輔導教師常有機會與教師、家長、社工、心理師、醫師等校內外人員聯繫合作。本 研究旨在探究輔導教師與校內外不同單位人員合作時，其成功經驗為何，其合作歷程中 有哪些具體工作策略與方法能促進成功。希望透過釐清合作成功的要素，鼓舞更多輔導 專業人員採取對學生輔導工作有助益的合作行動。研究訪談28 位全臺中小學輔導老師， 以質性方法整理訪談內容，再以內容分析方法統計合作成功之對象。結果顯示有三類狀 況被受訪輔導教師視為合作成功：1. 輔導獲得成效，學生狀況獲得改善；2. 感受到同 心一體，夥伴之間會互相支援補位，彼此打氣支持；3. 突破僵局，成功協助失能家長或 鬆動難協商的老師。根據研究成果，本文試圖釐清「系統合作」的概念及其在學生輔導 工作中的定位，以及在輔導實務工作可能面臨的議題，並根據研究成果呼籲，將系統合 作納入專業教育訓練，建立常態性合作機制與交流平台，提升合作以增進輔導工作效能。 文末分別對主管當局、研究者及訓練人員提出建議。

Working with students often inevitably involves collaboration with teachers, parents, social workers, psychologists, doctors, etc. This thesis explores how school guidance teachers succeed in collaboration with pertinent personnel when working with students. How do they define success? What can they do to facilitate collaboration? The goal is to promote efficiency for guidance teachers in collaboration with other professionals and facilitate efficacy in working with students. Twenty eight school guidance teachers were interviewed for their positive experiences regarding cross disciplinary collaboration. Qualitative analysis was employed to organize the data from the interviews. Content analysis was then utilized to specify the objects with whom the school guidance teachers collaborated successfully. Three definitions of success in collaboration were identified: (1) Improvement of the students: via resources utilization, provision of practical suggestion, effective labor division, and exchange of crucial information; (2) Synthesis (Becoming a team): via working together, standing-in, and encouraging each other; (3) Breaking through predicaments: via empowering the parents, or conciliating opinionated teachers. Based on the research result, this thesis defines the concept and operation of ‘cross disciplinary collaboration’ in student counseling services, and advocates for (1) incorporation of cross disciplinary collaboration into the training and education for guidance teachers and pertinent professionals of student services, and (2) establishment of regular mechanism and platform for information exchange and collaboration, to enhance the efficacy of guidance and counseling services for students. Suggestions for authority concerned, trainers of professional education and researchers are also proposed.