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題名：督導者的回饋介入對實習諮商師的衝擊及諮商行為影響之分析研究：以一對諮商督導為例
作者：許雅惠 引用關係
作者(外文)：Ya-Hui Hsu
校院名稱：國立高雄師範大學
系所名稱：輔導與諮商研究所
指導教授：廖鳳池
學位類別：博士
出版日期：2006
主題關鍵詞：督導者回饋介入；衝擊訊息；諮商行為；督導回饋循環；supervisor’s feedback；impact message；counseling behavior；supervisor feedback cycles
原始連結：連回原系統網址new window
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中文摘要
本研究是以督導者回饋介入為焦點之歷程研究，旨在探討督導歷程中，督導者回饋介入對實習諮商師的衝擊及其諮商行為的影響。主要研究問題包含：諮商督導歷程中，督導者回饋介入之內涵為何？督導者進行回饋介入的時機與意圖為何？督導者回饋介入對於實習諮商師造成之衝擊訊息的內涵為何？督導者回饋介入對於實習諮商師諮商行為的影響為何？督導回饋循環的類型為何？不同類型之督導回饋循環其循環歷程各為何？本研究邀請一組督導配對進行每週一次連續17次之督導晤談。將所收集的資料加以分析，所得研究結果如下。
一、共計有74個督導者回饋介入事件，歸類為13個次類別，再將次類別加以歸類而形成互動技巧、諮商方向、自我覺察，以及專業角色四個類別。督導者較常使用的督導回饋介入類別為互動技巧，較少使用為諮商方向。
二、最常見的督導者回饋介入意圖為增強改變；最常見的介入時機為實習諮商師出現正向改變的行為。
三、實習諮商師對於督導者回饋介入的感受，會影響其所產生之行動傾向；實習諮商師對於相類似主題之督導者回饋介入所產生的衝擊訊息會隨督導歷程的進展而改變；不清楚與用語過於簡化的督導者回饋介入可能讓實習諮商師產生負向感受，而實習諮商師的內在參考架構也會影響其對於督導者回饋介入之感受；督導關係相關議題的督導者回饋介入，實習諮商師較容易感受到壓力。
四、實習諮商師最常運用於諮商中的督導者回饋介入次類別為基本諮商技巧。實習諮商師運用督導者回饋介入於諮商中造成阻礙的主要原因為實習諮商師不知如何將督導者回饋介入運用於諮商中。
五、共有21個督導回饋循環，歸類為持續反應成功型一、持續反應成功型二、延遲反應成功型、克服阻礙成功型、未克服阻礙中斷型、自行調整成功型，以及不需觀察放任型等七種督導回饋循環的類型，較常見之督導回饋循環類型為不需觀察放任型。
本研究根據研究結果，分別針對諮商師教育與督導實務工作，以及未來研究提出具體建議。
Abstract
This research aims to examine the impact of a supervisor’s feedback, on a student counselor and the influence of feedback on the student counselor’s counseling behavior. The research questions include: 1) what connotation does the supervisor’s feedback imply? 2) When and why does the supervisor provide feedback? What impact does such feedback have on the student counselor’s counseling behavior? What kinds, if any, of supervisor feedback cycle are observed? And what is the circulating process for different kind of supervisor feedback cycles?
One dyad of supervisor and supervisee was invited to conduct supervision interviews, once a week, lasting 17 weeks. After analyzing the data, the researcher found the following results:
1) Totally seventy-four supervisor feedback events are categorized into thirteen sub-categories. These 13 sub-categories can be further grouped in to four classes which are interaction skill, counseling direction, self-awareness, and a professional role. Among them, the supervisor often used the interaction skill, but seldom used the counseling direction, in providing feedback.
2) The often observed intention in supervisor feedback is to enhance change and the often observed intervening timing in supervisor feedback is when the student counselor appeared positive in behavior change.
3) The student counselor’s feeling about the supervisor feedback can influence his tendency to take action. The student counselor would make changes in his counseling behavior when faced with the similar topics of impact message as the supervisory process proceeds. Unclear and over-simplified verbiage in the supervisor’s feedback may result in student counselor’s negative feelings. The student counselor’s internal reference framework may also influence his feeling about supervisor feedback. The student counselor may feel pressure as the supervisor feedback relates to the supervisor and supervisee relationship.
4) Among the sub-categories of supervisor feedback, basic counseling skill is often used by the student counselor in counseling talk. The main obstruction for the student counselor to use supervisor feedback in counseling talk is that he didn’t know how to use it.
5) Twenty-one supervisor feedback cycles were observed, which can be classified into seven types, i.e., continued-reaction-success-first-pattern type, continued-reaction-success-second-pattern type, delayed-reaction-success type, conquered-obstruction-success type, unconquered-obstruction-breach type, self-adjustment-success type, and permissive type.
Based on the findings of this research, several suggestions are provided for counselor education, supervision field work and future research in supervision.
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