專任輔導教師之督導需求初探

林世欣; 曾仁美; 徐西森

doi:10.6308/JCPRC.202102_(35).0003

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P47 - 63

社会科学 > 心理学
社会科学 > 教育学

DOI： 10.6308/JCPRC

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专任辅导教师之督导需求初探

Preliminary Study on Supervision Needs of School Counselors

林世欣(Shih-Hsin, Lin) ；曾仁美(Ren-Mei, Tseng) ；徐西森(Shi-Sen, Shyu)

谘商心理与复健谘商学报； 35 期 (2021 / 02 / 01) ， P47 - 63

繁体中文 DOI： 10.6308/JCPRC.202102_(35).0003

专任辅导教师；督导需求；学校辅导；学校辅导督导；团体督导； school counselor ； supervision needs ； school counseling ； school counseling supervision ； group supervision

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摘要 │ 参考文献 (40) │ 被引用文献 (3) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

Since the addition of school counselors to primary schools and junior high schools, and these school counselors must balance the dual roles of teacher and guidance personnel, promoting systematic understanding and the effective use of professional manpower to enhance school counseling work has become a hot topic in theories and practice. Supervision is designed to enhance thecounselor's competence and clinical skills of mental health professional. School counselors, are similar to other counseling specialties, who desire or need supervision to refine clinical skills, address complex student issues, and perform multifaceted job responsibilities. However, the topics that focus on the supervision experiences and needs of school counselors were rarely explored. Accordingly, the purpose of this study was to preliminarily explore the supervision needs of school counselors. This study recruited three individuals, who currently employed as school counselors in primary schools, to participate in a group supervision to share ideas regarding the supervision of school counselors, investigating supervision-related concerns raised by the participants, and conducting semi-structured interviews after the group supervision. Qualitative phenomenological research and analysis were performed on the collected data. The results revealed that the supervision needs of school counselors can be divided into four aspects: (1) adequate and stable resources, and structure for counselor supervision, including reduced numbers of supervision group members and group composition changing, increasing in the frequency and duration of group supervision, and stabilization of the group supervision structure and operation mode; (2) improvement of the supervisor's understanding of the counseling work context of school counselors andthe school counseling system; (3) supervisory focus on the practical needs of the school system, such as the promotion of the school counselors' roles, the improvement of systematic working ability, and with the management of sudden crises; (4)complementary supporting measures for supervisors, including administrative supervision intervention, peer support system, and assistance from senior school counselors. The findings yielded valuable information for working with school counselors and offered insight on the importance of ongoing school counselor development. With a focus on supervision needs, adding these perspectives will address the gap in the literature and highlight the meaning of supervision among school counselors. Finally, this study proposed considerations for provision of school counselor supervision in four dimensions: supervision structure, supervisors, supervisory focus, and relevant supervisory support. For supervision structure, increasing counselors' supervision resources, stabilizing supervisory structures, and adding legal regulations in relation to school counselors' group supervision are suggested. For supervisors, this study suggested that enhancing supervisor's understanding of the school counseling system and the school counselor's role as well as assisting and encouraging senior school counselors to receive training and become supervisors would be beneficial. Supervisory focus on school operations, provision of relevant resources for supervision and consultation with school counselors are recommended. Regarding relevant supervisory support, this study suggested that increasing administrative supervision resources and support for the peer supervision of school counselors and utilizing senior counselors' experience would be beneficial. Overall, supervision is an effective way for school counselors to sustain and strengthen their competence by providing opportunities for professional identity development, self-efficacy, and ongoing professional development, and provision of school counselor supervision models for the school's context requires attention and effort when counselors are employed. In fact, more practical and research attention are required to construct a more appropriate supervision model for school counselors to further improve the overall effectiveness of school counseling. It is looked forward that the findings from this study will supplement existing contemporary empirical scholarship on the group supervision of school counselors.

参考文献 ( 40 ) 〈TOP〉

宋宥贤,李佩珊,张圣杰(2018)。初任国民中小学专任辅导教师职前培训方案的参与经验与需求评估之初探研究。中华辅导与谘商学报，51，217-262。
连结：
许育光(2011)。国小辅导教师之实务培训与督导需求初探。教育实践与研究，24(2)，99-128。
连结：
彭淑婷,许维素(2013)。学校辅导教师督导员的专业发展：「美国学校辅导教师学会全国模式」之介绍与启发。中等教育，64(2)，98-121。
连结：
教育部补助直辖市县（市）政府增置国中小辅导教师实施要点（民 97 年 9 月 25 日），台训(三)字第 0970187451C 号令订定。取自https://edu.law.moe.gov.tw/LawContent.aspx?id=GL000100
国民教育法（民 100 年 1 月 26 日），华总一义字第 10000016631 号。取自https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=h0070001

被引用文献 ( 3 ) 〈TOP〉

国际计量

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