精微諮商於學校輔導教師諮商技術學習歷程與結果之試探性研究

Exploratory Research on The Counselling Skills of School Counselors in Micro-Counselling

10.6308/JCPRC.201912_(33).0004

于正君(Cheng-Chun, Yu)；徐西森(Shi-Sen, Shyu)

精微諮商 ； 督導 ； 輔導教師 ； 諮商技術 ； micr o-counselling ； supervision ； school counselor ； counselling skill

諮商心理與復健諮商學報

33期（2019 / 12 / 01）

69 - 93

繁體中文

本研究目的在探討國小及高職學校輔導教師在接受精微諮商的訓練後，對其諮商技術學習歷程之探討，共進行六次精微諮商訓練，包括：反映內容、反映情感、封閉與開放式問句、治療架構設定、個案概念化、及未來諮商計畫等諮商技術。研究發現，2位受督者在個別諮商能力評量表多數題項之得分皆提高。在諮商技術之學習歷程，大致分為茫然期、碰撞期、與撥雲見日期等階段。學習結果則從對於諮商技術不太理解、缺乏理論架構、諮商卡關等，逐漸對諮商技術與概念有多元了解、明白技術使用時機與方式、有意圖的使用諮商技術、提升自我覺察、了解自我特質對諮商的影響等。根據研究結果，提供具體建議，供未來輔導與諮商教育和訓練的參考。

The present study adopts an in-depth interview to explore the enhancement of school counselors' counseling skills after receiving micro-counseling sessions. Two school counselors are interviewed. Both of them received six sessions of micro-counseling. The counseling skills include the reflection of content, reflection of feelings, closed and open questions, therapeutic structure setting, case conceptualization, and future counseling programs. The study finds that the scores on individual counseling competency scale are increased. The learning of counseling skills, which can be divided into the blank period, collision period, and period of dispelling the clouds and see the sun. That is, school counselors do not understand the counseling skills, lack of theoretic structure in counseling, and get stuck in counseling in the beginning, and then progressively they can use counseling skills on purpose, improve self-awareness, and understand the effects of personal characteristics on counseling. Based on the study results, the authors provide concrete suggestions for future counseling education and training in domestic undergraduate programs and teacher education systems.