諮商心理師專業能力之評量及工作場域差異分析

黃佩娟

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諮商心理師專業能力之評量及工作場域差異分析

A Differential Study on Counseling Psychologists’ Professional Competences in Various Work Settings

黃佩娟 , Masters　　Advisor：林家興　　

繁體中文

諮商心理師；專業能力；工作場域；核心能力； counseling psychologist ； professional competence ； work settings ； core competence

Abstract │ Reference (143) │ Times Cited (1) │ Altmetrics

Abstract 〈TOP〉

本研究目的在探討諮商心理師對專業能力的自我評量與工作場域所需能力的差異分析。以有執照的諮商心理師為研究對象，採量為主質為輔之同時嵌入式混合研究設計；研究一為量化研究，以研究者自編的「諮商專業能力自我評量表」及問卷進行調查，共獲得305位執照諮商心理師對專業能力及工作所需能力的評量與重要性排序，並進一步分析不同場域所需工作能力之差異情形。研究一之結果發現：國內諮商心理師在專業能力自評得分最高的是「實務反思」，其次是「評估診斷概念化」、第三為「倫理法律意識」；自評得分最低的專業能力依序為「行政管理」、「覺察文化差異」與「跨系統溝通」；不同訓練層級與不同工作年資在八項專業能力自評得分均達顯著差異；社區場域諮商心理師在「跨系統溝通」、「覺察文化差異」與「實務反思」等三項專業能力自評得分顯著高於學校場域者。
從研究一結果得知：諮商心理師核心能力之評量結果為：個別諮商、心理評估、危機處理、跨系統溝通、團體諮商及特定取向諮商能力等六項；不同場域諮商心理師評量目前工作最重要前五項能力略有不同；其中，對學校場域優先重要的能力是危機處理、諮詢與跨系統溝通；對醫療場域優先重要的是團體諮商、危機處理與特定取向諮商能力；社區場域優先重要的是特定取向諮商、團體諮商與諮詢。此外，不同工作年資與工作角色對工作能力的需求程度有顯著差異，以兼職為主的諮商心理師在個別諮商、團體諮商與特定取向諮商能力的工作需求顯著高於專職者。博士層級諮商心理師在特定取向諮商能力、研究與督導的工作需求顯著高於碩士層級者；碩士層級諮商心理師在諮詢與行政管理能力的工作需求顯著高於博士層級者。
研究二採質化研究設計，依大學、醫療及社區場域分組進行七次焦點團體，共訪談十五位不同場域諮商心理師，分析不同場域諮商實務運作內涵及所需的專業能力與特質。結果發現：不同場域諮商心理師被期待扮演不同專業角色，所需專業能力因其專業角色而有差異。大學場域被期待為輔導教師與行政人員角色，必備能力包括個別諮商、與學生互動的能力、對危機學生的辨識與處理、對他人與自我情緒的覺察與辨識、安撫他人情緒的溝通、實務反思、自我照顧、對倫理法律議題的敏感與因應、行政管理等九項。
醫療場域被期待為心理師角色，依醫院不同科別有特定工作任務，必備的能力包括心理衡鑑評估與診斷、個案問題概念化、多元取向諮商、安撫情緒的介入、行政管理、個案管理、倫理法律議題敏感與因應、實務反思等八項專業能力。因工作科別不同影響其專業能力的必備程度；在精神科，心理評估、心理衡鑑與診斷、個案問題概念化是必備的核心能力；自殺防治中心以初談與危機心理評估、自殺個案追蹤評估、安撫情緒與危機介入的能力為必備核心能力；在其他科別或諮商中心，以心理評估與診斷、個案問題概念化、多元取向諮商、安撫情緒的介入能力等為必備能力。
社區場域獨立心理諮商所則被定位為諮商師角色，以提供自費諮商服務、拓展社區心理推廣與維持心理諮商所的生存營運為主要任務。必備能力包括反思與自我覺察能力、敏覺服務族群脈絡與問題概念化、多元取向諮商、初步心理評估與辨識精神症狀、危機處理與轉介就醫、行政管理、實務倫理法律議題敏感與因應、演講能力等八項。
綜合本研究結果，諮商心理師必備的基礎能力包括：敏覺服務族群脈絡與服務對象建立關係的能力、對他人及自我情緒的覺察辨識、安撫他人情緒的溝通能力、實務反思及自我照顧、以及對倫理法律議題的敏感與因應等五項。必備的專業功能能力包括：初談心理評估、辨識精神症狀、危機處理與轉介就醫、個案問題概念化、撰寫個案報告及多元取向諮商能力等六項。最後依本研究結果，對諮商心理師養成訓練、繼續教育實務及未來研究提出相關建議。

關鍵字：諮商心理師  專業能力  工作場域  核心能力

Parallel Abstract 〈TOP〉

The purpose of this study was to use a survey study and focus group interviews to survey counseling psychologists’ professional competences by self-rating inventory and the needs for professional competences in work settings. 305 licensed counseling psychologists participated in the survey of research and 15 licensed counseling psychologists of three work settings participated in focus group interviews. The findings of this study are as follows: (a) The core competences of an effective counseling psychologist needs include: Individuals counseling competence, assessment and diagnosis of mental status and problems, crisis intervention competence, communicating and coordinating competence on interdisciplinary systems, group counseling competence, and specific counseling competence. (b) About the specific needs for professional competences in differential work settings, the most priority professional competences are crisis intervention competence, consultation, communicating and coordinating competence on interdisciplinary systems in college settings. The clinic settings need more group counseling competence, crisis intervention competence, and specific counseling competence than other competences. The community settings need specific counseling competence, group counseling competence and consultation more than other competences. (c) Doctoral counseling psychologists need specific counseling competence, research and supervision competence more than master counseling psychologists. (d) Counseling psychologists are expected to play different professional roles and work on a variety of tasks in different work settings. The needs for professional competences are highly related to those professional roles and work tasks. Implications and application of the research findings in counseling are also discussed.

Keywords: counseling psychologist, professional competence, work settings, 
core competence

Reference ( 143 ) 〈TOP〉

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。
連結：
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。
連結：
王麗斐、杜淑芬（2009）：台北市國小輔導人員和諮商心理師之有效跨專業合作研究。教育心理學報， 41（諮商實務與訓練專刊），295-320。
連結：
王麗斐、杜淑芬、趙曉美（2008）：國小駐校諮商心理師有效諮商策略之探索性研究。教育心理學報，39（3），413-433。
連結：
田秀蘭、陳淑琦、劉玲君、王櫻芬（2003）：兒童團體輔導能力的內涵與評量研究。中華輔導學報，14，89-116。
連結：

Times Cited (1) 〈TOP〉

張祐瑄(2016)。輔導諮商人員的倡導之路：以《學生輔導法》為例。彰化師範大學輔導與諮商學系學位論文。2016。1-115。

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