The present study aims to explore the process, properties, and influencing factors involved in a student counselor’s development of professional identity. Data was collected by means of self-narrative and analyses were conducted using “holistic-content” and “category-content” analysis methods, and results are presented as stages of processes as well as thematically. The conclusions are as follows: 1. A student counselor’s process of professional identity can be divided into five stages: being lost and exploring, responsibility and identification, deepening of values, enhancing professionalism and extension and inheritance. 2. The four properties of a student counselor’s professional identity include: identifying with one’s professional role; willingness to be devoted to the profession; putting professional knowledge into practice; and reflecting on professional values. 3. Influencing factors of professional identity include: recognition from others, professional development, professional assistance and social identity. Based on the research results, relevant suggestions are proposed for both future research and improvements for the professional identity of student counselors.

本研究旨在探討一位學生輔導員專業認同的歷程、內涵及影響因素。研究 者透過自我敍事的研究方式進行資料蒐集，採用「整體－內容」和「類別－內 容」分析方法，及後以階段歷程和主題的方式呈現研究分析結果。結論如下： 1. 學生輔導員專業認同的歷程分為五個階段，分別是迷失與尋求、責任與認 同、深化價值、提升專業水平、擴展與傳承。 2. 專業認同的內涵包括四個方面，一為認同專業角色；二為願意專業投入； 三為實踐專業知識；四為反思專業價值。 3. 影響專業認同的重要因素，分別為別人認同、專業成長、專業支援、社會 認同。 最後，依照研究結果對「未來研究」、「提升學生輔導員專業認同」提出相 關建議。