Title

精微諮商於學校輔導教師諮商技術學習歷程與結果之試探性研究

Translated Titles

Exploratory Research on The Counselling Skills of School Counselors in Micro-Counselling

DOI

10.6308/JCPRC.201912_(33).0004

Authors

于正君(Cheng-Chun, Yu);徐西森(Shi-Sen, Shyu)

Key Words

精微諮商 ; 督導 ; 輔導教師 ; 諮商技術 ; micr o-counselling ; supervision ; school counselor ; counselling skill

PublicationName

諮商心理與復健諮商學報

Volume or Term/Year and Month of Publication

33期(2019 / 12 / 01)

Page #

69 - 93

Content Language

繁體中文

Chinese Abstract

本研究目的在探討國小及高職學校輔導教師在接受精微諮商的訓練後,對其諮商技術學習歷程之探討,共進行六次精微諮商訓練,包括:反映內容、反映情感、封閉與開放式問句、治療架構設定、個案概念化、及未來諮商計畫等諮商技術。研究發現,2位受督者在個別諮商能力評量表多數題項之得分皆提高。在諮商技術之學習歷程,大致分為茫然期、碰撞期、與撥雲見日期等階段。學習結果則從對於諮商技術不太理解、缺乏理論架構、諮商卡關等,逐漸對諮商技術與概念有多元了解、明白技術使用時機與方式、有意圖的使用諮商技術、提升自我覺察、了解自我特質對諮商的影響等。根據研究結果,提供具體建議,供未來輔導與諮商教育和訓練的參考。

English Abstract

The present study adopts an in-depth interview to explore the enhancement of school counselors' counseling skills after receiving micro-counseling sessions. Two school counselors are interviewed. Both of them received six sessions of micro-counseling. The counseling skills include the reflection of content, reflection of feelings, closed and open questions, therapeutic structure setting, case conceptualization, and future counseling programs. The study finds that the scores on individual counseling competency scale are increased. The learning of counseling skills, which can be divided into the blank period, collision period, and period of dispelling the clouds and see the sun. That is, school counselors do not understand the counseling skills, lack of theoretic structure in counseling, and get stuck in counseling in the beginning, and then progressively they can use counseling skills on purpose, improve self-awareness, and understand the effects of personal characteristics on counseling. Based on the study results, the authors provide concrete suggestions for future counseling education and training in domestic undergraduate programs and teacher education systems.

