自我覺察督導模式訓練與實務應用-督導訓練手冊編製與新手督導者之受訓經驗_

:::

詳目顯示

第 1 筆 / 總合 1 筆

/1頁

論文基本資料
摘要
外文摘要
參考文獻

題名：	自我覺察督導模式訓練與實務應用-督導訓練手冊編製與新手督導者之受訓經驗
作者：	蘇盈儀
作者(外文)：	Su, Ying-Yi
校院名稱：	國立彰化師範大學
系所名稱：	輔導與諮商學系所
指導教授：	陳金燕
學位類別：	博士
出版日期：	2015
主題關鍵詞：	自我覺察督導模式；自我覺察督導訓練手冊；新手督導受訓者；學校輔導工作；The Self-Awareness Supervision Model (SASM)；SASM training handbook；novice supervisors；school guidance
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(0) 博士論文(1) 專書(0) 專書論文(0) 排除自我引用:0 共同引用:0 點閱:29

本研究目的有三，一為編製自我覺察督導模式訓練手冊，二為探究新手督導者接受自我覺察督導模式訓練之受訓經驗，檢核自我覺察督導模式訓練架構，三為基於新手督導者之督導經驗，檢核自我覺察督導模式之實務應用。本研究知識論遵循東方儒道哲學觀點，研究方法論則為Merriam（1998）所提出的基本質性研究（basic qualitative study）。研究參與者為八位新手督導者，六位女性專任輔導教師、兩位男性專任輔導教師，皆具有三年以上中等學校輔導工作經驗。研究者擔任此訓練工作坊訓練者，並於研究參與者參與三天自我覺察督導訓練工作坊起進行資料蒐集。蒐集資料方式為三階段之半結構式訪談，第一階段為參與訓練工作坊期間、第二階段為參與訓練工作坊後、第三階段為應用自我覺察督導模式進行三次督導之後。
研究結果以五部分呈現：自我覺察督導模式訓練手冊編修、新手督導受訓者之整體受訓歷程與體驗、應用自我覺察督導模式之操作經驗、使用此督導模式提升督導者角色之自我覺察能力與督導效能、以及對於此模式訓練架構之回饋與建議。以草擬之自我覺察督導模式訓練手冊，增修範例提供參照。新手督導受訓者之受訓經驗多以摸索與熟悉督導者專業角色以及自我覺察督導模式工作架構開始，隨著訓練工作坊之課程講述與督導演練，逐步精熟此督導模式。實際運用此督導模式時，需持續熟悉使用督導問話以及發展個人化問句之需求；亦，研究參與者亦驚喜於學習與應用此督導模式時，自我覺察能力遷移至自身之諮商工作。最後，新手督導者認為此督導模式之訓練架構，應拆解提升自我覺察策略之問句，逐一演練，方能精熟與進一步發展個人化的問話風格；另，督導後督導也需納入訓練架構中，協助新手督導者進行督導時之自我檢核。
研究者根據本研究資料分析結果，針對新手督導者之學習與受訓需求進行討論，進而檢視自我覺察督導模式訓練架構之發展，以做為編寫新手督導受訓者之自我覺察督導訓練手冊依據。最後，研究者針對中等學校輔導工作實務、學校輔導與諮商教育訓練、諮商督導訓練、以及未來研究方向提出建議。

以文找文

This study aimed to explore novice supervisor’s training experience of Self-Awareness Supervision Model (SASM). Additionally, another purpose of this study was to develop a SASM training handbook based on novice supervisor’s training experience. Confucianism and Taoism were employed as epistemologies and qualitative methodology was utilized. Semi-structured interviews for each participant were conducted in three different timings for data collection.
Eight novice supervisors (six female and two male teachers) were recruited for this study, who were age 25 to 32 and had over five years of teaching and practice of school guidance. All the participants attended to a three-day SASM training workshop which was offered by the researcher. Each participant received three interviews: (a) the first interview was conducted when they completed two days of training; (b) the second interview was held after they completed the three-day training workshop; (c) the third interview was carried out when they had three supervision sessions by employing SASM.
The research findings were presented by the following sub-sections: (a) the development of SASM training handbook; (b) novice supervisors’ overall training process and experience; (c) novice supervisors’ experiences of applying SASM into their supervision sessions; (d) the enhancement of novice supervisors’ self-awareness and supervision efficacy by employing SASM; (e) novice supervisors’ feedback on SASM training model. Novice supervisors of this study reported that at the beginning they started learning SASM and the professional role of being a supervisor. They described that they became more familiar with SASM due to the instructions and role-playing in the training workshop. When novice supervisors conducted SASM supervision, it took time for them to initiate “self-awareness enhancement questions” and facilitate the conversation with their supervisees. Additionally, novice supervisors expressed that they would like to develop their personal style to use these “self-awareness enhancement questions.” Further, novice supervisors were surprised that their learning of SASM translated into their own counselling sessions. Finally, novice supervisors reported that in SASM training it would be beneficial for trainees to practice each “self-awareness enhancement question” in order to better prepare them for providing SASM supervision as well as developing a personal style of employing SASM.
In terms of the results of the study, novice supervisors’ learning and training needs, an examination of SASM training model, and the development of SASM training handbook were discussed. Finally, the implications of the study for school guidance practice, training of school guidance and counselling, training of counselling supervision, and future research were offered.

