陳宗志科長引言：
社會不斷改變，教育不得不變，因而需要推動制度轉型，導師角色的扮演影響學校運作和 學習成效至巨。導師應具備引導學生熱愛生命、關懷社會的特質；指導學生參與學校舉辦各項活動；並領導學生參與社會行動以發揮教育的影響力，進而促進社會的發展與進步。當學生遭遇挫折失敗的時候，導師可藉由自身經驗的分享，引導學生繼續努力、不輕言放棄，對學生具「參與及引導」的功能。
Talking points from Professor Shao-Hsi Chang
一、師大專責導師推動的前置作業
臺師大為積極推動學生事務的專業發展，近年來透過積極作為創新學務工作，在張前校長卓越的領導與校內師長的支持下於2014年正式實施專責導師制，此制度以學生為主體並本於學生服務與輔導的初心，希冀透過「專人、專責、專業」方向落實全方位學生輔導。
輔導學生的一些原則，例如，多說「是」少說「不」，必要時加「但」。多說「我們」，少說「你」、少說「我」，多給鼓勵與讚美，會有意想不到的效果。處理學生問題，先處理情緒，再處理對錯，先處理心情，再處理事情。
專任教師擔任學術與生涯導師，另外又設置「專責導師」，工作內容包括加強對高關懷學生的初級預防工作、密切與學生家長連繫、暸解及掌握家庭及其個人狀況等。為輔導原住民學生，也設了原住民導師。各項分工，提升輔導工作效率。
二、師大專責導師實施初期的問題與挑戰
「教育無他，愛與榜樣而已。行政無他，耐煩而已，導師無他，陪伴而已」，陪伴是另一種堅定的力量，讓每個生命開出燦爛花朵。」
「改變雖痛苦，試著改變意念去享受它會迎接豐盈成果」，傳統單導師制使高等教育專任教師必須於研究教學之餘費心學生繁瑣事宜，透過專業化分工，各系專責導師負責學生生活輔導與特殊事件之處理，而各系學術與生涯導師仍繼續本於專業給予學生生涯發展建議，且兩種導師合作越來越密切，學生在雙導師的關懷下與學校及系所均維持良好溝通管道，學生畢業後仍能透過導師的點，維持與母校的連結，使學校輔導成效加成延伸!
Talking points from Mei-Chun Lin, Vice President for Student Affairs
一、師大專責導師實施成效
專責導師在實施初期與滿2年後的每一年都有做需求評估與實施成效，成效上奠基於每位專責導師的努力，每年意見回饋都達4分以上（滿分5分），輔導能量也是全國中表現優異的；需求部分根據調查專責導師制度的成敗，除導師個人特質條件外，學校的支持亦是關鍵，由於學生身心狀況日益複雜，專責導師高接觸頻率對於學生實際感受有顯著正向影響，學校宜主動給予行政支援專責導師對其職責和角色的瞭解外，提供班級活動補助經費、諮詢管道等，尤其針對不同科系領域的同學，專責導師應依學生特性，適時提供累積人際互動與校園經驗。
凡走過必留下痕跡，不要忽視自己的小力量。對學生抱持視如己出的態度，也許曾經輔導過的學生，有一天反而會成為自己人生中的某個貴人。
二、專責導師對於學校行政的影響
學生安全的是學務工作的根本，專責導師扮演師大地伏靈的角色，日夜在校內守護、處理學校緊急事件，除了落實初級輔導，也降低危險影響的範圍。
專責導師每年最大型的活動屬期末歐趴祝福最有特色，每年年末期末考前，專責導師會客製不同主題，讓有壓力的同學獲得祝福與能量，更有勇氣面對考試期間的壓力。
為瞭解學生對於專責導師的實際感受，本年均有進行意見調查，以112學年度為例（n=2384），滿意度(滿分5分)最高項目為「對於專責導師在參與其他團體活動的感受(如：班級與學生活動、導生聚會、體育或其他校際…等)」4.61分、其次為「對於專責導師在學校行政方面給予我的協助 (如：急難慰問、獎助學金、賃居訪視、防疫衛教、課程資訊…等)」4.57分。整體滿意度(滿分5分)近三年分別為4.63、4.5、4.6分，顯示學生對於專責導師所提供的初級輔導服務為正向認同，也肯定新制度在校園的發展，另在本年度質性回饋有多位學生表示感謝與支持。
美國心理學會在1972年的年會中即強調「輔導是反映社會的需求而逐步形成的」，過去一連串的變化與重要事件讓大專輔導工作發展至今，以現今大專校院輔導工作觀之，如何以更宏觀的視野理解學生在大時代巨流下所面對的挑戰，與時俱進的回應社會變化、學校發展、學生需求充分發揮功能是所有正在推動與關心大專輔導工作者共同的挑戰與使命!