Topic Category 社會科學 > 心理學
社會科學 > 教育學
Reference
  1. 吳秀碧(2012)。受督者知覺有益學習的督導關係內涵之探究。中華輔導與諮商學報,33,87-118。
    連結:
  2. 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。
    連結:
  3. 宋宥賢、林顯明(2016)。國中專任輔導教師制度之角色職責定位探究:困境與因應策略。通識教育學報,5,107-138。
    連結:
  4. 林家興(2002)。中學輔導教師與專業輔導人員工作內容的時間分析。教育心理學報,33(2),23-39。
    連結:
  5. 林淑華、田秀蘭、吳寶嘉(2017)。高中職輔導教師工作困境、因應方式與督導需求初探。家庭教育與諮商學刊,20,87-116。
    連結:
  6. 張偉誠(2018)。輔導教師在學校系統內對於諮商專業的挑戰與因應。諮商與輔導,391,2-6。
    連結:
  7. 許育光(2011)。國小輔導教師之實務培訓與督導需求初探。教育實踐與研究,24(2),99-127。
    連結:
  8. 許育光(2013)。國小輔導教師實務內涵初探:從困境與期待分析進行對話。中華輔導與諮商學報,38,57-90。
    連結:
  9. 許雅惠、廖鳳池(2005)。不同階段個別諮商督導歷程中督導議題與督導策略之分析研究。輔導與諮商學報,27(1),65-82。
    連結:
  10. 許韶玲、蔡秀玲(2007)。督導必然是正向學習經驗嗎?論負向督導。輔導季刊,43(1),20-25。
    連結:
  11. 彭秀玲(2002)。一個諮商新手的初次晤談分析─試探諮商師從意圖到行動的過程。中華輔導學報,12,1-32。
    連結:
  12. 黃怡閔、莊美華、紀雅譯、張羽歡(2017)。學校輔導教師之專業能力初探。諮商與輔導,27-31。
    連結:
  13. 廖新春(2006)。高中輔導專業建立之歷程:持續輔導的動力哪裡來。應用心理研究,30,181-200。
    連結:
  14. 趙文滔(2015)。中小學輔導教師跨系統合作之成功經驗探究。家庭教育與諮商學刊,19,1-31。
    連結:
  15. 趙曉美、王麗斐(2008)。國小兒童個案問題與輔導室對校外心理健康專業協助需求之研究─以臺北市為例。北體學報,16,351-363。
    連結:
  16. 蔡秀玲(2017)。受督者情緒揭露之初探。輔導季刊,53(3),54-64。
    連結:
  17. 謝曜任(2017)。國小輔導教師的工作壓力與因應策略。輔導季刊,53(3),65-70。
    連結:
  18. Alavi, M.,Boujarian, N.,Tajudin Ninggal, M.(2012).The challenges of high school counselors in work place.Social and Behavioral Sciences,46,4786-4792.
  19. Andronic, A. O.,Andronic, R. L.,Lepadatu, I.,Tatu, C.(2014).Perceptions regarding the role of school counselor in Romania: A comparative approach.Social and Behavioral Sciences,84,1124-1127.
  20. Bardhoshi, G.,Schweinle, A.,Duncan, K.(2014).Understanding the impact of school factors on school counselor burnout: A mixed-methods study.The Professional Counselor,4,426-433.
  21. Berg, B. L.(2009).Qualitative research methods for the social sciences.Boston, MA:Allyn and Bacon.
  22. Bernard, J. M.,Goodyear, R. K.(2019).Fundamentals of Clinical Supervision.New York:Pearson.
  23. Carrell, S. E.,Hoekstra, M.(2014).Are school counselors an effective education input?.Economics Letters,125,66-69.
  24. Cutcliffe, J. R.,Cassedy, P.(1999).The development of empathy in students on a short, skills based counselling course: A pilot study.Nurse Education Today,19,250-257.
  25. Fyffe, A. E.,Oei, T. P. S.(1979).Influence of modelling and feedback provided by the supervisors in a microskills training program for beginning counsellors.Journal of Clinical Psychology,35(3),651-656.
  26. Hawkins, P.,Shohet, R.(2000).Supervision in the helping profession.Philadelphia, PA:Open University Press.
  27. Hawley, L. D.(2006).Reflecting teams and micro-counseling in beginning counselor training: Practice in collaboration.Journal of Humanistic Counseling, Education, and Development,45,198-207.
  28. Hommes, M. A.,Van der Molen, H. T.(2012).Effects of a self-instruction communication skills training on skills, self-efficacy, motivation, and transfer.European Journal of Open, Distance and E-Learning,1,1-11.
