參考文獻
一、 中文部份
王文秀(1995):發展性諮商督導模式在我國諮商員訓練之適用性研究。行政院國科會專題研究計畫成果報告(編號:NSC 84-2413-H-134-005)
王文秀(1998):諮商師被督導經驗對其諮商挫折之因應及其專業成長之影響研究。中華輔導學報,6期,1-34頁。王文秀(2000):諮商督導歷程研究-諮商督導者之發展歷程與受督導者「最佳及最差被督導經驗」之整理與詮釋。行政院國科會專題研究計畫成果報告(編號:NSC 88-2413-H-134-003)。
王文秀、李沁芬、謝淑敏、彭一芬(譯)(2003),P. Hawkins和 R. Shohet(著):助人專業督導(Supervision in the helping professions: An individual, group and organizational approach)。台北:學富文化。(原著第二版出版於2000年)
王文秀、施香如、沙大荒(譯)(1999),E. L. Holloway(著):臨床督導工作的理論與實務(Clinical supervision: A systems approach)。臺北:張老師。(原著出版於1995年)
吳雅慧(2006):碩士層級諮商新手於全職實習的諮商困境與因應。國立台灣師大教育心理與輔導學系碩士論文(未出版)。
吳麗娟(2003):一個諮商員的專業成長:一個「人」的成長—從Human being 到 Human doing。中華輔導學報,14期,1-30頁。李玉琇、蔣文祁(譯)(2005),R. J. Sternberg(著):認知心理學(Cognitive psychology)。台北:雙葉,。(原著第三版出版於2003年)
李花環(2000):諮商員專業發展歷程之質性研究。國立彰化師範大學輔導系博士論文(未出版)。李華璋(2001):諮商員專業認同歷程分析研究。國立彰化師範大學輔導與諮商學系博士論文(未出版)。李憶微(1989):助人專業者專業自我的發展與學習歷程之探討。台北市:張老師。
卓紋君、徐西森(2002):完形治療取向督導模式及其督導歷程實錄分析。中華輔導學報,12期,73-116頁。林淑君(1999):心理治療者的反移情研究。國立台灣師大教育心理與輔導學系碩士論文(未出版)。洪莉竹、陳秉華(2003):諮商員專業發展歷程之文化反省經驗。教育心理學報,35卷,1期,1-18頁。范幸玲(2006):諮商師於諮商經驗中關鍵事件的研究─詮釋學的觀點。國立高雄師範大學輔導與諮商研究所博士論文(未出版)。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:高師輔導所刊,8期,1-34頁。徐西森(2005):諮商師諮商督導受訓歷程中專業需求與情緒覺察之分析研究。高應科大人文社會科學學報,2期,209-226頁。翁令珍(2006):非傳統科系男性學生之生涯支持與阻礙因素研究─護理系男 生之經驗。2006年中國輔導學會年會暨學術研討會口頭發表論文。
翁令珍、廖鳳池(2005):諮商督導歷程中人際行為與受督導者知覺之分析研究。教育心理學報,37卷,2期,99-122頁。翁令珍、廖鳳池(2007):督導介入對受督導者之衝擊─以區辨模式為架 構之歷程分析。教育心理學報,39卷,2期,241-261頁。高淑清(2000):現象學方法及其在教育研究上的應用。中正大學教育學研究所主編,質的研究方法。高雄:麗文。
高淑清(2008):質性研究的十八堂課:首航初探之旅。高雄:麗文。
鈕文英(2007):教育研究方法與論文寫作。台北:雙葉。
許雅惠(2006):督導者的回饋介入對諮商學習者的衝擊及諮商行為影響之分析研究:以一對諮商督導為例。國立高雄師大輔導與諮商研究所博士論文。許韶玲(2003):督導者對受督導者隱而未說之覺察範圍、反應方式及其對諮商督導過程的影響之研究。行政院國科會專題研究計畫成果報告(NSC91-2413-H-009-005)。
許韶玲(2004):受督導者於督導過程中的隱而未說現象之探究。教育心理學報,36卷,2期,109-125頁。許韶玲(2007):為什麼受督導者隱而不說?中華輔導學報,21期,167-200頁。許韶玲、蔡秀玲(2006):受督導者提早結束督導:一個督導配對的密集分析。教育心理學報,38卷,2期,213-225頁。
陳金燕(2001):自我覺察督導模式初探。輔導季刊,37卷,2期,1-10頁。陳金燕(2003):自我覺察在諮商專業中的意涵:兼論自我覺察督導模式。應用心理研究,18期,59-87頁。陳春曲(2005):諮商歷程中諮商師感受到衝擊訊息及人際行為之分析研究。國立高雄師範大學輔導研究所碩士論文。(未出版)
陳學志(譯)(2004),M. H. Ashcraft(著):認知心理學(Cognition)。台北:學富。(原著第三版出版於2002年)
彭秀玲(2006):諮商師意圖與行動的落差經驗之研究。國立彰化師範大學輔導與諮商學系博士論文。(未出版)程炳林(2001):動機、目標設定、行動控制、學習策略之關係:自我調整學習歷程模式之建構及驗證。師大學報:教育類,46卷,1期,67-92頁。楊明磊(2001):資深諮商工作者的專業發展─詮釋學觀點。國立彰化師範大學輔導與諮商學系博士論文。(未出版)廖世德(譯)(2002),M. E. Weishaar(著):貝克─認知治療學派創始人(Aaron T. Beck),台北:生命潛能(原著出版於1993年)
廖世德(譯)(2004),A. Casement(著):榮格─分析心理學巨擘(Carl Gustav Jung)。台北:生命潛能。(原著出版於2001年)
廖鳳池(1990):認知治療理論與技術。台北:天馬。
劉玉燕譯(2004):皮亞傑訪談錄。台北:書泉。
蔡秀玲(2004):受督者自覺諮商情境相關情緒在督導中情緒覺察歷程之研究。國立台灣師大教育心理與輔導研究所博士論文(未出版)。鄭如安(2004):督導區辨模式之督導內涵分析─以一位受督導者為例。諮商輔導文粹:高師輔導所刊,10期,83-110頁。鄭如安、廖鳳池(2005):督導歷程中重要事件之分析研究。諮商輔導學報─高師大輔導與諮商研究所所刊,12期,35-70頁。
鄭麗芬(1997):循環發展模式督導歷程中受督導諮商員知覺經驗之分析研究。國立彰化師範大學輔導研究所博士論文。(未出版)魏瑜雯(2005):後設認知技能涉入諮商員個案概念化過程研究─以專家及新手諮商員為例。淡江大學教育心理與諮商研究所碩士班碩士論文。(未出版)
