摘要
本研究目的在探討諮商學習者在個別諮商實作經驗中引發自動化情緒反應的重大挫折經驗、探討諮商學習者在個別諮商實作經驗中重大挫折經驗的自動化情緒反應歷程，以及探討諮商學習者在個別諮商實作重大挫折經驗中自動化情緒反應的因應方式。本研究為質性研究取向、情境分析以及半結構訪談法訪談3位在駐地實習個別諮商實作經驗中感到挫折之諮商學習者 研究結果發現：一、諮商學習者於個別諮商實作經驗中對個案之強烈情緒反應，為其自動化情緒受引動之可能；二、檢視引動挫折感之自動化情緒反應經驗可從個人條件、環境條件及個人與環境之共構三種面向解讀；三、透過自動化情緒反應整體歷程的理解，能協助諮商學習者了解強烈情緒與個人過去生命經驗之連結；四、透過重大經驗的理解和探討，能帶給諮商學習者對自己更深一層的反思和新的觀點；五、連鎖反應中情緒增減的有利因素及不利因素，有利因素包括諮商學習者的社會支持力以及諮商學習者個人認知的調整或因應方式調整，不利因素包括受到簡化線索刺激長期累積之個人議題以及前置相似的經驗不斷累加負向情緒；六、諮商學習者所採取的因應行為有其正向功能，在於維持核心需求滿足或避免核心需求受到更多損傷。 最後根據以上研究結果，研究者針對諮商教學者、諮商學習者以及督導提出相關建議，作為未來諮商教學者教育方向、諮商學習者個人成長，以及督導協助諮商學習者精進個人與專業成長之參考。
並列摘要
The three purposes of this research was(a)to explore counselors in training’s experience in automatic emotion-responses of major frustration in individual counseling practice, (b) to explore counselors in training’s automatic emotion-responses process of major frustration and (c) to explore counselors in training’s coping pattern in automatic emotion-responses of major frustration in individual counseling practice. Results revealed as follows: (a) counselors in training’s strong emotion-responses could become an opportunity to realize further about what they representative, (b) the oriented of realize one’s automatic emotion-responses of frustration were from themselves, environment and the interaction of themselves and environment, (c)if counselors in training explored the meaning of automatic emotion-responses process, it could assist them realize the connection between strong emotion-responses and their past experiences, (d) exploring and realizing counselor in training’s emotional experience could bring deeper and newer perspective about themselves, (e) the positive factors and negative factors of decreasing emotional intensity and length in chain reaction were quality social support, adjustment cognitive thinking and one’s issue stimulated by simplified clues, negative emotion accumulated by preceding similar experience and (f) counselors in training’s coping pattern had positive function for satisfying their core needs and decreasing damage of needs. Finally, recommendations for the counselor trainers, counselors in training and supervisors are provided.