本研究旨在建構中小學代理教師生涯混沌理論團體方案並探討其內涵。研究一的目的在建構中小學代理教師生涯混沌理論團體方案，共招募九位中小學代理教師為研究參與者，年齡介於24-39歲之間。研究者亦為團體領導者，共帶領連續八次的週間團體，透過行動研究法執行與不斷反思修正的歷程，建構貼近其需求的生涯混沌團體方案。研究一的結果分成團體的前、中、後期來呈現團體的建構與修正內容，團體前期包括：首次團體從覺察負向混沌狀態至先導入正向代理經驗、從單次到多次延續性的藝術創作歷程深化對複雜性脈絡的知覺、從社群擴大至社會文化價值觀層面生涯動態系統的理解、生涯幻遊活動由團體前期覺察階段調整至後期的行動階段；團體中期包括社會文化脈絡的限制與影響從缺乏認知覺察到產生洞察之建構歷程、從「個人化」修正為「群體化」以引導成員體驗社會文化脈絡的重要性、牌卡從「主動挑選」到「隨機抽取」；團體後期包括從「單向」到「雙向」的自我對話過程將生涯幻遊內容更具象化、最終團體從關注「個人的行動計畫」到「集體創意自發的連結」。
研究二的目的在於探究生涯混沌理論團體對代理教師代理生活及面對變動未來觀點的影響內涵。共招募十位中小學代理教師為研究參與者，年齡介於24-39歲之間，研究者亦為團體帶領者，進行連續八次的週間團體，每次團體結束後請成員做自我書寫並於全部團體結束後進行個別訪談，分別於一週及一個月後進行，訪談內容作為主要的分析文本，並以敘事研究法「類別-內容」的分析方法進行資料分析。另外，再以一位研究參與者自我書寫的文本做「整體-內容」的分析，來輔助說明研究參與者參與團體後的影響內涵。研究二的結果為成員參與生涯混沌理論團體後對其目前代理生活的影響內涵包括認知、情緒與行為三個層面；對其面對變動未來觀點的影響內涵包含兩個向度，分別是「變到不變」的向度：接受無常予當下、轉換視野參無常、無常探尋本初心；「不變到變」的向度：常中求變展新頁、藏身於器待時動。另外，研究者針對研究結果進行綜合討論，強調結合表達性藝術創作的生涯混沌團體方案能協助代理教師成員轉化困境，給予賦能感；團體方案中「有界無限」的創造性原則亦能協助成員在限制中創造可能，重拾召喚。最後，本研究提出具體建議，供未來諮商研究與實務參考。

This study aims to construct a chaos theory group program for primary and secondary school substitute teachers and to explore its implications. The purpose of Study 1 was to construct a career chaos theory group program for primary and secondary school substitute teachers. Nine participants aged 24-39 were recruited in the group and met weekly for eight sessions. The researcher, as the group leader, led the weekday group. Through the implementation of the action research method with continuous reflections on the revision process, the researcher built a career chaotic group program that reflected the participants’ needs. The results of Study 1 illustrate the construction and revision of the group by dividing the group process into three stages: the early, the middle, and the final stage. The results of the early stage include: guiding the members from perceiving the chaotic state negatively to recollecting positive experiences as a substitute teacher in the first session, deepening the perception of complexity through a series of art creation activities, constructing the understanding of the dynamic system of social and cultural values, and revising the career fantasy activity from the early stage of the group to the later action stage. The results of the middle stage include: from lacking in cognitive awareness of the limitations and influences of social and cultural contexts to construction process of insight, guiding the members to experience the importance of social and cultural context to adjust from "individual" to " group", using cards from "active selection" to "random extraction". The results of the final stage include: making the career fantasy activity more visual through a self-dialogue process from "one-way" to "two-way", and the adjusting the focus of the final group from "individual action plans" to "collective creative spontaneous connections".
The purpose of Study 2 is to investigate the influences of career chaotic theory group on their lives and the viewpoints of changing future among the participants. A total of ten primary and secondary school substitute teachers aged 24-39 were recruited. The researcher was the group leader and implemented the eight-session weekday group. After each group meeting, the members were asked to complete a self-writing. Individual interviews were conducted one week and one month later after the end of the group. The interview content, as the major text, was analyzed by the analysis method of “category-content” of the narrative research approach. In addition, an analysis of the "holistic-content" of a self-written text of one participant was conducted to further explain the impacts of the group experience. The result of Study 2 indicates that the influences of the career chaos theory group on the participants include three aspects: cognition, emotion and behavior. The impacts on the viewpoints of the changing future include two dimensions. The first is "from change to un-change": accepting impermanence and living in the moment, changing visions and understanding impermanence, and finding the calling in impermanence. The second is "from un-change to change": changing the unchanged to turn a new page, and seeking opportunity to take actions. In addition, the researcher conducted a comprehensive discussion on the research results, emphasizing that the career chaos group program combined with expressive artistic creation helped the substitute teachers to transform their ordeals and empower themselves. The creative principle of “bounded infinity” also allowed them to create possibilities within limitations and to find their calling. Suggestions and implications are provided for counselors and researchers for future study.

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