高中職輔導教師參與焦點解決督導員訓練經驗之研究

本研究意在探討高中職輔導教師參與焦點解決督導員訓練，並實踐督導的經驗；研究目的包含：（1）瞭解輔導教師參與本研究督導員訓練的動機、學習狀態與收穫；（2）瞭解受訓輔導教師於訓練前至受訓後一學年期間的焦點解決督導員準備度、督導實踐經驗及其轉變；（3）瞭解受訓輔導教師之焦點解決督導員發展與實踐的影響因素；以及（4）對於學校輔導教師督導員之培訓與實施提出建議。本研究於「輔導教師之焦點解決督導員訓練」方案形成後，獲得16位高中職輔導教師參與訓練及研究。訓練方案第一階段為7.5日、共45小時的課程；第二階段則讓受訓者進行督導實踐，並進行三次督導會議，亦於訓練結束後一學年進行一次督導會議、每次皆歷時三小時。基於質化研究取向，本研究蒐集一次「焦點團體訪談」、12份「個人深度訪談」、5份「追蹤性個人深度訪談」等質化資料，依「主題分析」的方法進行資料整理及分析；並有32份作業與四次督導會議內容，作為本研究之輔助性資料。得出研究結果包含以下四部分：一、參與「輔導教師之焦點解決督導員訓練」方案的動機與態度「參與訓練方案的動機」包含輔導教師與督導員面向之專業發展的意願與使命感；對於焦點解決取向具持續學習興趣並以督導員角度推廣之意願增減；人之因素的吸引：對焦點解決中心團體與講師的喜歡及需求。而「受訓前對於成為『輔導教師之焦點解決督導員』的準備度與角色設定」，則包含對於成為「輔導教師之焦點解決督導員」的準備度；過去擔任督導員的角色設定。二、受訓第一階段：課程中的學習狀態與收穫受訓者獲得「一般督導理論與督導員角色的學習與預備」、「輔導教師督導員的知能學習與專業覺察」、「焦點解決督導功能、角色與運用的體會及學習」等三方面的學習，以及其它工作知能的學習、和個人生活的助益。而受訓者「對於『輔導教師之焦點解決督導員訓練』課程的掌握度與感受」則包含：對課程內容的掌握度整體為佳，並仍有待加強處；影響課程吸收與掌握度的因素；對於參與訓練和即將擔任輔導教師督導員懷有壓力。三、受訓第二階段：課程結束後的督導實踐與體會受訓者「運用受訓所學嘗試進行輔導教師之焦點解決督導的經驗」包含：以焦點解決取向於校內／機構內進行督導的經驗；至國中帶領迴響團隊同儕督導模式或焦點解決督導架構之經驗；用焦點解決督導架構進行自我督導之經驗；以焦點解決取向於校內進行諮詢之經驗；體會到持續實踐焦點解決督導與後續討論的重要性。「實踐焦點解決督導後進行督導會議的助益」包含：對於焦點解決督導之實踐經驗進行檢視與分享；對於課程與焦點解決督導之實踐經驗有所統整及推進；產生團隊與自我的凝聚與增能。此外，受訓者提及「對於擔任『輔導教師之焦點解決督導員』的知覺狀態及其變化」、「對於擔任『輔導教師之焦點解決督導員』或進行其它運用之意願、展望與需求」以及「對於本『輔導教師之焦點解決督導員訓練』方案的回饋與建議」。四、結束受訓後一學年期間自發性的督導實踐經驗與轉變受訓者於「受訓後一學年期間，進行焦點解決督導與相關應用之經驗」包含：以焦點解決取向於校內／機構內進行督導之經驗；至國中／校外進行迴響團隊同儕督導模式之經驗；以焦點解決取向進行自我督導、訓練、諮詢及其它校園實務工作之經驗。「受訓後一學年擔任輔導教師之焦點解決督導員，準備度的提昇」包含勝任度與信心的提昇、正向情緒與意願的提昇，以及準備度仍不足之處。此外，受訓者提及「受訓後一學年的督導取向、定位、展望與需求」以及「受訓後一學年對於本『輔導教師之焦點解決督導員訓練』方案的回饋與建議」。根據上述研究結果，本研究進一步做出三節討論。第一節乃討論受訓者於四個研究階段中，所包含的準督導員階段、新手階段、角色轉換階段、探索與發展階段、角色穩固階段、精熟與整合階段等督導員發展階段之特徵。第二節指出影響受訓者發展與實踐督導的因素：（1）「參與焦點解決督導員訓練以及督導相關行為」，包含：「輔導教師之焦點解決督導員訓練」的參與助益和建議；實踐焦點解決督導並獲得正向經驗，為焦點解決督導員發展之關鍵因素，而其中，焦點解決督導之迴響團隊同儕督導模式易於上手、焦點解決督導之平等尊重的姿態、焦點解決社群同儕的團隊支持等三項，為幫助受訓者實踐督導及獲得正向經驗的重要助益因素；焦點解決督導前的準備與討論、督導會議與「督導的督導」之助益性。（2）「督導員其它相關因素」，包含：督導員於學校輔導工作、焦點解決取向的背景經驗與知能；對於擔任督導員／焦點解決督導員的動機、特質、準備度與態度感受。（3）「受督者相關因素」，包含：受督者對於焦點解決取向的接受度；受督者接受焦點解決督導的意願、態度與特質；受督者的實務經驗與專業度；受督成員們來自同一學校與否。（4）「環境氛圍與文化制度相關因素」，包含：學校組織中的文化氛圍；身處督導場域／學校之內或之外；輔導工作時間與處室內人數的限制；督導相關政策制度對於學校輔導工作督導的限制；文化因素對權威性的期待：輔導經驗、行政資歷及學校層級影響。此外，綜合各影響因素形成「焦點解決督導員發展與實踐之影響因素圖」。第三節則提出研究者省思，包含兩大主題：第一主題為「督導員的人性角色：成為督導員的需求層次圖」。第二項主題則指出了「焦點解決督導於輔導教師督導的適切價值」，包含：（1）「具使用者親和性，而為能與輔導教師督導員相輔相成、互動成長的督導取向」，並提出「焦點解決督導與督導員的互動性」圖；（2）「促進輔導教師督導中的平等參與、合作產出及賦能」。而本研究訓練之一大成果，乃開啟了同儕督導於臺灣輔導教師領域施行的思維、行動、以及焦點解決督導方法的培訓與推展。最後，依據研究結果與討論，本研究提出對於輔導教師督導員之培訓與實踐的建議（包含對於課程內容、課程進行方式、整體訓練方案進行、受訓者條件、實行輔導教師督導和輔導教師督導員培訓之制度面等方面的建議），以及本研究之限制與對於未來研究之建議。

