新手團體諮商師領導能力發展探究：歷程追蹤、分項比較與學習類型叢集分析

Exploring the Leadership Competencies Development of Novice Group Counselors: Cluster Analysis on Process Tracking, Item Comparison, and Learning Styles

10.6251/BEP.202109_53(1).0001

許育光(Yu-Kuang Kevin Hsu)；刑志彬(Chih-Pin Hsing)

非結構諮商團體 ； 諮商師培育 ； 團體諮商師 ； 團體諮商督導 ； 團體領導能力 ； unstructured counseling group ； counselor training ； group counselor ； group counseling supervision ； group leadership competency

教育心理學報

53卷1期（2021 / 09 / 01）

1 - 36

繁體中文

團體諮商為諮商心理師重要之專業能力，於碩士層級新手階段之實務訓練更為專業發展與教學督導之重要課題；兼顧實際實務執行、學習歷程與能力持續評量之調查，能對於新手團體諮商師之領導能力發展有更清晰的了解。本研究歷經5年蒐集61個進行10次之非結構諮商團體，共計117位碩士受訓層級之新手非結構團體諮商師，受邀請於歷程中第一（開始）、四（轉換）、八（工作）、十（結束）等四次填寫「團體諮商領導能力量表」，據以探討在團體歷程之領導能力變化；其中72位具備完整數據作為本研究分析之對象。研究結果發現：（一）新手團體諮商師在八項能力有顯著成長，且在結束階段量表分項領導能力與總分，皆高於量表常模數值；（二）八項團體領導能力在團體歷程趨勢上，可分為「持續緩進」、「中後期緩進」、「前期略降中後期續進」等三種類型；（三）針對歷程領導能力之學習類型進行叢集分析，發現可分為「高自評組」、「趨中自評組」、「低自評組」三組，在學習成效上，「趨中自評組」於八項能力上均達顯著差異，「高、低自評」兩組在改變與行動的能力均未達顯著，「低自評組」在突破過程障礙、結束與強化改變等兩項上亦未達顯著；（四）針對分項能力學習歷程比較，發現在團體建構方面，三組大致能持續緩進或初期持平而中後續進；在歷程推進深化方面，「趨中、低自評」兩組大致能持續緩進或初期持平而中後續進，但「高自評組」在初期有緩降而中後期才續進的現象；在個體改變介入方面，三組大致呈現初期持平或緩降的現象，而在中後階段「高自評組」在深化個體的能力、「低自評組」在改變與行動的能力還呈現反折的下降狀況。研究依據結果，從培育團體諮商師、教學與督導實務、研究面向等角度進行討論並提出相關建議。

