碩士層級實習學校諮商員督導團體之關切議題、學習因素與參與經驗分析

Practicum School Counselors' Concerns, Learning, and Experiences in Group Supervision

10.7082/CJGC.201112.0062

許育光(Yu-Kuang Hsu)

諮商實習 ； 諮商員教育 ； 專業發展 ； 學校諮商員 ； 學校輔導 ； 學習因素 ； 團體督導 ； counselor education ； counseling practicum ； group supervision ； learning factors ； professional development ； school counselor ； school guidance

中華輔導與諮商學報

31期（2011 / 12 / 01）

61 - 100

繁體中文

本文旨在探討碩士層級實習學校諮商員參與督導團體時，所關注之議題、學習相關因素，以及相關參與經驗反思。研究邀請26位在職諮商碩士班研究生於進行學校諮商實習時同步參與四個各進行五次、每次90分鐘之團體督導，每次於開始前填寫「督導需求問卷」，結束後填寫「團體督導經驗問卷」，並於實習結束後分析其週誌和整體心得與督導團體相關之經驗。研究結果發現學校實習諮商輔導人員之關注議題、學習因素和參與經驗反思，可分為實務介入學習、團體整體經驗、人際互動學習、自我專業發展四個層面進行探討。關注議題包含關切對象、介入內容、工作模式與衝突議題面對等；學習因素上最重要的為「諮商實務策略學習」，其次為「團體氣氛感受與助益」、「人際互動與回饋學習」，以及「專業能力發展與學習」等；參與經驗方面包括：團體層次之支持氣氛、視野擴展、需求無法滿足等；實務層次的介入策略學習、具體技術學習、個案概念化學習等；人際層次之成員回饋，以及與督導者互動之隱含學習；自我專業發展層次之取向探索、自我覺察、專業瓶頸省思、以及角色重新定位等。研究針對學校諮商督導、團體督導實務、培育理念、和後續研究等進行討論與建議。

The purpose of this study was to explore practicum school counselors' concerns, learning, and experiences in group supervision. Twenty-six master-level counseling students were invited to join four supervision groups. Each supervision group consisted of five 90-minute sessions. The participants also conducted seventy-two contact hours of individual and group counseling, psychological assessment, lectures, and consultations for parents and teachers. The participants filled out the Needs for Supervision Questionnaire before each session to explore their concerns. They then filled out the Experience of Group Supervision Questionnaire after each session to assess their learning experiences. Segments of their weekly journals and term reflection papers were selected and analyzed to explore their learning experience. The results revealed four dimensions as important learning focus for practicum school counselors in group supervision, including practical learning, group experience, interpersonal learning, and professional development. The results showed highest five concerns: the targets, contents, intervention models, and conflicting topics. In terms of learning experience, the learning of counseling practice and strategies was most important, followed by group climate and associated benefits, interpersonal interaction and feedback, and professional development and learning. The learning of practical strategies, concrete techniques, and case conceptualizations were in the practical learning dimension. The group support, generation of the new views, and needs not being met were reported in the group experience dimension. The participants' interactions and feedback, and indirect learning from the supervisors were in the interpersonal learning dimension. The career self-exploration, self-awareness, career difficulties, and role redefinition were in the professional development dimension. Recommendations for school counseling and supervision, group supervision, and future research were discussed and proposed.