二、英文部分
Allen, G. J., Szollos, S. J., & Williams, B. E. (1986). Doctoral students’ comparative evaluations of best and worst psychotherapy supervision. Professional Psychology: Research and Practice. 17, 91-99.
Aponte, H. J., & Winter, J. E. (2000). The person and practice of the therapist: Treatment and training. In M. Baldwin (Ed.). The use of self (2nd ed.). NY: Haworth Press.
Beck, A. T., Freeman, A, D., & Associates. (2004). Cognitive Therapy of Personality Disorders. New York: Guilford Press.
Bernard, J. M. (1979). Supervisor training: A discrimination model. Counselor Education and Supervision, 19, 60-68.
Bernard, J. M. (1997). The discrimination model. In C. E. Watkins, Jr.(Ed.), Handbook of Psychotherapy Supervision. New York: John Wiley & Sons.
Benard, J. M., & Goodyear, R. K. (2004). Fundamentals of clinical supervision(3rd. ed.). Boston: Allyn & Bacon.
Binder, J. L., & Strupp, H. H. (1997). Supervision of psychodynamic psychotherapies. In C. E. Watkins, Jr. (Ed.), Handbook of Psychotherapy Supervision. New York: John Wiley & Sons.
Blocher, D. H. (1983). Toward a cognitive developmental approach to counseling supervision. Counseling Psychologist, 11(1), 27-34.
Bradley, L. J. & Gould, L. J. (2001). Psychotherapy-based models of counselor supervision. In L. J. Bradley & N. Ladany (eds.). Counselor Supervision: Principles, Process, and Practice(3rd). Taylor & Francis.
Chung, Y. B., Baskin, M. L., & Case, A. B. (1998). Positive and negative supervisory experiences reported by counseling trainees. Psychological Reports, 82, 762.
Clinger, T. L., & Bernard, J. M. (2004). An investigation of the use of e-mail as a supplemental modality for clinical supervision. Counselor Education and Supervision, 44, 82-95.
Corsini, R. (2002). The Dictionary of Psychology. London: Brunner-Routledge.
Elliott, R., & Wexler, M. M. (1994). Measuring the impact of sessions in process-experiential therapy of depression. Journal of Counseling Psychology, 41(2), 166-174.
Elliott, R. (1984). A discovery-oriented approach to significant events in psychotherapy: Interpersonal process recall and comprehensive proess analysis. In L. N. Rice, & L. S. Greengerg (Eds.), Patterns of change. New York: The Guilford Press.
Elliott, R. (1986). Interpersonal process recall as a psychotherapy process research method. In L. S. Greenberg & W. M. Pinsif (Eds.), The psychotherapy process: A research handbook. New York: The Guilford Process.
Elliott, R., James, E., Reimschuessel, C., Cislo, D., & Sack, N. (1985). Significant events and the therapeutic impacts. Psychotherapy, 22(3), 620-630.
Ellis, M. V. (1991). Critical incidents in clinical supervision and in supervisor supervision: Assessing supervisory issues. Journal of Counseling Psychology, 38(3), 342-349.
