後現代敘事合作對話取向團體督導歷程及其對受督者之影響研究

A study of group supervision process of postmodern narrative-collaborative dialogical approach and its influence on the supervisee

黎欣怡(Li Hsin-Yi)

指導教授 ： 田秀蘭

國立臺灣師範大學/教育學院/教育心理與輔導學系/博士(2020年)

https://doi.org/10.6345/NTNU202000233

摘要

本研究旨在探究後現代敘事合作對話取向（the postmodern narrative-collaborative dialogical approach）團體督導歷程中，督導者所展現的督導思維，及其所運用的督導策略技巧；並從受督者的觀點了解此取向團體督導對受督者的影響。本取向團體督導每個月進行一次，共進行八次，督導者為後現代敘事合作對話取向的資深臨床督導者，共有九位領有心理師執照之受督者參加。研究收集的資料包括八次團體督導歷程、見證反思歷程逐字稿，以及八位提案受督者之團督後個別訪談逐字稿，使用質性研究紮根理論分析法進行資料的分析。
研究結果發現，在本取向的團體督導歷程中，督導者展現了「尊重、欣賞與感謝；不視為理所當然；一般化；公開化；去專家化；持著未知的態度；認可與賦能；珍視在地性知識」等八大類後現代督導思維，並運用十三類的督導策略技巧，分別是「隱而未顯支線故事的探究；敘事解構/外化/命名；見證；後現代敘事合作對話諮商理論與技巧之教學/分享/示範；意義性提問；隱喻的使用」等六類本取向獨特之督導策略技巧；以及「傾聽、聽見、回應；非評價、正向好奇地提問；瞭解受督者的督導需求與提問；立即性核對；瞭解個案身處之脈絡；賦予新的理解框架；給予指引」等七類共通性的督導策略技巧。在督導思維與督導策略技巧的相互共構下，促進受督者隱而未顯支線故事與內在專家主體知識之現身。
本研究也發現，本取向團體督導結合了後現代見證反思歷程（witness-reflecting process）的運用，受督者們的學習分別領受到來自督導者與其他受督者的影響；來自督導者的影響有八類，分別是「後現代思維的深化；後現代諮商與督導歷程化技巧的學習；形塑與整合個人諮商風格、信念與價值；持續自我覺察、反思、面對與調整；珍惜團體督導的學習經驗；珍惜自己的專業角色與工作；重獲工作力量與意義感；督導正向影響的遷移」；來自其他受督者的影響有五類，分別是「被見證的支持力量；因有相似經驗，感到不孤單、普同感，關係更靠近；從彼此經驗中學習成長；共構在地性自我照顧與諮商專業知識；拓展觀點」。而各類別之間有著相互促進之影響存在，最後共同促成受督者自信與自我效能感的提升、生活上與工作上的重新得力、以及專業角色的認同與功能的發揮。
本研究結果可提供給有意將後現代社會建構理論思維、見證反思歷程運用在諮商督導以及心理師教育訓練上之參考指引。最後，研究者針對本研究結果作一討論，並對未來實務與研究提出建議。

關鍵字

紮根理論研究法 ； 團體督導歷程 ； 後現代敘事合作對話取向 ； 見證反思歷程

並列摘要

The purpose of this study was to explore the supervisory mindsets, supervision strategies and techniques used by supervisors in the postmodern narrative-collaborative dialogical approach group supervision, and to understand it's influence on supervisee. There were nine certified psychologist participated in this monthly group supervision, which supervised by a senior clinical supervisor for eight months, the supervisor’s supervision approach was also postmodern narrative-collaborative dialogical approach. Eight verbatim drafts of the group supervision process, the witness-reflecting process, and the post group supervision individual interview of each supervisee were collected and analyzed by the grounded theory.
The results showed that the supervisor showed eight types of postmodern supervisory mindsets, that is showing appreciation, did not take it for granted, normalize, be public, de-expertization, not-knowing, validation, empowerment, and privilege local knowledge. The supervisor also using a total of thirteen types of supervision strategies/skills, including the six types supervision strategies/skills was unique to this approach, that is “explore the unique outcome, narrative deconstruction/externalization/naming, witnessing, teaching/sharing/modeling the philosophy and strategies of this approach, and use the meaning question and metaphor ”, and the seven types supervision strategies/skills was common to other supervision model, that is “the responsive-active listening, positive and non-judgmental question, understand the supervisee’s supervision needs, immediately checking, understand the context of the client, reframe, and give instruction”. With the mutual co-construction of supervisory mindsets and supervision strategies/skills, this group supervision promoted the emergence of the supervisee's absent but implicit story, unique outcome, and inner expert subjective knowledge.
Furthermore, this study also showed that this approach group supervision combined with the postmodern witness-reflecting process, the learning of the supervisee was influenced by the supervisor and the other supervisee. There are eight types of influences from the supervisor, including deepening of postmodern thinking, learning of postmodern counseling and supervision process skills, shaping and integrating personal counseling styles/beliefs/values, continuous self-awareness and reflection, cherish the learning experience of this approach and their professional work and role, regain the power and meaning of their work, positive influences transfer to their counseling and supervision work. In addition, there are five types influences were came from the other supervisee, including feel supported, feel not alone and getting close, learn from each other's experiences, co-constructing local self-care and counseling-practice knowledge, and their perspective was expanded. Each types of influences had positive effect on the other influences, respectively. Moreover, this study also showed that the supervisee’s confidence and self-efficacy was improved, life and work was refreshed, and their professional identity and function was promoted after this group supervision.
The finding of this study can be used as a reference information for those who interesting in applying the postmodern narrative-collaborative dialogical approach supervision and witness-reflecting process in clinical supervision and counselor education. Useful recommendations and guidelines based on the findings were also provided and discussed in this study.

並列關鍵字

A grounded theory ； Group supervision process ； Postmodern narrative-collaborative dialogical approach ； Witness-reflecting process

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