As group counseling has been validated as a therapeutic working model, it was considered one of the fundamental abilities of counseling related professionals by the Council for Accreditation of Counselling and Related Educational Programs in 2015 and is also considered a compulsory professional credit to be obtained within the domestic training courses in becoming a counselors in Taiwan. Therefore it is important to focus on the development of counseling profession and teaching supervision during the practical training of master level counselors to guarantee group counseling skills as one of the most important professional abilities for counselors. To better understand the development of leadership competencies of novice group counselors, it is important to consider both the actual practice of group counseling as well as the continuous investigation into the learning process and competencies of novice group counselors. This study utilizes the 'Group Leadership Competencies Scale' constructed by Wu and Hsu (2012, 2015) to focus on the exploration of unstructured counseling group leadership competencies. The connotation of eight group leadership competencies include: the competency to change and take action, the competency to facilitate cohesion in the group, the competency to intensify the group, the competency to guide and propel process, the competency to enhance individual, the competency to build the norm of interaction, the competency to breakthrough process obstacles and the competency to intensify learning and acquisition; the changes in competency during the four stages of group process can be observed to provide reference for understanding the leadership competencies of novice group counselors. The four objectives of this study can be summarized as follow: (1) the overview and analysis of novice group counselors' leadership competencies as a whole: an exploration into the training process and the state of the progress of overall competencies. (2) the analysis of process change of novice group counselors' various leadership competencies: exploration of the state of progress of various abilities during process. (3) The cluster analysis of novice group counselors' leadership competencies learning style: investigation of various learning styles and overall performance existing in novice group counselor community through the change in practical leadership abilities. (4) the analysis of process change of various leadership competencies of novice group counselors with different learning styles: exploration of the progress during process of novice group counselors in different groups of learning styles. To answer the objectives of this study, the researchers collected data of 61 unstructured counseling group which ran for 10 sessions over the past five years with a total of 117 master level novice unstructured group leader counselors; the participating novice group counselors have all undergone 18 hours of unstructured group training course and consented to the setting of this study (to be videotaped during group process, writing up group records after each session and receive practical group supervision every week as the group proceeded). Group counselors were invited to fill out the 'group counseling leadership competencies scale' after the first session (beginning), fourth session (transformation), eighth session (working) and the tenth session (ending) and the data was used to assess the change in group process leadership competencies; 72 counselors out of 117 completed all required data and were chosen to be the object of this study. The study found that: (1) Novice group counselors show significant improvement in eight competencies and expressed higher than the scale's norm in sub-item and total score at the ending stage. (2) There are three types of process trend: 'continuous gradual progress', 'mid to end stage gradual progress' and 'lower at early stages but gradually increases at mid to end stages' of the eight group leadership competencies. Only the competency to intensify the group was observed in the 'continuous gradual progress' trend category and this type of leadership competencies will grow with the group as it proceeds and show significant improvement during the four stages of group process reaching statistically significant difference. The 'mid to end stage gradual progress' trend category showed five different competencies: the competency to facilitate cohesion, the competency to guide and propel process, the competency to enhance individual, the competency to build the norm of interaction and the competency to breakthrough process obstacles; these competencies were higher at the transformation stage than the beginning stage but did not reach statistical difference between the two stages; the significant difference was rather seen after the group entered working stage. The 'lower at early stages but gradually increases at mid to end stages' trend category reflects on the competency to change and take action and the competency to end and strengthen change; although both competencies belong to the third stage of group process (but the difference analysis did not reach statistical significance between the beginning and transformation stage). (3) When cluster analysis was carried out on the learning styles of process leadership competencies, the participants could be divided into three self-evaluation groups (SEG): 'high self-evaluation group', 'central-tendency self-evaluation group' and 'low self-evaluation group'. Regarding learning effectiveness, the central-tendency self-evaluation group reach significant difference in all eight competencies but the high and low self-evaluation groups did not reach significant difference in the competency to change and take action; the low self-evaluation group did not reach significant difference in both the competency to breakthrough process obstacles and the competency to end and strengthen change. (4) The high self-evaluation group expressed subjective high effectiveness in group leadership competencies in the beginning but dropped during the transformation stage and raised significantly during working stage and showed a smaller amplitude of rise during the ending stage The low self-evaluation group showed low subjective effectiveness in group leadership competencies at the beginning and dropped further during transformation stage; great improvement in the competencies were observed during working stage and continued to improve during the ending stage. The central-tendency self-evaluation group showed median subjective effectiveness in group leadership competencies but showed linear rise in subjective group leadership competencies during the transformation, working and ending stages and showed significant rise after the transformation stage. In addition, by comparing the learning process of individual competencies, in regards to the construction of group, all three SEGs showed either continuous slow growth all the way or leveling at the beginning and rise at middle to later stages. In regards to the advance and intensification of process, the central-tendency and low self-evaluation groups showed continuous slow growth all the way or leveling at the beginning and rise at middle to later stages whereas the high self-evaluation group showed decline at the beginning then rise again after the middle to later stages. On the aspect of individual change intervention, all three SEGs showed leveling or slow decline at the beginning but as the group reaches middle to later stages, the high self-evaluation group's competency to enhance individual and the low self-evaluation group's competency to change and take action even showed a reflexed decline.According to the results of this study, the overall leadership competencies and training process of novice group counselors may include aspects such as the outline of leadership competencies development, facilitated teaching and substantial benefits. On the aspects of the process of change and improvement in various leadership competencies, all of the eight competencies showed significant improvement at the ending stage (only the competency to enhance individual did not reach significant difference at the ending and working stages). This finding is a confirmation that the learning of various competencies can be positively predicted in a complete unstructured group process and the leadership of unstructured group can be considered as an effective way of training for group leadership competencies, only that different competencies may express different changing trends at different stages of group process. The examining of leadership competency learning styles and process change of each leadership competency allows for the exploration of the connotation and precautions for groups at the beginning and middle to later stages for novice group counselors of different self-evaluation levels. Finally, the researchers provided relevant suggestions for the learning of novice group counselors, the training of group leaders by counseling agencies, how governmental organizations could help, and the future research possibilities.