1. 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)，413-434。
   連結：
2. 徐西森(2003)。諮商督導歷程中督導角色與督導焦點之分析研究─以區辨模式為架構。諮商輔導文粹，8，1-34。
   連結：
3. 許韶玲(2004)。受督導者對於諮商督導過程的影響因素─從受督導者的知覺檢視。諮商輔導學報，10，31-49。
   連結：
4. 趙曉美、王麗斐(2008)。國小兒童個案問題與輔導室對校外心理健康專業協助需求之研究─以臺北市為例。北體學報，16，350-362。
   連結：
5. 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：
6. Allen, G. J.,Szollos, S. J.,Williams, B. E.(1986).Doctoral students' comparative evaluation of best and worst psychotherapy supervision.Professional Psychology: Research and Practice,17,91-99.
7. Baggerly, J.,Osborn, D.(2006).School counselors' career satisfaction and commitment: Correlates and predictors.Professional School Counseling,9,197-205.
8. Bauman, W. F.(1972).Games counselor trainees play: Dealing with trainee resistance.Counselor Education and Supervision,11,251-256.
9. Benshoff, J.,Paisley, P.(1996).The structured peer consultation model for school counselors.Journal of Counseling and Development,74,314-318.
10. Berger, S. S.,Buchholz, E. S.(1993).On becoming a supervisee: Preparation for learning in a supervisory relationship.Psychotherapy,30,86-92.
11. Bernard, J. M.,Goodyear, R. K.(2004).Fundamentals of clinical supervision.Boston:Allyn and Bacon.
12. Biggs, D. A.(1988).The case presentation approach in clinical supervision.Counselor Education and Supervision,27,240-248.
13. Borders, L. D.(1991).A systematic approach to peer group supervision.Journal of Counselling & Developmwnt,69,248-251.
14. Borders, L.,Usher, C.(1992).Post-degree supervision: Existing and preferred practices.Journal of Counseling and Development,70,594-599.
15. Campbell, J.(2000).Becoming an effective supervisor: A workbook for counselors and psychotherapist.Ann Arbor, MI:Sheridan Books.
16. Carroll, M.(1996).Counseling supervision: Theory, skills and practice.London:Cassell.
17. Christman-Dunn, R.(1998).,Columbus, OI:Ohio State University.
18. DeMato, D. S.,Curcio, C. C.(2004).Job satisfaction of elementary school counselors: A new look.Professional School Counseling,7,236-245.
19. Ellis, M. V.(1991).Critical incidents in clinical supervision and in supervisor supervision: Assessing supervisory issues.Journal of Counseling Psychology,38(3),342-349.
20. Gysbers, N. C.,Henderson, P.(2006).Developing and managing your school guidance and counseling program.Alexandria, VA:American Counseling Association.
21. Hawkins, P.,Shohet, R.(2005).Supervision in the helping professions.Berkshire, UK:Open University.
22. Hillerbrand, E.(1989).Cognitive differences between experts and novices: Implication for group supervision.Journal of Counseling and Development,67,293-296.
23. Hogan, R. A.(1964).Issues and approaches in supervision.Psychotherapy Theory Research, and Practice,1,139-141.
24. Holloway, E. L.(1995).Clinical supervision.Thousand Oaks, CA:Sage.
25. Holloway, E. L.,Johnston, R.(1985).Group supervision: Widely practiced but poorly understood.Counselor Education and Supervision,24,332-340.
26. Hutt, C. H.,Scott, J.,King, M.(1983).A phenomenological study of supervisees' positive and negative experiences in supervision.Psychotherapy: Theory, Research, and Practice,20,118-123.
27. Kruger, L. J.,Cherniss, C.,Maher, C. A.,Leichtman, H. M.(1988).A behavior observation system for group supervision.Counselor Education and Supervision,27,331-343.
28. Linton, J. M.(2003).A preliminary qualitative investigation of group processes in group supervision: Perspectives of master's level practicum students.Journal for Specialists in Group Work,28(3),215-226.
29. Linton, J. M.,Deuschle, C. J.(2006).Meeting school counselors' supervision needs: Four models of group supervision.Journal of School Counseling,4(6),1-27.
30. Linton, J. M.,Hedstrom, S. M.(2006).An exploratory qualitative investigation of group processes in group supervision: Perceptions of masters-level practicum students.Journal for Specialists in Group Work,31(1),51-72.
31. Loganbill, C.,Hardy, E.,Delworth, U.(1982).Supervision: Conceptual model.The Counseling Psychologist,10,3-42.
32. Martin, J. S.,Goodyear, R. K.,Newton, F. B.(1987).Clinical supervision: An intensive case study.Professional Psychology: Research and Practice,18,225-235.
33. McAuliffe, G. J.(1992).A case presentation approach to group supervision for community college counselors.Counselor Education and Supervision,31,163-174.
34. McMahon, M.,Patton, W.(2000).Conversations on clinical supervision: Benefits perceived by school counselors.British Journal of Guidance and Counseling,28(3),339-351.