Ellis, M. V., & Ladany, N. (1997). Inferences concerning supervisees and clients in clinical supervision: An integrative review. In C. E. Watkins, Jr.(Ed.). Handbook of psychotherapy supervision. New York: John Wiley & Sons.
Etringer, B. D. (1995).The transition from novice to expert. Counselor Education & Supervision, 35(1), 4-17.
Fisher, B. L. (1989). Differences between supervision of beginning and advanced therapists: Hogan's hypothesis empirically revisited. Clinical Supervisor, 7(1), 57-74.
Freeman, B., & McHenry, S. (1996). Clinical supervision of counselor-in-training: A nationwide survey of ideal delivery, goal, and theoretical influences. Counselor Education and Supervision, 35, 213-215.
Freeman, S. C. (1993). Reiterations on client-centered supervision. Counselor Education and Supervision, 32, 213-215.
Furr, S. R., & Carroll, J. J. (2003). Critical incidents in student counselor development. Journal of Counseling and Development, 81, 483-489.
Gandolfo, R. L., & Brown, R. (1987). Psychology intern ratings of actual and ideal supervision of psychotherapy. Journal of Training and Practice in Professional Psychology, 1, 15-28.
Giorgi, A. (1997). The theory, practice, and evaluation of the phenomenological method as a qualitative research. Journal of Phenomenological Psychology, 28(2), 235-260.
Giorgi, A. (Ed.). (1985). Phenomenology and phenomenological research. Pittsburgh, PA: Duquesne University Press.
Gray, L. A., Ladany, N., Walker, J. A., & Ancies, J. R. (2001). Psychotherapy trainees’ experience of counterproductive events in supervision. Journal of Counseling Psychology, 48(4), 371-383.
Greenberg, L. S. (1999). Ideal psychotherapy research: A study of significant change process. Journal of Counseling Psychology, 55(12), 1467-1480.
Guest, P. D., & Beutler, L. E. (1988). Impact of psychotherapy supervision on therapist orientiation and values. Journal of Consulting and Clinical Psychology, 56(5), 653-658.
Guy, J. D. (1987). The personal life of the psychotherapist. New York: John Wiley & Sons.
Heppener, 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(1), 76-90.
Hess, A. K. (1997). The interpersonal approach to the supervision of psychotherapy. In C. E. Watkins, Jr.(Ed.), Handbook of Psychotherapy Supervision. New York: John Wiley & Sons.
Hess, S. A., Knox, S., Schultz, J. M., Hill, C. E., Sloan, L., Brandt, S., Kelley, F., & Hoffman, M. A. (2008). Predoctoral interns' nondisclosure in supervision. Psychotherapy Research, 18(4), 400-411.
Hogan, R. A. (1964). Issues and approaches in supervision. Psychotherapy: Theory, Research, and Practice, 1, 139-141.
Hawkins, P. & Shohet, R. (2000). Supervision in the helping professions: An individual, group and organizational approach(2nd ed.). Philadephia: Open University Press.
Holloway, E. L. (1987). Developmental models of supervision: Is it development? Professional Psychology: Research and Practice, 18(3), 209-216.
Holloway, E. L. (1995). Clinical Supervision: A Systems Approach. London: Stage.
Hornby, A. S. (2005). Oxford Advanced Learner’s English-Chinese Dictionary, (Revised Extended 4th ed.). Oxford University Press.
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.
Jacobson, C. H. (2007). A qualitative single case study of parallel process. Counselling and Psychotherapy Researc. 7(1), 26-33.
Kagan, H., & Kagan, N. I. (1997). Interpersonal process recall: Influencing human interaction. In C. E. Watkins, Jr. (Ed.), Handbook of psychotherapy supervision. New York: John Wiley & Sons.
Kennard, B. D., Stewart, S. M., & Gluck, M. R. (1987). The supervision relationship: Variables contributing to positive versus negative experiences. Professional Psychology: Research and Practice, 18, 172-175.
Kiesler, D. J. (1996). Contemporary interpersonal theory and research: Personality, psychopathology, and psychotherapy. New York: Wiley.
Kuhl, J. (2000). A functional-design approach to motivation and self-regulation: The dynamics of personality systems and interactions. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation. New York: Academic Press.
Ladany, N., Friedlander, M. L., & Nelson, M. L. (2005). Cirtical events in psychotherapy supervision: An interpersonal approach. Washington, DC: American Psychological Association.
Ladany, N., Hill, C. E., Corbett, M. M., & Nutt, E. A. (1996). Nature, extent, and importance of what psychotherapy trainees do not disclose to their supervisors. Journal of Counseling Psychology, 43(1), 10-24.
Lanning, W. (1986). Development of the supervisor emphasis rating form. Counselor Education and Supervision, 25, 191-196.
