透過您的圖書館登入
IP:3.234.177.119
  • 期刊

碩士層級實習學校諮商員督導團體之關切議題、學習因素與參與經驗分析

Practicum School Counselors' Concerns, Learning, and Experiences in Group Supervision

摘要


本文旨在探討碩士層級實習學校諮商員參與督導團體時,所關注之議題、學習相關因素,以及相關參與經驗反思。研究邀請26位在職諮商碩士班研究生於進行學校諮商實習時同步參與四個各進行五次、每次90分鐘之團體督導,每次於開始前填寫「督導需求問卷」,結束後填寫「團體督導經驗問卷」,並於實習結束後分析其週誌和整體心得與督導團體相關之經驗。研究結果發現學校實習諮商輔導人員之關注議題、學習因素和參與經驗反思,可分為實務介入學習、團體整體經驗、人際互動學習、自我專業發展四個層面進行探討。關注議題包含關切對象、介入內容、工作模式與衝突議題面對等;學習因素上最重要的為「諮商實務策略學習」,其次為「團體氣氛感受與助益」、「人際互動與回饋學習」,以及「專業能力發展與學習」等;參與經驗方面包括:團體層次之支持氣氛、視野擴展、需求無法滿足等;實務層次的介入策略學習、具體技術學習、個案概念化學習等;人際層次之成員回饋,以及與督導者互動之隱含學習;自我專業發展層次之取向探索、自我覺察、專業瓶頸省思、以及角色重新定位等。研究針對學校諮商督導、團體督導實務、培育理念、和後續研究等進行討論與建議。

並列摘要


The purpose of this study was to explore practicum school counselors' concerns, learning, and experiences in group supervision. Twenty-six master-level counseling students were invited to join four supervision groups. Each supervision group consisted of five 90-minute sessions. The participants also conducted seventy-two contact hours of individual and group counseling, psychological assessment, lectures, and consultations for parents and teachers. The participants filled out the Needs for Supervision Questionnaire before each session to explore their concerns. They then filled out the Experience of Group Supervision Questionnaire after each session to assess their learning experiences. Segments of their weekly journals and term reflection papers were selected and analyzed to explore their learning experience. The results revealed four dimensions as important learning focus for practicum school counselors in group supervision, including practical learning, group experience, interpersonal learning, and professional development. The results showed highest five concerns: the targets, contents, intervention models, and conflicting topics. In terms of learning experience, the learning of counseling practice and strategies was most important, followed by group climate and associated benefits, interpersonal interaction and feedback, and professional development and learning. The learning of practical strategies, concrete techniques, and case conceptualizations were in the practical learning dimension. The group support, generation of the new views, and needs not being met were reported in the group experience dimension. The participants' interactions and feedback, and indirect learning from the supervisors were in the interpersonal learning dimension. The career self-exploration, self-awareness, career difficulties, and role redefinition were in the professional development dimension. Recommendations for school counseling and supervision, group supervision, and future research were discussed and proposed.

參考文獻


許韶玲(2004)。受督導者對於諮商督導過程的影響因素─從受督導者的知覺檢視。諮商輔導學報。10,31-49。
鄭如安、廖鳳池(2005)。督導中重要事件內涵之分析研究。諮商輔導學報。12,35-70。
趙曉美、王麗斐(2008)。國小兒童個案問題與輔導室對校外心理健康專業協助需求之研究─以臺北市為例。北體學報。16,350-362。
徐西森(2003)。諮商督導歷程中督導角色與督導焦點之分析研究─以區辨模式為架構。諮商輔導文粹。8,1-34。
王麗斐、杜淑芬、趙曉美(2008)。國小駐校諮商心理師有效諮商策略之探索性研究。教育心理學報。39(3),413-434。

被引用紀錄


謝孟欣、房孟潔、刑志彬(2023)。COVID-19疫情下心理工作者危機介入訓練課程成效之研究諮商心理與復健諮商學報(38),33-53。https://doi.org/10.6308%2fJCPRC.202312_(38).0002
黎欣怡、田秀蘭、吳熙琄、王孟甯(2021)。後現代敘事合作取向團體督導歷程中的督導思維與督導策略教育心理學報53(1),199-222。https://doi.org/10.6251%2fBEP.202109_53(1).0009

延伸閱讀