35. Miller, C. D.,Oetting, E. R.(1996).Students react supervision.Counselor Education and Supervision,6,73-74.
36. Miller, G. E.(1990).The assessment of clinical skills/ competence/ performance.Academic Medicine,65(9),63-67.
37. Page, B. J.,Pietrzak, D. R.,Sutton, J. J. M.(2001).National survey of school counselor supervision.Counselor Education & Supervision,41,142-150.
38. Paisley, P.,Borders, L.(1995).School counseling: An evolving specialty.Journal of Counseling and Development,74,150-153.
39. Peterson, J. S.,Deuschle, C.(2006).A model for supervising school counseling students without teaching experience.Counselor Education and Supervision,45(4),267-281.
40. Prieto, L.(1998).Practicum class supervision in CACREP-accredited counselor training programs: A national survey.Counselor Education and Supervision,38,113-123.
41. Prieto, L.(1996).Group supervision: Still widely practiced but poorly understood.Counselor Education and Supervision,35,295-307.
42. Proctor, B.(2000).Group supervision: A guide to creative practice.London:Sage.
43. Riva, M.,Cornish, A.(1995).Group supervision practices at psychology predoctoral internship programs: A national survey.Professional Psychology: Research and Practice,26(5),523-525.
44. Robert, K. C.(ed.),Ellen, P. C.(ed.)(2004).Ecological counseling: An innovative approach to conceptualizing person-environment interaction.Alexandria, VA:American Counseling Association.
45. Rutter, M. E.(2007).Group supervision with practicing school counselors.Guidance & Counseling,21(3),160-167.
46. Shechtman, Z.,Wirzberger, A.(1999).Needs and preferred style of supervision among Israeli school counselors at different stages of professional development.Journal of Counseling and Development,77,456-464.
47. Sink, C.(2005).Contemporary school counseling: Theory, research, and practice.Boston:Lahaska Press.
48. Somody, C.,Henderson, P.,Cook, K.,Zambrano, E.(2008).A working system of school counselor supervision.Professional School Counseling,12(1),22-33.
49. Stoltenberg, C.(1981).Approaching supervision from a developmental perspective: The counselor complexity model.Journal of Counseling Psychology,28,59-65.
50. Stoltenberg, C.,McNeill, B.,Delworth, U.(1998).IDM supervision: An integrated developmental model for supervising counselors and therapists.San Francisco:Jossey-Bass.
51. Stone, D.,Amundson, N.(1989).Counselor supervision: An exploratory study of the metaphoric case drawing method of case presentation in a clinical setting.Canadian Journal of Counseling,23,360-371.
52. Sutton, J.,Page, B.(1994).Post-degree clinical supervision of school counselors.School Counselor,42(1),32-39.
53. Thomas, S.(2005).The school counselor alumni peer consultation group.Counselor Education and Supervision,45(1),16-29.
54. Watkins, C.(ed.)(1997).Handbook of psychotherapy supervision.New York:John Wiley and Sons.
55. Werstlein, P. O.(1994).,Greensboro, NC:ERIC Clearinghouse on Counseling and Student Services.
56. Wilbur, M. P.,Roberts-Wilbur, J.,Morris, J. R.,Betz, R. L.,Hart, G. M.(1991).Structured group supervision theory into practice.The Journal for Specialists in Group Work,16(2),91-100.
57. Wirzberger, A.(1994).San Rafael, CA.,Columbia Pacific University.
58. Worthen, V.,McNeill, B. W.(1996).A phenomenological investigation of "good" supervisor events.Journal of Counseling Psychology,43,25-34.
59. 王文秀(1998)。諮商員被督導經驗對其諮商挫折之因應及專業成長之影響研究。中華輔導學報，6，1-34。
60. 王麗斐、趙曉美(2009)。行政院國家科學委員會補助九十六年度專題研究計畫成果報告行政院國家科學委員會補助九十六年度專題研究計畫成果報告,未出版
61. 王麗斐、趙曉美(2005)。小學輔導專業發展的困境與出路。教育研究雙月刊，134，41-53。
62. 台灣輔導與諮商學會(2007)。,未出版
63. 吳秀碧(1992)。「Stoltenberg 的督導模式」在我國準諮商員實習督導適用性之研究。彰化師範大學輔導學報，15，43-113。
64. 吳英璋(1994)。從不同層面的輔導區分輔導專業化之概念。輔導季刊，30(1)，3-6。
65. 兒童福利聯盟(2004)。,未出版
66. 兒童福利聯盟(2004)。,未出版
67. 林家興(2002)。校際學生諮商中心試辦方案─協助情緒困擾與行為偏差學生的另類模式。學生輔導，80，144-153。
68. 柯雅瓊、許維素(2009)。國中輔導教師受督需求之研究。學校輔導與諮商專業工作之省思與重建2009 學校輔導與諮商學術研討會，嘉義:
69. 徐西森、黃素雲(2007)。諮商督導理論與研究。台北:心理。
70. 張景然、朱玉娓(1998)。尊重專業，而非分散專業─就學校輔導工作對政院教改小組的建言。諮商與輔導，153，46-48。
71. 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。
72. 許韶玲(2004)。行政院國家科學委員會補助九十二年度專題研究計畫成果報告行政院國家科學委員會補助九十二年度專題研究計畫成果報告,未出版
73. 鄭玉疊(2000)。小學輔導工作的問題及其改進途徑。諮商與輔導，173，2-6。

1. 蔡嘉芳,呂紹誠(2017)。新手團體領導者帶領大學生愛情團體之省思。輔導季刊，53(2)，60-70。
2. 蔡秀玲(2017)。團體督導中影響學校輔導教師學習之因素初探。輔導季刊，53(3)，20-30。
3. 許育光(2013)。國小輔導教師實務內涵初探：從困境與期待分析進行對話。中華輔導與諮商學報，38，57-90。
4. 許育光(2022)。團體諮商之團體督導模式的系統化架構初探。輔導季刊，58(3)，1-12。
5. 許育光,刑志彬(2019)。臺灣學校心理師何去何從？－從現況評述、課程檢核到培育反思。當代教育研究季刊，27(3)，35-64。
6. 黎欣怡,吳熙琄,田秀蘭,王孟甯(2021)。後現代敘事合作取向團體督導歷程中的督導思維與督導策略。教育心理學報，53(1)，199-222。
7. 游于萱、許維素(2017)。輔導教師之焦點解決督導員訓練成效研究。中華輔導與諮商學報，49，147-182。
8. (2024)。學士層級團體諮商實習課程訓練效果之分析研究。輔導與諮商學報，46(1)，1-24。