Liddle, B. J. (1986). Resistance in supervision: A response to perceived threat. Counselor Education and Supervision, 26, 117-127.
Logonbill, C., Hardy, E., & Delworth, U. (1982). Supervision: A conceptual model. Counseling Psychologist, 10, 3-42.
Machado, P. P., Beutler, L. E., & Greenberg, L. S. (1999). Emotion recognition in psychotherapy: Impact of therapist level of experience and emotional awareness. Journal of Clinical Psychology, 55(1), 39-57.
Martin, J. (1988). A proposal for researching possible relationships between scientific theories and the personal theories of counselors and clients. Journal of Counseling and Development, 66, 261-265.
Martin, J. S., Goodyear, R. K., & Newton, F. B. (1987). Clinical supervision: An intensive case study. Professional Psychology, 18, 225-235.
Merleau-Ponty, M. (1962). Phenomenology of perception. London: Poutledge & Kegan Paul.
Morrissette, P. J. (2001). Self-supervision: A primier for counselors and helping professions. Taylor & Francis.
Mueller, W. J., & Kell, B. L. (1972). Coping with conflict: Supervising counselors and psychotherapy. Englewood Cliffs, New Jersey: Prentice-Hall.
Nelson, M. L., & Friedlander, M. L. (2001). A close look at conflictual supervisory relationship: The trainee’s perspective. Journal of Counseling Psychology, 48, 384-395.
Neufeldt, S. A. (1999). Supervision strategies for the first practicum. American Counseling Association.
Patternson, C. H. (1997). Client-centered supervision. In C. E. Watkins, Jr.(Ed.). Handbook of psychotherapy supervision. New York: John Wiley & Sons.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation. New York: Academic Press.
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.
Rønnestad, M. H., & Skovholt, T. M. (2003). The journey of the counselor and therapist: Research findings and perspectives on professional development. Journal of Career Development, 30(1), 5-44.
Safran, J. D., & Segal, Z. V. (1990). Interpersonal process in cognitive therapy. New York: Basic Books.
Shanfield, S. B., Matthew, K. L., & Hetherly, V. (1993). What do excellent psychotherapy supervisors do? American Journal of Psychiatry, 150, 1081-1084.
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(4), 456-464.
Skovholt, T. M., & McCarthy, P. R. (1988). Critical incidents: Catalysts for counselor development. Journal of Counseling and Development, 67(1), 69-72.
Skovholt, T. M., & Rønnestad, M. H. (1992b). The evolving professional self-stages and themes in therapist and counselor development. New York: John Wiley & Sons
Skovholt, T.M., & Rønnestad, M. H. (1992a). Themes in therapist and counselor development. Journal of Counseling and Development, 70, 505-515.
Stenack, R. J., & Dye, H. A. (1982). Behavioral descriptions of supervision roles. Counselor Education and Supervision, 22, 295-304.
Stenack, R. J., & Dye, H. A. (1983). Practicum supervision roles: Effects on supervisee statements. Counselor Education and Supervision, 23, 157-168.
Stoltenberg, C. D., & Delworth, U. (1987). Supervising counselors and therapists: A developmental approach. San Francisco: Jossey-Bass Publisher.
Stoltenberg, C. D., McNeill, B. W., & Crethar, H. C. (1994). Changes in supervision as counselors and therapists gain experience: A review. Professional Psychology: Research and Practice, 19(2), 134-137.
Stoltenberg, C. D., McNeill, B., & Delworth, U. (1998). IDM supervision: An integrated developmental model for supervising counselors and therapists. San Francisco: Jossey-Bass Publisher.
Sumerel, M. B., & Borders, L. D. (1996). Addressing personal issues in supervision: Impact of counselor’s experience level on various aspects of the supervisory relationship. Counseling Education and Supervision, 35, 268-287.
Szymanski, E. M., & Parker, R. M. (2001). Epistemological and methodological issues in counseling. In D. C. Locke, J. E. Myers, & E. L. Herr. (Eds.). The handbook of counseling. Thousand Oaks: Sage.
Usher, C. H., & Border, L. D. (1993). Practicing counselors’ preferences for supervisory style and supervisory emphasis. Counselor Education and Supervision, 33(2), 66-79.
Van Manen, M. (1997). Researching lived experience: Human science for an action sensitive pedagogy. Ontario: State University of New York.
Wester, S. R., Vogel, D. L., & Archer, J. Jr. (2004). Male restricted emotionality and counseling supervision. Journal of Counseling and development, 82, 91-98.
Worthen, V., & McNeill, B. W. (1996). A phenomenological investigation of “good” supervision events. Journal of Counseling Psychology, 43(1), 25-34.
Young, J. E., Klosko, J. S., & Weishaar, M. E. (2003). Schema therapy. New York: Guilford Press.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation. New York: Academic Press.