專任輔導教師之督導需求初探

本研究旨在初步探索專任輔導教師之督導需求，期能藉由初探性的質性研究，了解專任輔導教師在實務工作中之督導經驗，及對督導之整體運作方式、督導者、督導進行內涵及其他督導相關部分之需求與期待。研究方式為招募現職專任輔導教師3位進行督導團體，於團體進行過程收集研究參與者所提出之督導議題，並於團體結束後進行半結構式訪談，再將收集資料進行現象學之質性研究分析。研究結果將專輔之督導需求整理成四方面：一、在督導資源與架構部分，希望能降低團體成員人數與組成變動、提高頻率及時數、穩定團體督導的結構及運作方式；二、在督導者部分，期待能增進督導者對專輔工作脈絡與學校場域的了解，以利協助專輔知能之提升；三、在督導焦點部分，因應學校場域實務需求，期待督導時能在促進專輔角色定位、提升系統工作能力、因應突發危機處遇之部分多加深入探討；四、在配套措施部分，希望相關單位能協助增加行政督導介入、同儕督導支持、資深專輔協助等資源，以彌補專輔工作現場專業督導仍不足之處。最後，本研究針對專任輔導教師之督導需求，於「督導架構」、「督導者」、「督導焦點」、「相關督導配套」四層面提出相關建議，以期能協助建構更合宜之專任輔導教師督導模式，進而提升學校輔導工作之整體成效。

關鍵字

專任輔導教師；督導需求；學校輔導；學校輔導督導；團體督導

並列摘要

Since the addition of school counselors to primary schools and junior high schools, and these school counselors must balance the dual roles of teacher and guidance personnel, promoting systematic understanding and the effective use of professional manpower to enhance school counseling work has become a hot topic in theories and practice. Supervision is designed to enhance thecounselor's competence and clinical skills of mental health professional. School counselors, are similar to other counseling specialties, who desire or need supervision to refine clinical skills, address complex student issues, and perform multifaceted job responsibilities. However, the topics that focus on the supervision experiences and needs of school counselors were rarely explored. Accordingly, the purpose of this study was to preliminarily explore the supervision needs of school counselors. This study recruited three individuals, who currently employed as school counselors in primary schools, to participate in a group supervision to share ideas regarding the supervision of school counselors, investigating supervision-related concerns raised by the participants, and conducting semi-structured interviews after the group supervision. Qualitative phenomenological research and analysis were performed on the collected data. The results revealed that the supervision needs of school counselors can be divided into four aspects: (1) adequate and stable resources, and structure for counselor supervision, including reduced numbers of supervision group members and group composition changing, increasing in the frequency and duration of group supervision, and stabilization of the group supervision structure and operation mode; (2) improvement of the supervisor's understanding of the counseling work context of school counselors andthe school counseling system; (3) supervisory focus on the practical needs of the school system, such as the promotion of the school counselors' roles, the improvement of systematic working ability, and with the management of sudden crises; (4)complementary supporting measures for supervisors, including administrative supervision intervention, peer support system, and assistance from senior school counselors. The findings yielded valuable information for working with school counselors and offered insight on the importance of ongoing school counselor development. With a focus on supervision needs, adding these perspectives will address the gap in the literature and highlight the meaning of supervision among school counselors. Finally, this study proposed considerations for provision of school counselor supervision in four dimensions: supervision structure, supervisors, supervisory focus, and relevant supervisory support. For supervision structure, increasing counselors' supervision resources, stabilizing supervisory structures, and adding legal regulations in relation to school counselors' group supervision are suggested. For supervisors, this study suggested that enhancing supervisor's understanding of the school counseling system and the school counselor's role as well as assisting and encouraging senior school counselors to receive training and become supervisors would be beneficial. Supervisory focus on school operations, provision of relevant resources for supervision and consultation with school counselors are recommended. Regarding relevant supervisory support, this study suggested that increasing administrative supervision resources and support for the peer supervision of school counselors and utilizing senior counselors' experience would be beneficial. Overall, supervision is an effective way for school counselors to sustain and strengthen their competence by providing opportunities for professional identity development, self-efficacy, and ongoing professional development, and provision of school counselor supervision models for the school's context requires attention and effort when counselors are employed. In fact, more practical and research attention are required to construct a more appropriate supervision model for school counselors to further improve the overall effectiveness of school counseling. It is looked forward that the findings from this study will supplement existing contemporary empirical scholarship on the group supervision of school counselors.

並列關鍵字

school counselor ； supervision needs ； school counseling ； school counseling supervision ； group supervision

參考文獻

宋宥賢、李佩珊、張聖杰（2018）。初任國民中小學專任輔導教師職前培訓方案的參與經驗與需求評估之初探研究。中華輔導與諮商學報， (51) ， 217-262 。 doi: 10.3966/172851862018040051007

Bardhoshi, G., Schweinle, A., & Duncan, K. (2014). Understanding the impact of school factors on school counselor burnout: Amixed-methods study. Professional Counselor, 4(5), 426-443. doi:10.15241/gb.4.5.426

王嫈慧（2013）。國民中學專任輔導教師角色知覺-專任輔導教師與一般教師之比較分析（未出版之碩士論文）。國立彰化師範大學，彰化。