  29. Ivey, A. E.(1971).Microcounseling: Innovations in Interviewing.Springfield, MA:Thomas.
  30. Ivey, A. E.(Ed.),Ivey, M. B.(Ed.)(2003).Intentional interviewing and counseling: Your interactive resource[CDROM].Pacific Grove, CA:Brooks/ Cole.
  31. Ivey, A. E.,Daniels, T.(2016).Systematic interviewing microskills and neuroscience: Developing bridges between the fields of communication and counseling psychology.International Journal of Listening,30,99-119.
  32. Ivey, A. E.,Ivey, M. B.(2003).Intentional interviewing and counseling: Facilitating client development in a multicultural society.Pacific Grove, CA:Brooks/ Cole.
  33. Ivey, A. E.,Ivey, M. B.,Zalaquett, C. P.(2010).Intentional Interviewing & Counseling: Facilitating Client Development in a Multicultural Society.Belmont, CA:Brooks/ Cole.
  34. Ivey, A. E.,Normington, C. J.,Miller, C. D.,Morrill, W. H.,Haase, R. F.(1968).Microcounseling and attending behavior: An approach to prepracticum counselor training.Journal of Counseling Psychology,15(5),1-12.
  35. Kuntze, J.,van der Molen, H. T.,Born, M. P.(2009).Increase in counseling communication skills after basic and advanced microskills training.British Journal of Educational Psychology,79,175-188.
  36. Lincoln, Y. S.,Guba, E. G.(1985).Naturalistic inquiry.Beverly Hills, CA:Sage.
  37. Schonrock-Adema, J.,Van der Molen, H. T.,van der Zee, K. I.(2009).Effectiveness of a self-instruction program for micro-counseling skills training.Teaching of Psychology,36,246-252.
  38. Yuksel-Sahin, F.(2012).School counselors' assessment of the psychological counseling and guidance services they offer at their schools.Social and Behavioral Sciences,47,327-339.
  39. 王煜凱(2017)。碩士論文(碩士論文)。嘉義市,國立嘉義大學。
  40. 王煜凱、吳忻哿(2018)。國民中學專任輔導教師教育實習與實務現場反思。臺灣教育評論月刊,7(1),223-226。
  41. 王麗斐、趙曉美(2005)。小學輔導專業發展的困境與出路。教育研究雙月刊,134,41-53。
  42. 台灣輔導與諮商學會(2001)。臺灣輔導與諮商學會諮商專業倫理守則。檢索自: http://www.guidance.org.tw/ethic_001.html
  43. 吳芝儀(2005)。我國中小學校輔導與諮商工作的現況與挑戰。教育研究月刊,134,23-40。
  44. 吳昭儀(2013)。國民中學輔導教師之議題。諮商與輔導,329,20-24。
  45. 宋宥賢(2016)。臺灣校園專任輔導教師角色職責構建與專業定位促進之探究。新社會政策,46,115-124。
  46. 周育而(2016)。碩士論文(碩士論文)。彰化市,國立彰化師範大學。
  47. 林生傳(2003)。教育研究法:全方位的統整與分析。臺北:心理。
  48. 柯雅瓊、許維素(2011)。學校輔導教師督導模式初探。輔導季刊,47(1),30-41。
  49. 徐西森、黃素雲(2007)。諮商督導理論與研究。臺北:心理。
  50. 張麗鳳(2008)。輔導教師專業組織發展與學校輔導工作。輔導季刊,44(3),45-51。
  51. 教育部(2012)。推動友善校園計畫。檢索自: https://ws.moe.edu.tw/Download.ashx?u=C099358C81D4876C64FFCFF9C5BE86449B3E0C3DE9DFFD486E7EC8AE6AA7715C2D9334E976D426A3B3A43C8BA2BA9C4C2D79F2FDDFA5A0479EEC09124821B8C2DE27B71585DFC43C&n=C82A22D639EE54FED1E286042B58370BD55F3500D00A4BE10147B4BDB57FEE9E9191967A9E569C88&icon=..pdf
  52. 教育部(2014)。學生輔導法。檢索自: http://edu.law.moe.gov.tw/LawContent.aspx?id=GL001380
  53. 教育部(2016)。國民教育法。檢索自: http://edu.law.moe.gov.tw/LawContent.aspx?id=FL008927
  54. 教育部(2018)。大學設立師資培育中心辦法。檢索自: http://edu.law.moe.gov.tw/LawContent.aspx?id=FL008642
  55. 莊子瑩(2017)。碩士論文(碩士論文)。屏東市,國立屏東大學。
  56. 劉焜輝(1991)。精微諮商理論與實施。臺北:天馬。
  57. 黎俊佑(2018)。國小專任輔導教師在校角色與定位。臺灣教育評論月刊,7(10),289-292。