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  • 學位論文

中學輔導教師參與「校際輔導同盟督導團體」的專業成長經驗之研究

The Study of Professional Growth for High School Guidance Teachers Participate in “Cross-school Guidance Alliance & Supervision Group”

指導教授 : 賀孝銘

摘要


本研究以半結構訪談法,訪談六位長期參與校際輔導同盟督導團體方案的中學輔導教師,藉由質性研究方法,探討受訪者參加校際輔導同盟督導團體方案之在職進修需求與長期持續參與方案的原因,進而探究受訪者參與「校際輔導同盟督導團體」之專業成長經驗,促進其專業成長之因素以及對個案輔導工作之影響。 研究結果發現:一、中學輔導教師參加校際輔導同盟督導團體方案的在職進修需求與長期持續參與方案的原因,包含:1.輔導工作需求—需要持續提升個案輔導能力、想要尋求校外輔導資源、期待與同領域者交流輔導經驗、希望觀摩他校輔導工作模式;2.方案設計推行模式有利專業成長—總督導教導核心理論、成員同質性高、半封閉團體模式、自助助人的團體目標、主辦單位用心推動與服務;3.學校系統支持—學校主管鼓勵同意公假參與專業在職進修、行政單位協助事先安排課務、處室同事支援輔導工作事項。二、中學輔導教師參加校際輔導同盟督導團體方案的專業成長向度,包含:1.個案概念化能力成長—依循理論架構概念、掌握個案真正問題、多元蒐集個案資料、正向看待個案能量;2.輔導介入能力—增加個別輔導的方法與技巧、有效協助個案重要成人輔導個案、促進輔導合作關係的形成、掌握輔導資源並有效運用;3.個人化能力成長—更能自我覺察、提升專業自信、促進專業認同。三、參與校際輔導同盟督導團體方案促進中學輔導教師專業成長之因素,包含:1.總督導因素—教導其發展中的需求導向理論、實例個案輔導訓練指導與經驗分享、親身示範專業技術、具有專業特質與提供正向支持;2.團體運作因素—長期參加學習兼實作的結構化督導團體研習課程、分組運作模式有利同儕互相學習、參與校際輔導同盟入校服務個案研討督導實作任務、與團體同儕交流並學習彼此輔導經驗、感受正向支持與安全互助的團體氛圍;3.受訪者個人因素—覺知校際輔導同盟督導團體能滿足在職進修的需求,願意長期參加課程、團體課程中能認真學習理論與努力練習實作、能敏於覺察自我適時反思與調整、秉持自助與助人的信念、自訂努力學習目標並積極練習。四、專業能力成長後對個案輔導工作的影響:1.更能提升輔導效能感,更具正向輔導效果,2.更能有效執行個案輔導工作與推展學校輔導行政工作,3.專業能力被學校同事與個案認同,形塑個人輔導專業形象,4.有效協助學校老師提升輔導知能,5.更能正向看待輔導工作,保持輔導能量。 最後根據以上研究結果,研究者針對辦理中學輔導教師在職進修課程及未來研究提出相關建議,做為未來舉辦中學輔導教師在職進修、督導制度建置及相關研究之參考。

並列摘要


This research used semi-structured interview techniques, in qualitative research methods, tried to analyze the reasons why respondents did long-term on-the-job training in “cross-school guidance alliance & supervision group”, and furthermore investigated how and why they could make their professional experiences grow and the influences on client counseling by interviewing six high school guidance teachers who participated in “cross -school guidance alliance & supervision group” for a long time. The findings were as follows: I. The reasons why high school guidance teachers did long-term on-the-job training in cross-school guidance alliance & supervision group include 1. The demand of counseling works – continuous growing ability of client counseling, extramural counseling resources, counseling experiences exchange with others, and counseling schemes of other schools. 2. Models of how to execute programs enhancing expertise – main supervisor in charge of teaching core theories, high homogeneity of members, schemes of semi-closed groups, the group goal of helping others and helping oneself, and sincere services of organizers. 3. The support of school systems – managers encouraging professional on-the-job training by official leaves, administrative units arranging course affairs in advance, and colleagues covering counseling works. II. Professional growth dimensions of high school guidance teachers who participated in cross-school guidance alliance & supervision group include 1. Growth of case conceptualization capabilities – conceptualization through theoretical bases, handling the real problem of the client, multidimensional case data collecting, and treating cases in a positive way. 2. Growth of counseling intervention competences – improving methods and techniques for client guidance, helping significant others to counsel clients, prompting the formation of counseling cooperation relationship, and handle the counseling resources efficiently. 3. Growth of personal abilities – enhancing self-awareness, professional confidence, and professional identification. III. Influencing factors of professional growth of high school guidance teachers who participated in “cross-school guidance alliance & supervision group” include 1. Main supervisor factors – teaching developing need-orientated approach, training practical client guidance, sharing experience, demonstrating expertise techniques, and providing positive support. 2. Group operation factors – joining structured supervision group with learning and practicing for a long time, subgroups operation prompting peers to learn from each other, practicing case studies supervision tasks on campus with cross-school guidance alliance , exchanging and learning counseling experiences with peer members, and feeling group atmosphere of positive support and mutual cooperation. 3. Personal factors of interviewees – aware of cross-school guidance alliance & supervision group can meet the demand of on-the-job training, willing for joining courses for a long time, learning theories and practicing hard, self-examination and adapting, in a faith of helping others and helping oneself, and setting learning goals, trying hard to accomplish. IV. Influences on client guidance works after growing of professional competences include 1. Improving counseling efficacy and processing more positive consulting outcomes. 2. Executing client guidance and promoting guidance administrative works more efficiently. 3. Getting professional identity from colleagues and clients, therefore formed professional guidance figures. 4. Assisting teachers in schools increase guidance competences. 5. Treating counseling tasks in a more positive way and keeping counseling energy. Based on the findings, the researcher suggested how to conduct on-the-job training courses, and how to establish supervision system for high school guidance teachers in the future.

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