心理系李怡真老師在課業提供專業指導，在生活、職涯規劃樂意傾聽並尊重學生想法。為了盡早培養學生各項關鍵能力，讓課堂所學與職場需求有更清晰的連結。透過分析、討論並引導學生從多方角度理解事情，找到問題解決之道。對學生而言，她不僅是大學四年裡的導師，也是讓學生擁有積極正面特質的人生導師。總是主動關心、面帶笑容，記得學生名字的怡真老師，親切友善的個性讓師生毫無距離感，期盼帶給學生們的大學生活既充實又美好。
Professor Lee from the Department of Psychology provides professional guidance about schoolwork. She is happy to listen to and respect students’ thoughts regarding life and career planning. In order to train students with various key abilities, she makes connections between things learned in class and the careers her students might be considering. Through analysis and discussion, she guides students to consider things from multiple perspectives and to seek solutions to problems. To the students, she is not just a teacher for their four years of university life—she is a teacher of life who supports students with enthusiasm and optimism. Professor Lee is always caring and smiling, remembers students’ names, and her friendly personality allows her to form a close bond with the students. She hopes to introduce students to a fulfilling and wonderful university life.
人際互動「階段性」 學生勇於探索、面對錯誤並學習獨立
“Staged” interpersonal interactions Students are brave to explore, face mistakes, and learn to be independent
怡真老師透過幾種方式瞭解學生的生活、課業的適應、家庭的狀況，以及對未來生涯的規劃。像是以2~5個學生為單位進行午間聚餐，在輕鬆愉悅的氣氛下與每位學生累積情感，有機會觀察到彼此的人際支持網絡。因為有朋友在旁邊鼓勵，學生會願意將困擾提出來與李老師討論。還有在特定時段，學生可以自由前往的「下午茶時間」。怡真老師精心準備點心與飲料聊天享用，尤其對初來乍到新環境的大一新生特別適用，甚至會呼朋引伴相約前來。
Professor Lee gains a better understanding of students’ adaption to life and schoolwork, family conditions, and future career planning using several approaches. These include lunch gatherings with small groups of students to develop a connection with each student in a relaxed and pleasant atmosphere, while at the same time having the opportunity to observe each other’s interpersonal support network. With encouragement from friends on the side, students are willing to bring up things that bother them and have discussions with Professor Lee. She also hosts office hours for students to visit freely for “afternoon tea time”. Professor Lee prepare snacks and drinks to enjoy while chatting, which is especially suitable for freshmen who have just arrived in a new environment. Some even invite their friends to come along.
「個別討論時間」主要是針對突發的人際、情緒或學業問題，學生需要尋求幫助。過程中，李老師耐心聆聽並了解想法，不會在第一時間給予建議，而是嘗試提供給學生更多思考的觀點，透過一對一互動讓他們在情感上獲得同理與支持。她聲音柔和細微地答道：「不同層面的互動，讓我與導生之間能保有一定程度的熟悉度與情感連結，更可以掌握學生每年的變化與成長。」
“Individual discussion time” mainly targets unexpected interpersonal, emotional, or schoolwork issues, where students need to reach out for assistance. In the process, teacher Lee listens patiently to try and understand them before giving advice. Her goal is to provide students with additional perspectives to consider, allowing them to obtain emotional empathy and support through one-on-one interactions. She replies, “Interactions on different levels allow me to maintain a certain degree of familiarity and emotional connection with students, so I can keep up with their changes and growth every year.”
每學期導師時間的安排，怡真老師依據導生每一年的學習與生涯探索需求而設計，透過主題式分享討論，引導學生在課業及人生的各項追求上有所助益。在新生入學後的第一次導師時間，請學生撰寫一封信給自己，寫下在這四年期間對自己的期許，每年再發回給學生審視、調整目標的機會。李老師認真地為每位學生以拍立得留下大一稚嫩青澀的模樣，面對來自學習、家庭、情緒、人際關係、自我懷疑種種茫然而失去方向，時刻提醒他們莫忘初衷。有導生表示：「這是認識自己、跟自己對話，給自己導航的方式。讓他想起剛進大學滿懷期待的力量，是陪伴他走過大學迷惘、缺乏動力的時候。」
Professor Lee arranges her tutor time for the semester according to the learning and life exploration needs of students. This is intended to support students in various pursuits including schoolwork and life through thematic sharing and discussion. For the very first teacher’s time after freshmen arrive at the school, students are asked to write a letter to themselves, and to include their hopes and goals for the next four years. She then hands these letters back to the students every year for review and adjustment. Professor Lee takes a picture for each student when they are a freshman, so they can later remind themselves not to forget about their original intentions if they feel they have lost direction while encountering obstacles related to studying, family, emotions, interpersonal relationships, and self-doubt. A student reflects on this experience: “This is learning about oneself, having a conversation with oneself, a way to guide oneself. This reminds me of the strength filled with anticipation I first had when I arrived at the university and which has accompanied me through times when I was feeling lost and lacking motivation.”
來自心理系學生的「幸福」特效藥 真誠互動是延續熱情的所在
The miracle drug for “happiness” for students from the Department of Psychology Sincere interaction is the approach to continuing with passion
為了讓學生提早了解心理系畢業後職涯抉擇的方向，怡真老師每學期邀請各領域的學長姐，分享在校學習歷程，以及當初選擇職業時的探索過程。針對學生最感興趣的臨床與諮商領域，在大一下與大二上學期的導師時間，安排讓學生直接請教在職心理師，將工作內容有所疑惑的地方提出來討論。面對大三生是否要參與專題學習或繼續升學，李老師提供諮詢與解惑，分析社會與就業狀況，提供生涯發展與建議。全心全意將心力投注在學生身上，啟發和創造更多的可能性。
In order for students in the Department of Psychology to have a good understanding of their post-graduation career options, Professor Lee invites senior students from all domains every semester to share their experiences studying in the school, as well as the exploration process they underwent when choosing their careers. Psychologists in active service are invited so that students can ask advice about clinical and consulting domains in which they are most interested, and to propose queries they have for discussion regarding work content. As for juniors who are faced with whether to take part in project-based learning or to continue with further education, Professor Lee provides consultations and solutions to their bewilderment and analyzes the conditions of society and employment to provide career development and suggestions. She devotes herself wholeheartedly to her students, to inspire and create more possibilities.
學生對怡真老師常見的形容是：真心待人、善解人意，而談起心理系學生，她臉上洋溢著幸福的笑容提到：「他們是一群貼心、相互關心的孩子，對於人文關懷更加主動，面對生活或情緒上有困擾的同學，同儕間彼此同理與包容。」談起令她印象深刻的學生有很多，例如其中有一位是來自馬來西亞的同學，她視李老師為朋友般親近，即使後來去日本交換學習期間，始終將老師放在心上，樂於分享所見、所聞及所學。身為導師，怡真老師用寬廣的人生經驗與視野，提供學生多面向去思考、選擇並尋找出答案。
Students describe Professor Lee as treating people sincerely and thoughtfully. When talking about students from the Department of Psychology, her face lights up with a happy smile as she says, “They are a group of sweet and caring children, they show enthusiasm towards cultural care, and empathy as well as tolerance for classmates who are faced with life or emotional issues.” There are lots of students that impressed her; for instance, one of them is a student from Malaysia, who treated Professor Lee as a close friend, and always kept her teacher in her heart even while was an exchange student in Japan, and who was happy to share what she saw, heard, and learned. As a teacher, Professor Lee leads students to think, choose, and find out answers through multiple aspects with her broad life experience and perspectives.