全職實習諮商心理師的返校督導經驗與實習工作壓力及專業成長之相關研究

A Study on the Relationship among School Supervision Experience, Stress during Internship, and Professional Growth of Counselor Interns

王雯萱(Wen-Hsuan Wang)

指導教授 ： 蕭富聰

國立暨南國際大學/教育學院/諮商心理與人力資源發展學系 輔導與諮商碩士班/碩士(2017年)

摘要

本研究主要探討全職實習諮商心理師在實習期間定期接受返校督導之現況，及返校督導與其實習工作壓力及專業成長的關聯，期待藉此研究促使諮商心理師培育系所等相關人員關注實習課程的規劃，使返校督導的制度能更貼近實習心理師需求，有效地達到全職實習培訓專業諮商輔導人員的目的。
研究者以問卷調查進行資料蒐集，問卷採用之分量表經內部一致性考驗具有良好之信度，並以於105年度完成全職實習的諮商心理師作為研究對象，共計回收105份有效問卷，所得資料分別以描述統計、ANOVA單因子變異數分析、線性迴歸及Pearson積差相關等逐步進行分析。
研究結果發現：一、返校督導現況的部分：頻率以「兩周一次」為主、參與同儕人數以「大團體」居多、討論主題內容以「個別心理諮商/治療相關」為主「實習壓力相關」次之，及返校督導關係「普遍良好」。二、返校督導經驗與實習工作壓力的部分：返校頻率及實習工作壓力有整體顯著差異，但參與同儕人數、討論主題內容及返校督導關係等三個變項則皆與實習工作壓力無顯著相關。三、返校督導經驗與專業成長的部分：返校督導之頻率與專業成長皆無顯著差異，但以小團體的參與同儕人數與專業成長有顯著負相關、以團體諮商為討論主題內容與專業成長有顯著正相關、返校督導關係與專業成長有顯著相關。四、實習工作壓力與專業成長有顯著負相關。

最後根據研究結果，說明研究限制並分別針對後續相關研究及實務應用提出相關建議，予全職實習心理師、諮商心理師培育系所及實習課程教師、實習機構和其他。

關鍵字

諮商實習課程 ； 返校督導 ； 全職實習諮商心理師 ； 實習壓力 ； 專業成長

並列摘要

This study mainly examines the conditions of interning counseling psychologists returning to school regularly for supervision during their internships, and the connection between school supervision and internship pressure and professional growth. This study aims to increase attention given by related personnel of training departments for counseling psychologists to internship program planning, in order for school supervision systems to better meet the needs of interning Counseling psychologist, and to effectively achieve the goal of training professional guidance counselors.
The researcher has collected data through surveys which show high reliability through internal consistency tests in their scoring, research subjects were counseling psychologists who had completed their internship in 2016, and a total of 105 valid surveys were returned. The acquired data was analyzed step by step with descriptive statistics, one-way ANOVA, linear regression and Pearson product moment correlation.
Research results have found that:
Firstly, for school supervision: frequency was mainly “one time every two weeks”, number of peer participants were mainly “big groups”, subject of discussion was mainly “related to individual psychological counseling/treatment”, followed by “internship pressure”, school supervision relations were “generally good”.
Secondly, for experience of school supervision and internship pressure: there is significant difference between return-to-school frequency and internship pressure, but there were no significant correlations between internship pressure and the three variables including number of peer participants, subject of discussion and school supervision relations.
Thirdly, for school supervision and professional growth: there is no significant difference between school supervision frequency and professional growth, but there is significant correlation between professional growth and number of peer participants and subject of discussion school supervision relations.
Fourthly, internship pressure and professional growth show significant negative correlation.
Finally, according to the research results, research limits are shown while relevant suggestions are proposed in regards to both subsequent related studies and practical application for full-time interning psychologists, training departments for counseling psychologists, internship program teachers, internship institutions and others.

並列關鍵字

Counseling internship program ； school supervision ； internship counseling psychologist ； internship pressure ； professional growth

參考文獻

王文秀、徐西森、連廷嘉(2006)。我國大學校院與社會輔導機構諮商督導工作實施現況及其人員專業知覺之探討研究。中華輔導學報，19，1-40。

郭德賓(2006)。餐飲技職教育校外實習學生滿意度之研究：以國立高雄餐旅學院餐飲管理科系為例。餐旅暨家政學刊，3(2)，187-204。

Lam, T., & Ching, L. (2007). An exploratory study of an internship program: The case of Hong Kong students. International Journal of Hospitality Management, 26(2), 336-351.

一、中文部分

丁麗美(2004)。全職實習前的準備－談實習機構的選擇。輔導季刊，40(4)，69-74。