Establishing a school counseling system based on the opinions of junior high school students and their attitudes toward counseling

361名学生被要求描述他们对学校咨询服务的看法和意见（研究1）。随后，这些描述被分为以下9类：(1)“寻求帮助的犹豫”，(2)“耻辱担忧”，(3)“对咨询师反应的担忧”，(4)“寻求帮助的技能”，(5)“害怕自我披露”，(6)“对咨询系统的不熟悉”，(7)“对咨询的消极态度”，(8)“对寻求咨询服务的恐惧和不情愿”，以及(9)“帮助的积极方面”。从这9个类别中，我们开发了36个项目来评估学生对学校咨询的看法和态度。通过对366名初中生的探索性因子分析（研究2），揭示了“帮助的积极方面”、“寻求帮助的技能”、“寻求咨询服务的恐惧和不情愿”、“寻求更多帮助的犹豫”和“自我披露的恐惧”这五个内部一致的子量表的五因子解决方案。另一项针对982名初中生的研究对接触假说进行了检验（研究3）。结果表明：(1)认识到学校辅导员的可获得性的学生在“帮助的积极方面”、“寻求帮助的犹豫”、“寻求咨询服务的恐惧和不情愿”和“害怕自我披露”方面得分为正；(2)与学校辅导员有过交谈的学生在“对寻求咨询服务的恐惧和不情愿”和“对自我表露的恐惧”方面得分为正；(3)向学校辅导员寻求帮助的学生在“帮助的积极方面”、“对寻求咨询服务的恐惧和不情愿”和“害怕自我表露”方面得分较高。这些结果支持接触假说（Fisher and Farina, 1995）。讨论了这些结果的以下含义：(1)学校辅导员应创造与学生见面的机会；(2)辅导员应考虑使用非语言方法（Tokuda, 2002）并帮助解决实际问题（Nakamura, 2004）。少

Three hundred and sixty-one students were required to describe their views and opinions with respect to their school counseling services (study 1). Subsequently, these descriptions were classified into the following 9 categories: (1) "Hesitation in Seeking Help," (2) "Stigma Concerns," (3) "Concerns about the Counselor's Responsiveness," (4) "Help-seeking Skills," (5) "Fear of Self-disclosure," (6) "Unfamiliarity of the Counseling System," (7) "Negative Attitude toward Counseling," (8) "Fear and Reluctance toward Seeking Counseling Services," and (9) "Positive Aspects of Helping." From these 9 categories, we developed 36 items to assess the students' views and attitudes toward school counseling. Exploratory factor analyses in a sample of 366 junior high school students (study 2) revealed a 5-factor solution of internally consistent subscales, including "Positive Aspects of Helping," "Help-seeking Skills," "Fear and Reluctance toward Seeking Counseling Services," "Hesitation in Seeking … More Help," and "Fear of Seldisclosure." A separate study of 982 junior high school students was conducted to examine the contact hypothesis (study 3). The results indicated the following: (1) those who recognize the availability of the school counselor indicate a positive score in "Positive Aspects of Helping," "Hesitation in Seeking Help," "Fear and Reluctance toward Seeking Counseling Services," and "Fear of Self-disclosure"; (2) those who have had a conversation with the school counselor reported a positive score in "Fear and Reluctance toward Seeking Counseling Services" and "Fear of Self-disclosure"; and (3) those who have sought help from the school counselor reported a positive score in "Positive Aspects of Helping," "Fear and Reluctance toward Seeking Counseling Services," and "Fear of Self-disclosure." These results support the contact hypothesis (Fisher and Farina, 1995). The following implications of these results were discussed: (1) the school counselor should create opportunities to meet students and (2) the counselor shoud consider using nonverbal methods (Tokuda, 2002) and help resolve the actual problems (Nakamura, 2004). Less