本文以研究者協助教育部（2007-2014）推動一個以「親職支持」為主的外展服務方案之經驗，說明學校輔導工作在「納入家長」之生態概念架構下，透過學校和社區機構的協同合作不僅能提升親師合作，還能有效解決學生適應欠佳的問題。研究者以行動研究的方法和架構說明方案運作的歷程和成效，發現「支持家長有助於改變學生」的理念倡議獲得學校的認可，持續的行動經驗除了證實學校服務家長的需求普遍存在，還顯示了納入家長的服務可提升學生輔導工作的完整性和有效性，導師的陪同家訪更能顯著提升跨機構的合作關係和服務成效；而由家長接受服務的反應不僅確認了外展工作的適切性，也支持非標籤的連結、優勢和增強權能的工作取向，能化解部分家長的抗拒。不過研究者亦提醒，跨機構、整合不同專業層次工作者的方案運作，需歷經相當長時間的關係建立和理念溝通過程，才可能達到協同合作之正向循環的結果。

The research presented researcher’s experience of 2007-2014 offering assistance for the Ministry of Education in promoting an outreach program which explained that school counseling, under the framework of “parents-inclusive” ecological concept, could improve parent-teacher collaboration but also effectively resolve the issues of students’ maladaptation through coordination between schools and community institution. Action research process was employed in the study, which found out that the advocacy of the concept that ‘offering assistance to parents would be conducive to changing students’ gained the recognition from schools. The ongoing process of the program proved the existence of school’s needs for assisting parents, what’s more, it upheld the integrity and effectiveness of the students’ counseling including the services of parents. Homeroom teachers’ home visits significantly enhanced effectiveness in the cooperative relationship among institutions. Meanwhile, the parents’ attitude toward the outreach were positive. Reduction of parents’ resistance was evidenced by the unlabeled connection, strength, and empowerment approach. Nevertheless, the process costs ample time to establish relations and to exchange ideas among institutions and to integrate workers from different professional levels for the purpose of fruitful and positive collaborative results.