完形取向督導中受督者知覺之督導重要事件與督導者之介入的初探分析

Supervisee's Perception of Critical Incidents and Supervisor's Interventions during the Gestalt Approach Supervision

10.6251/BEP.20101206

張玉鈴(Yu-Ling Chang)；蔡秀玲(Shiou-Ling Tsai)

完形取向督導 ； 現象場 ； 接觸 ； 督導介入 ； 督導重要事件 ； critical incidents ； contact ； gestalt approach supervision ； phenomenological field ； supervisory interventions

教育心理學報

43卷3期（2012 / 03 / 01）

591 - 611

繁體中文

本研究旨在探討受督者在完形取向督導中知覺的督導重要事件內涵，並理解督導者在督導重要事件中的督導介入內含。研究方法採用重要事件技術，研究對象以一組督導者－受杜導者配對，連續進行13次的個別管督導。研究資料取自受督者之13次督導重要事件問卷，以及督導者之13次督導歷程與反思紀錄，輔以督導晤談錄音以以內容分析進行資料分析。研究結果發現受督者在形取向督導中知覺之重要事件類別，包括「勝任能力情緒干擾與曾能」；「進入案主現場，形成個案概念化」；「覺察與客服諮商困境中的接觸干擾」；「現象場問話與空椅技術學習」；「專業角色與發展反思」；「督導關係影響」；「其他基礎諮商技能學習」。督導者在督導重要事件中的督導介入包含五個範疇，以「增進接觸」為核心者，包括增進督導者與受督者的接觸、增進受督者與案主接觸、增進案主自我接觸之完型技術教導等四個範疇，另有其他基礎諮商技能之範疇，以協助受督者在自我與專業的成長。依據研究發現，本研究提出對完形取向督督導與未來研究之建議。

The purpose of this study was to investigate the supervisee's percept ion of critical incidents and the supervisor's interventions during the gestalt approach supervision process. One supervisor-supervisee dyad participated in the study. There were thirteen intensive supervision sessions. After each supervisory session, supervisee finished Critical Incident Questionnaire and supervisor recorded the reflection of supervisory session to understand their personal experiences. The critical incidents technique and content analysis were used. Results showed that critical incidents from supervisee's perception included seven categories: competence and empowerment, entering the phenomenological world and conceptualization of client's problem, awareness and victory over the contact interruption, gestalt psychotherapy techniques, professional development, supervisory relationship, and basic counseling techniques. Five dimensions of supervisory intervention were also found: assisting the contact of supervisor and supervisee, assisting the contact of supervisee within himself assisting the contact of supervisee and client, assisting the contact of client within himself and relative gestalt psychotherapy techniques learning, and basic counseling techniques learning. Implications for future research and practice were discussed.