關鍵字

焦點解決督導；督導員訓練；督導員發展階段；輔導教師；輔導教師督導員

並列摘要

This study aimed to explore high school counselors’ experiences of participation in a solution-focused supervision training program and their experiences of doing solution-focused supervision. Sixteen high school counselors participated in this study. The first phase of the training program consisted of 45 hours of training over 7.5 days. The second phase involved trainees doing supervision work and participating in three supervision meetings, and one supervision meeting after a school year, all of which were three hours long. This study used a qualitative research methodology, including one focus-group interview, 12 in-depth interviews, and 5 follow-up in-depth interviews. The collected data was organized and analyzed using thematic analysis. The research found that: 1.Trainees’ motivation and attitudes towards participation in the training program “Motivation for participation” included trainees’ sense of mission for professional development, the interest in continuing to learn the solution-focused approach and supervision methods, and the personal attractiveness factors. In addition, “pre-training preparedness and role assumptions regarding becoming a solution-focused supervisor” was mentioned. 2.The first phase of training: Learning status and outcomes Trainees reported three main outcomes from training: “Understanding and preparedness based on general supervision roles and theory,” “knowledge, skills, and professional awareness of school counselor supervision,” and “experiences and learning of the functions, role, and application of solution-focused supervision.” Trainees’ mastery of and feelings towards the supervision training program was related to a sense of pressure regarding participation and the prospect of beginning to work as a supervisor. 3.The second phase of training: Post-training supervision practice and experience Trainees utilized what they have learned in the training to conduct solution-focused supervision, and felt the importance of conducting supervision and further discussion. In addition, trainees mentioned “the benefit of post-supervision supervision meetings,” “changes in perception of working as a solution-focused supervisor,” “willingness, hopes, and needs for working as a solution-focused supervisor,” and “feedback and suggestions about the training program.” 4.Trainees’ supervision experience and transformation in the school year after the training program Trainees mentioned their experience and utilization of solution-focused supervision in the school year after the training; also, trainees’ preparedness as a solution-focused supervisor increased during this time, included increased competency and confidence, increased willingness and positive emotions, and some remaining areas of insufficient preparedness. In addition, trainees mentioned their “approach, role definition, outlook, and needs for conducting supervision” and “feedback and suggestions for the training program” during this time. Based on above research findings, three sections of discussion followed. The first section discussed the trainees’ development characteristics during the pre-supervisor stage, novice stage, role transition stage, role consolidation stage, and mastery and integration stage as a solution-focused supervisor. The second section pointed out the factors that influence trainees’ development and practice as a solution-focused supervisor, including: (1) “participation in the training program and supervision-relevant behaviors,” which included benefits of the program, conducting solution-focused supervision and gaining positive working experience as a key factor to solution-focused supervisors’ development, and the benefits of pre-supervision preparation, discussion, supervision meetings, and “supervision of supervision;” (2) “supervisors’ other relevant factors,” including their experiences with and understanding of school guidance and solution-focused approach, as well as their motivation, characteristics, preparedness, and emotions relevant to working as a supervisor; (3) supervisee factors; and (4) work environment and cultural/institutional factors. These factors were integrated into a “diagram of factors influencing solution-focused supervisors’ development and practice.” The third section included two themes of the researcher’s reflections. The first theme is “supervisors’ role as a human: a diagram of supervisors’ levels of needs.” The second theme is “the value of solution-focused supervision in school counselors’ supervision,” including (1) user-friendliness, in the sense of facilitating mutual growth, and including a diagram of “mutuality between solution-focused supervision and the supervisor,” and (2) facilitating the school counselors’ egalitarian participation, cooperative production, and empowerment. One of the important achievements of this research and training is facilitating reflection and action on peer supervision among Taiwanese school counselors, as well as training and spreading solution-focused supervision. Finally, based on the research results and discussion, suggestions are given for school counselor supervisors’ training and practice, limitations of this research are discussed, and suggestions for future research are raised.