1. 吳秀碧, S.-B.(2015)。有關團體，Yalom 他們說清楚了嗎？。臺灣諮商心理學報，3(1)，1-13。
   連結：
2. 吳秀碧, S.-B.(2010)。系統化訓練模式對諮商團體領導者進階訓練效果之研究。中華輔導與諮商學報，28，99-142。
   連結：
3. 吳秀碧, S.-B.,許育光, Y.-K.(2015)。團體領導能力量表之常模建構與領導者能力分析。臺灣諮商心理學報，3(1)，27-51。
   連結：
4. 吳秀碧, S.-B.,許育光, Y.-K.(2012)。團體領導能力量表之編製與信、效度建構。中華輔導與諮商學報，32，1-31。
   連結：
5. 吳秀碧, S.-B.,許育光, Y.-K.,洪雅鳳, Y.-F.,羅家玲, C.-L.(2004)。非結構諮商團體過程中領導者技術運用之研究。中華心理衛生學刊，17(3)，23-56。
   連結：
6. 李素芬, S.-F.,金樹人, S.-R.(2016)。憂鬱症團體領導者心理位移之影響分析研究。教育心理學報，47(4)，473-499。
   連結：
7. 林家興, J. C. H.(2000)。心理衛生專業人員職稱偏好、工作場所與服務時間之比較研究。教育心理學報，32(1)，1-14。
   連結：
8. 邱獻輝, H.-H.(2017)。社區強制諮商團體對預防再犯親密暴力的成效探究。教育心理學報，49(2)，163-192。
   連結：
9. 許育光, Y.-K.(2016)。非結構式諮商團體不同歷程階段成員氣氛知覺與自我揭露因素之相關探究。中華輔導與諮商學報，45，95-122。
   連結：
10. 許育光, Y.-K.(2009)。碩士層級受訓團體諮商師參與 “螺旋式領導取向” 培訓之成效與介入能力學習經驗分析。教育心理學報，41(S)，321-344。
    連結：
11. 謝麗紅, L.-H.,翁毓秀, Y.-H.,張歆祐, H.-Y.(2007)。團體督導對碩士層級準諮商師團體領導能力督導效果之分析研究。輔導與諮商學報，29(2)，99-116。
    連結：
12. Armstrong, S. A.,Berg, R. C.(2005).Demonstrating group process using 12 angry men.The Journal for Specialists in Group Work,30(2),135-144.
13. Bore, S. K.,Armstrong, S. A.,Womack, A.(2010).School counselors’ experiential training in group work.Journal of School Counseling,8,1-40.
14. Bourgeois, M. B.,Winters, R. C.,Esters, I. E.(2016).Teaching group processes through multiple group leadership opportunities in a masters level counselor education program.Journal of the Scholarship of Teaching and Learning,16(5),1-18.
15. Chen, M.,Rybak, C. J.(2004).Group leadership skills: Interpersonal process in group counseling and therapy.Brook/Cole-Thomson Learning.
16. Clark, A. J.(2002).Scapegoating: Dynamics and interventions in group counseling.Journal of Counseling & Development,80(3),271-276.
17. Corey, G.(2003).Theory and practice of group counseling.Thomson Learing.
18. Corey, M. S.,Corey, G.(1987).Group counseling: Process and practice.Brooks/Cole.
19. Council for Accreditation of Counseling and Related Educational Programs. (2015). 2016 CACREP standards. https://www.cacrep.org/introduction-to-the-2016-cacrep-standards/
20. Cox, J. A.,Bañez, L.,Hawley, L. D.,Mostade, J.(2003).Use of the reflecting team process in the training of group workers.The Journal for Specialists in Group Work,28(2),89-105.
21. Delucia, J. L.,Bowman, V. E.(1991).Internal consistency and factor structure of the group counselor behavior rating form.The Journal for Specialists in Group Work,16(2),109-114.
22. Delucia-waack, J. L.(2000).The field of group work past, present, and future.Journal for Specialists in Group Work,25(4),323-326.
23. Downing, T. K. E.,Smaby, M. H.,Maddux, C. D.(2008).A study of the transfer of group counseling skills from training to practice.The Journal for Specialists in Group Work,26(2),156-167.
24. Falco, L. D.,Bauman, S.(2004).The use of process notes in the experiential component of training group workers.The Journal for Specialists in Group Work,29(2),185-192.
25. Fall, K. A.,Levitov, J. E.(2002).Using actors in experiential group counseling leadership training.The Journal for Specialists in Group Work,27(2),122-135.
26. Gill, S. J.,Barry, R. A.(1982).Group‐focused counseling: Classifying the essential skills.The Personnel and Guidance Journal,60(5),302-305.
27. Gong, H.,Hsu, W.(2017).The effectiveness of solution-focused group therapy in ethnic Chinese school settings: A meta-analysis.International Journal of Group Psychotherapy,67(3),383-409.