1. Hsu, S.-L.,Tsai, S.-L.(2006).Dropout from supervision: An intensive analysis of one supervisory dyad.Bulletin of Educational Psychology,38(2),213-225.
   連結：
2. 卓紋君、徐西森(2002)。完形取向督導模式及其督導歷程實錄分析。中華輔導學報，12，73-116。
   連結：
3. 翁令珍、廖鳳池(2007)。督導介入對受督者之衝擊─以區辨模式為架構之歷程分析。教育心理學報，39(2)，241-261。
   連結：
4. 許維素(2007)。焦點解決督導成效之研究。教育心理學報，38(3)，331-335。
   連結：
5. 許維素、蔡秀玲(2008)。高中輔導教師焦點解決團體督導之成效研究。教育心理學報，39(4)，603-622。
   連結：
6. 許韶玲(2005)。諮商新手在督導過程隱而未揭露的訊息。輔導季刊，41(3)，31-38。
   連結：
7. 許韶玲(2004)。受督者對諮商督導過程的影響因素─從受督者的知覺檢視。諮商輔導學報，10，31-50。
   連結：
8. 陳金定(2007)。完形治療理論之驗證：接觸干擾、未完成事件與心理幸福感因果模式考驗。教育心理學報，39(1)，45-68。
   連結：
9. 蔡秀玲、陳秉華(2009)。諮商督導任務中受督者情緒覺察之督導介入初探分析。教育心理學報，41，205-222。
   連結：
10. 蔡秀玲、陳秉華(2007)。受督者在諮商督導情境中的情緒覺察歷程研究。教育心理學報，38(3)，311-329。
    連結：
11. 鄭如安、廖鳳池(2005)。督導中重要事件內涵之分析研究。諮商輔導學報，12，35-70。
    連結：
12. Berg, B. L.(2009).Qualitative research methods.Boston, MA:Pearson Education.
13. Bernard, J. M.,Goodyear, R.(2008).Fundamentals of clinical supervision.Boston, MA:Pearson Education.
14. Campbell, J. M.(2000).Becoming an effective supervisor: A workbook for counselors and psychotherapists.Muncie, IN:Accelerated Development.
15. Clarkson, P.(1999).Gestalt therapy in action.California, CA:Sage.
16. Ellis, M. V.(2006).Critical incidents in clinical supervision and in supervisor supervision: Assessing supervisory issues.Training and Education in Professional Psychology,5(2),122-132.
17. Ellis, M. V.(1991).The critical incidents in clinical supervision and in supervisor: Assessing supervisory issues.Journal of Counseling Psychology,38(3),342-349.
18. Fukuyama, M. A.(1994).Critical incidents in multicultural counseling supervision: A phenomenological approach to supervision research.Counselor Education and Supervision,34(2),142-151.
19. Gill, S.(Ed.)(2001).The supervisory alliance: Facilitating the psychotherapist's learning experience.Northvale, NJ:Jason Aronson.
20. Gray, L. A.,Ladany, N.,Ancis, J. R.,Walker, J. A.(2001).Psychotherapy trainees' experience of counterproductive events in supervision.Journal of Counseling Psychology,48,371-383.
21. Greenberg, L. S.,Malcolm, W.(2002).Resolving unfinished business: Relating process to outcome.Journal of Counseling and Clinical Psychology,70(2),406-416.
22. Heppner, P. P.,Roehlke, H. J.(1984).Differences among supervisees at different levels of training: Implications for a developmental model of supervision.Journal of Counseling Psychology,31,76-90.
23. Holloway, E. L.(1995).Clinical supervision: A systems approach.Thousand Oaks, CA:Sage.
24. Howard, E. E.,Inman, A. G.,Altman, A. N.(2006).Critical incidents among novice counselor trainees.Counselor Education and Supervision,46,88-102.
25. Hycner, R. A.(1990).The I-thou relationship and gestalt therapy.The Gestalt Journal,13(1),41-54.
26. Hycner, R. A.,Jacobs, L.(1995).The healing relationship in gestalt therapy.Highland, NY:Gestalt Journal.
27. Joyce, P.、Sills, C.、張莉莉譯(2010)。完形諮商與心理治療技術。台北:心理。
28. Ladany, N.,Freidlander, M. L.(1995).The relationship between the supervisory working alliance and trainees' experience of role conflict and role ambiguity.Counselor Education and Supervision,34,220-231.
29. Ladany, N.,Friedlander, M. L.,Nelson, M. L.(2005).Critical events in psychotherapy supervision: An interpersonal approach.Washington, DC:American Psychological Association.
30. Ladany, N.,Lehrman-Waterman, D. E.(1999).The content and frequency of supervisor self-disclosures and their relationship to supervisor style and the supervisory working alliance.Counselor Education and Supervision,38,143-160.
31. Magnuson, S.,Wilcoxon, S. A.(1998).Successful clinical supervision of prelicense counselors: How will we recognize it?.The Clinical Supervisor,17(1),33-47.
32. Martin, J. S.,Goodyear, R. K.,Newton, F. B.(1987).Clinical supervision: An intensive case study.Professional Psychology: Research and Practice,18(3),225-235.
33. McBride, M. C.(1998).The use of process in supervision: A gestalt approach.Journal of Guidance and Counseling,13(4),41-46.
34. Melnick, J.,Fall, M.(2008).A gestalt approach to group supervision.Counselor Education and Supervision,48,48-46.
35. Nevis, E. C.、蔡瑞峰譯、黃進南譯、何麗儀譯(2005)。完形治療觀點與應用。台北:心理。
36. Rabinowitz, F. E.,Heppner, P. P.,Roehlke, H. J.(1986).Descriptive study of process and outcome variables of supervision over time.Journal of Counseling Psychology,33,292-300.
37. Rosenberg, E. W.,Hayes, J. A.(2002).Therapist as subject: A review of the empirical countertransference literature.Journal of Counseling and Development,80,264-270.
38. Serlin, I. A.(1991).Tribute to laura perls.Journal of Humanistic Psychology,32(2),57-66.
39. Staemmler, M.(1994).On layers and phases: A message from overseas.The Gestalt Journal,17(1),5-31.
40. Wagner-Moore, L. E.(2004).Gestalt therapy: Past, present, theory, and research.Psychotherapy: Theory, Research, Practice, Training,4(2),180-189.
41. Watkins, C. E.(Ed.)(1997).Handbook of psychotherapy supervision.New York, NY:Wiley.
42. Woldt, A.(Ed.),Toman, S. M.(Ed.)(2005).Gestalt therapy: History, theory and practice.London, UK:Sage.
43. Woolsey, L. K.(1986).The critical incident technique: An innovative qualitative method of research.Canadian Journal of Counseling,20(4),242-254.
44. Worthen, V.,McNeil, B. W.(1996).A phenomenological investigation of "good" supervision events.Journal of Counseling Psychology,43,25-34.
45. Wulf, J.,Nelson, M. L.(2000).Experience psychologists' recollection of internship supervision and its contributions to their development.The Clinical Supervisor,19(2),123-145.
46. Yeh, C. J.,Inman, A. G.(2007).Qualitative date analysis and interpretation in counseling psychology: Strategies for best practices.The Counseling Psychologist,35(3),369-403.
47. Yontef, G. M.(1993).Awareness, dialogue and process: Essays on gestalt therapy.Highland, NY:The Gestalt Journal.
48. 周文欽編、賴保禎編、金樹人編、張德聰編(2000)。諮商理論。台北:國立空中大學。
49. 施香如(1999)。循環發展督導模式的建構與應用。輔導季刊，35(2)，8-11。
50. 徐西森、黃素雲(2007)。諮商督導：理論與研究。台北:心理。
51. 曹中瑋(2009)。當下，與你真誠相遇─完形諮商師的深刻省思。台北:張老師文化。
52. 許韶玲(2001)。受督導者於督導過程中的焦慮來源及對焦慮的因應策略之探討。諮商與輔導，192，6-10。
53. 劉志如(1999)。循環發展督導模式中督導員行為與受督導諮商員行為之關係。輔導季刊，35(2)，22-29。

1. 蔡美香(2022)。區辨模式沙盤督導對受督焦慮與督導效能之影響：十二次沙盤督導之研究。教育心理學報，53(3)，687-716。
2. 黃立仁(2017)。「空椅技術」的實務運用。諮商與輔導，373，35-38。