本研究訪談七位學校社工師，探討諮商心理師在縣市「學生輔導諮商中心」的專業實踐樣貌。研究結果：一、在學校系統，諮商心理師相對於社工師佔有優勢，能被學校系統認同；然，諮商心理師/社會工作師與學校輔導人員角色權責難以劃分。二、專業合作中的諮商心理師，擅長個案內在心理議題分析與概念化，但對家庭工作及資源連結能力有限。另，具系統觀點之心理師較能在專業合作上溝通、與社工師能相互協力者可提升效能，與社工師在社區中合作開發多元課程與連結醫療資源可增進個案福祉。三、影響雙方專業合作的負向因素：鮮少互動、諮商心理師堅持結構化的工作模式、對專業關係界線與個案保密原則的落差。四、社工師被學校定位在處遇性輔導工作內涵，「跨」心理專業逐漸能力養成。五、應意識未來學諮中心是否存在的危機。研究結論：一、在專業合作中諮商心理師需了解社工專業，成為其於學校輔導場域的橋樑。二、諮商心理師養成教育應融入教育系統觀點與專業合作知能。三、諮商心理師與社工師對個案保密原則應遵守學生輔導工作倫理守則，達成共識。四、諮商心理師應意識到未來在學校系統中的專業位置的挪移與變動。

This study aimed to investigate professional practice of counseling psychologists who worked at Student Counseling Center at the level of county and city by interviewing seven school social workers. Based on the research findings, the researchers made recommendations for professional collaboration. The results included: (1) compared with social workers, counseling psychologists gained the upper hand in being recognized in school system; it had been a challenging task to differentiate professional roles of counseling psychologists from that of school social workers. (2) From school social workers’ perspectives, counseling psychologists exceled in analysis of client’s psychological issues and case conceptualization. However, they had their limitations in connection with family dynamics, family systems, and resources networking for clients. Additionally, counseling psychologists with systemic perspectives collaborated with social workers to develop programs in the community and to get connected with medical resources for the purpose of improving clients’ welfare. (3) Negative factors of ineffective professional collaboration arose from (a) a lack of communication between social workers and counseling psychologists, (b) counseling psychologists’ overemphasis on structured working model, and (c) a difference in understandings of boundaries and confidentiality between two. (4) School social workers were expected to be able to provide services of remedial counseling, a part of job overlapping with that of counseling psychologists’ work. Over time, therefore, school social workers had been equipped with counseling competencies. (5) Professionals should be aware that there could be possibility that the Student Counseling Center will be closed down. The researchers concluded: (1) Counseling psychologists need to understand the roles of social workers at Student Counseling Centers and to be responsible to bridge the gap of professional collaboration. (2) Systemic perspectives and professional collaboration competencies are needed to be incorporated into training programs of counseling. (3) Counseling psychologists and social workers at Student Counseling Center need to follow the regulations of confidentiality and boundaries of the Ethic Codes for Student Guidance Practice. (4) Counseling psychologists need to be aware that professional roles in school are changing and shifting. Implications for counseling practice, training, and future research were presented.