28. Hall, J.,Hawley, L.(2004).Interactive process notes: An innovative tool in counseling groups.The Journal for Specialists in Group Work,29(2),193-205.
29. Hensley, L. G.(2002).Teaching group process and leadership: The two-way fishbowl model.The Journal for Specialists in Group Work,27(3),273-286.
30. James, W. L.,Pamela, L. K.(1991).Order out of chaos: A structural analysis of group therapy.Journal of Counseling Psychology,38(3),279-288.
31. Jennings, J. L.,Sawyer, S.(2003).Principles and techniques for maximizing the effectiveness of group therapy with sex offenders.Sexual Abuse: A Journal of Research and Treatment,15(4),251-267.
32. Jeremy, S.,John, C. M.(2001).A relational approach to training and supervision in cognitive psychotherapy.Journal of Cognitive Psychotherapy: An International Quarterly,15(1),3-15.
33. John, L. R.,Brandon, A. S.(2000).Simulated group counseling for group work training: A four-year research study of group development.The Journal for Specialists in Group Work,25(4),366-375.
34. Midgett, A.,Hausheer, R.,Doumas, D. M.(2016).Training counseling students to develop group leadership self-efficacy and multicultural competence through service learning.The Journal for Specialists in Group Work,41(3),262-282.
35. Moe, J.,Autry, L.,Olson, J. S.,Johnson, K. F.(2014).Teaching group work with the great debaters.Counselor Education and Supervision,53(3),204-218.
36. O’Sullivan, K.,Blatch, C.,Toh, M.(2014).A review of the creative group work training program for facilitators.The Journal for Specialists in Group Work,39(2),125-144.
37. Osborne, L. K.(2014).Using a cognitive information processing approach to group career counseling with visually impaired veterans.The Professional Counselor,4(2),150-158.
38. Osborne, W. L.(1982).Group counseling: Direction and intention.Journal of Specialists in Group Work,7(4),275-280.
39. Page, B. J.,Pietrzak, D. R.,Lewis, T. F.(2001).Development of the group leader self-efficacy instrument.The Journal for Specialists in Group Work,26(2),168-184.
40. Taufiq, A.,Herdi, H.(2020).New group counseling competencies scale-short form to supervise group counselor candidates.Jurnal Kajian Bimbingan dan Konseling,5(2),55-62.
41. Yalom, I. D.(2001).The theory and practice of group psychotherapy.Basic Book.
42. Zhu, P.(2018).Experiential growth group in counselor education: A review of its pedagogy, research, and ethical dilemmas.The Journal for Specialists in Group Work,43(2),144-165.
43. 刑志彬, C.-P.(2019)。國立臺灣師範大學=National Tawian Normal University。
44. 考選部（2017 年 12 月 11 日）：〈專門職業及技術人員高等考試心理師考試規則〉。https://wwwc.moex.gov.tw/main/ExamLaws/wfrmExamLaws.aspx?kind=3&menu_id=320&laws_id=113 [Ministry of Examination. (2017, December 11). Vocational and technical personnel advanced examination psychologist examination rules. https://wwwc.moex.gov.tw/main/ExamLaws/wfrmExamLaws.aspx?kind=3&menu_id=320&laws_id=113]
45. 吳秀碧, S.-B.(2017).團體諮商與治療：一個嶄新的人際－心理動力模式.五南圖書=Wunan books.
46. 吳秀碧, S.-B.,洪雅鳳, Y.-F.,羅家玲, C.-L.(2003)。團體諮商歷程中領導者意圖與聚焦之分析研究。中華輔導學報，13，117-150。
47. 宋鎮熙, C.-H.(2000).團體動力學.五南圖書=Wunan books.
48. 李郁文, Y.-W.(1998).團體動力學：群體動力的理論與實務.桂冠圖書=Laureate.
49. 許育光, Y.-K.(2013).團體諮商與心理治療：多元場域應用實務.五南圖書=Wunan books.
50. 謝麗紅, L.-H.(1999)。團體諮商實習課程對準諮商員團體諮商領導能力訓練效果之分析研究。中華輔導學報，7，245-272。

1. 吳聖雅(2023)。新手團體領導者帶領大學生諮商團體之省思－以自信提升團體為例。輔導季刊，59(2)，83-92。
2. (2024)。不同發展階段諮商心理師的專業認同之探究。教育心理學報，55(4)，689-715。