Research on the Experiences of the Volunteers Taking Part in the Voluntary Guidance Program of Elementary Schools

• Main Authors: Yu-Ching Lung, 龍玉琴
• Other Authors: Sheue-mei Lu
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/28553958257506548686

碩士 === 臺北市立師範學院 === 國民教育研究所 === 93 === Research on the Experiences of the Volunteers Taking Part in the Voluntary Guidance Program of Elementary Schools Abstract The purpose of the study was to explore the experiences of the volunteers in the Voluntary Guidance Program of elementary schools. That is specifically to understand their initial motivations, encountered difficulties, needs, personal learning and growth. The participants of this study were six volunteers from the Voluntary Guidance Program of an elementary school in Taipei. The data of this study were collected through in-depth interviews, focus group interviews, and the review of the program-related documents. The collected data were analyzed and compiled through qualitative approaches. The primary findings of this study were summarized as the following four aspects. I. Motivations of volunteers to take part in Voluntary Guidance Program In terms of the initial motivations, the motivations of volunteers could be summarized as two respects: inner personal needs and altruistic ideas. The former included the personal need to pursue self-growth, to fulfill the family role, to meet personal interests, and to allocate personal time. The latter included the though to help the children in need and to train other volunteers. In terms of the factors to maintain the motivations of volunteers to keep working for the program, the primary factors were the continuous supplies of self-growth courses from the program, positive feedbacks, changes and attitudes from the guided students, and the influences from other volunteers. In addition, the program is taken for a channel for the volunteers to release their pressure. II. The difficulties encountered by volunteers while working for the program In respect of the knowledge and skills to take the role of guidance volunteer, the volunteers encountered the difficulty in interacting with other volunteers, in playing the role of guide, and in playing multiple roles simultaneous. In respects of guided students in the programs, the volunteers encountered the difficulty in carrying out the discipline and day-to-day rules, in dealing with the uncooperative attitude, less-involvements and the diversities of the guided students. In respects of guidance resources and outcomes, the lack of the guidance resources and the outcomes of the guidance below expectation were the main concerns of the volunteers. III. Needs and expectations generated by volunteers while working for the program In respect of the guidance knowledge and skills, the volunteers proposed the program to provide more training courses to facilitate their self-integration and guidance skills, and to provide more opportunities for them to practice the knowledge and skills of self-growth and guidance. In respect of the supporting resources, the volunteers proposed that they needed more aids from the professionals or experts, and that the program should enrich the guidance resources, promote the cooperation between volunteers and homeroom teachers, and increase the opportunities for group discussions. In respect of the integration of resources of the Voluntary Guidance Program, the volunteers proposed the program to build up the community counseling networks, to create a seed-volunteer training program, and to take whole person care for the guided students IV. Learning and Growth of the volunteers in Voluntary Guidance Program In term of the ways to learn, attending the training courses and the reading clubs were the primary formal ways for volunteers to learn the knowledge and skills for helping others and self-helping. Learning by serving, experiences sharing in discussions, creative idea inspirations in cross-team guidance, and observing the merits demonstrated by other volunteers were the primary informal ways for volunteers to learn. In terms of the personal growth, the volunteers acknowledged that their needs for the knowledge and skills for helping others and self-growth were satisfied and the idea to help others was realized. They recognized the values of being guidance volunteers. In addition, they also made great improvement in the self-integration, problem solving skills, and interpersonal communication skills. In respect to the changes brought from the growth, the volunteers acknowledged that their self-retrospection, self-awareness, self-affirmation, self-acceptance, self-adjustment and self-response were enhanced in the program. Specifically, they became to more understand their inner quality and the notion of the self, and the personal psychological needs and status. They became more self-confident and accepted themselves. They became to have more capability to manage and adjust their emotions and behaviors, and in addition, they would more like to internalize their ideas and carry out them in action. Based on the findings as mentioned above, the research proposed some suggestions for the schools that would like to implement a Voluntary Guidance Program.