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題名:諮商學習者接受督導之衝擊經驗及其整合歷程之分析研究
作者:翁令珍
作者(外文):Ling-Chen Weng
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:2008
主題關鍵詞:督導衝擊經驗諮商學習者整合歷程現象學方法supervisionimpact experiencecounseling traineeintegration processphenomenological method
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本研究採取現象學觀點,並結合歷程研究之事件派典,深入探究諮商學習者接受督導之衝擊經驗,以及其衝擊經驗發生整合的歷程。
本研究共有三位正接受督導的諮商學習者自願參與,原則上整學期每次督導後一天內進行訪談,以蒐集其每次督導中有衝擊經驗的事件及其中的衝擊經驗內涵,並於第二學期開始進行追蹤訪談,以了解衝擊經驗的變化,直到不再獲得新的資料為止。研究發現如下:
三位諮商學習者的衝擊經驗及其整合歷程,各有其獨特性:(1)悠然之衝擊經驗,經分析獲得六個主題及其次主題;其衝擊經驗的整合歷程,經歷了四個階段:崇拜且順從、挫折而抗拒、自我覺察與重新選擇,以及持續自我成長與再確認。(2)豆子之衝擊經驗,經分析獲得七個主題及其次主題;其衝擊經驗的整合歷程,經歷了四個階段:正面期待與觀察、拉鋸與壓力、掙扎與抉擇,以及持續覺察與調適。(3)樂樂接之衝擊經驗,經分析獲得五個主題及其次主題;其衝擊經驗的整合歷程,經歷了三個階段:觀察並修復負面受督經驗、專業學習與個人覺察交互成長,以及信任加深與獨立性增加。
三位諮商學習者的衝擊經驗有五個共通的主題:(1)獲得接案新學習、(2)感受肯定而增加信心、(3)對督導者產生信任感、(4)出現負面感受、(5)在督導中獲得自我覺察。其共有的次主題則包括:學到可用的諮商介入,拓展對諮商的看法、專業表現受肯定而增加專業自性、督導者之為人令我信任、督導者之風格令我信服、產生困惑或挫折、對接案狀態產生覺察,以及覺察督導互動中的自我。其衝擊經驗的整合歷程也有部分共通的重要特徵:督導初期建立信任關係可能是整合能否繼續進展的關鍵,出現負面感受並發生轉化則是整合能否順利完成的關鍵指標,貫串各階段的議題當中,自主性是重要的議題。
The purpose of the study was mainly to investigate the counseling trainees’ impact experience gained during supervision process and the integration process about it. The approach of the study was phenomenological and discovery-oriented, and events-paradigm was adoped.
Materials of three volunteer counseling trainees’ impact experience were collected via in-depth interviews after their being supervised every week during the semester, and follow-up interviews were executed during the following semesters. All the events of impact were analyzed by adopting steps of phenomenological method. The findings of this study were as follow:
Firstly, the three trainees’ impact experience was individually analyzed into 5, 7, and 6 themes together with sub-themes, and their integration process was also individually analyzed and devided into 3 or 4 phases.
Secondly, there were 5 common themes together with sub-themes among the three trainees’ impact experience during supervision process.
Lastly, there were also some significant features among their integration process. Impact about trust was important especially during the beginning of supervision. Also, impact with negative feeling usually motivated trainees to reflect themselves and to cope differently, and therefore contribute to the integration process. Besides, the issue of autonomy was central during two of the three’s integration process, and also important in one phase of the other’s integration process. .
Suggestions for practice and implication for future research were discussed based on the findings.
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