以文找文

中文部分
方東美（2005）。中國人生哲學。台北：黎明文化。
江心力（2011）。一本就通：中國哲學史。台北：聯經出版公司。
徐西森、黃素雲（2007）。諮商督導：理論與研究。台北：心理出版社。
張高賓Watkins的督導發展模式與新手督導者的發展歷程。諮商與輔導, 269, 34-39.
陳金燕（1996a）。諮商實務工作者對「自我覺察」的主觀詮釋之研究。彰化師大輔導學報，19 ，193-246。　 new window

陳金燕（1996b）。諮商員養成教育中「自我覺察」訓練之基本原則。諮商與輔導，125，14-16。　
陳金燕（2001）。自我覺察督導模式初探。輔導季刊，37(2)，1-10。 new window

陳金燕（2003）。自我覺察在諮商專業中之意涵：兼論自我覺察督導模式。應用心理研究，18，59-87。 new window

黃進南（2006）。一位新手諮商督導員在學習督導過程的省思。諮商與輔導, 251, 18-21.
楊明磊（2003）。督導制度的脈絡意義。應用心理研究，19，6-13 new window

臺灣諮商心理學會（2014）。心理諮商督導專區。取自http://www.twcpa.org.tw/news_detail.php?nid=12888
蕭文（1999）。循環督導模式的理念建構。輔導季刊，35(2)，1-7。 new window

蘇盈儀（2007）。自我覺察督導模式在同儕督導上之應用：以國民中學輔導工作人員為對象。國立彰化師範大學輔導與諮商學系碩士論文。未出版。

英文部分
Baker, S. B., Exum, H. A., &; Tyler, R. E. (2002). The developmental process of clinical supervisors in training: An investigation of the supervisor complexity model. Counselor Education and Supervision, 42(1), 15-30. doi: 10.1002/j.1556-6978.2002.tb01300.x
Bernard, J.M. (1979). Supervisor training: A discrimination model. Counselor Education and Supervision, 19, 60-68.
Bernard, J. M., &; Goodyear, R. K. (2008). Fundamentals of clinical supervision. Boston, MA: Allyn &; Bacon, Inc. .
Chen, C. Y. &; Su, Y. Y. (2008). The Self-Awareness Supervision Model (SASM) in Peer Supervision: Working with Junior High School Counselors in Taiwan. Paper presented at 2008 American Counseling Association Conference, Honolulu, HI, USA.
Chen, C. Y. (1988). Chinese cultural and counseling in Taiwan: A counseling model based on Confucianism and Taoism. Unpublished doctoral dissertation, the Unvierity of Wisconsin-Milwaukee.
Crook-Lyon, R., Heppler, A., Leavitt, L., &; Fisher, L. (2008). Supervisory training experiences and overall supervisory development in predoctoral interns. The Clinical Supervisor, 27(2), 268-284. doi: 10.1080/07325220802490877
Crook-Lyon, R. E., Presnell, J., Silva, L., Suyama, M., &; Stickney, J. (2011). Emergent Supervisors: Comparing Counseling Center and Non-Counseling-Center Interns' Supervisory Training Experiences. Journal of College Counseling, 14(1), 34-49. doi: 10.1002/j.2161-1882.2011.tb00062.x
Culbreth, J. R. (2001). The Wisconsin Clinical Supervision Training Model. The Clinical Supervisor, 20(1), 61-71. doi: 10.1300/J001v20n01_05
Desmond, K. J., Rapisarda, C. A., &; Nelson, J. R. (2011). A Qualitative Study of Doctoral Student Supervisory Development. Journal for International Counselor Education, 3(1), 39-54. 取自http://digitalcommons.library.unlv.edu/jice
Falender, C. A., Cornish, J. A. E., Goodyear, R., Hatcher, R., Kaslow, N. J., Leventhal, G., . . . Grus, C. (2004). Defining competencies in psychology supervision: A consensus statement. Journal of Clinical Psychology, 60(7), 771-785. doi: 10.1002/jclp.20013
Gazzola, N., De Stefano, J., Thériault, A., &; Audet, C. (2013a). Learning to be supervisors: A qualitative investigation of difficulties experienced by supervisors-in-training. The Clinical Supervisor, 32(1), 15-39. doi: 10.1080/07325223.2013.778678
Gazzola, N., De Stefano, J., Thériault, A., &; Audet, C. (2013b). Positive experiences of doctoral-level supervisors-in-training conducting group-format supervision: a qualitative investigation. British Journal of Guidance &; Counselling, 1-17. doi: 10.1080/03069885.2013.799263
Gergen, K. J. (1985). The social constructionist movement in modern psychology. American Psychologist, 40(3), 266-275. doi: 10.1037/0003-066X.40.3.266
Hawkins, P., &; Smith, N. (2007). Coaching, mentoring and organizational consultancy: supervision and development: McGraw-Hill International.
Hess, A. K. (1986). Growth in Supervision: Stages of Supervisee and Supervisor Development. The Clinical Supervisor, 4(1-2), 51-68. doi: 10.1300/J001v04n01_04
Holloway, E. (1995). Clinical supervision: A systems approach: Sage.
Lietz, C. A., &; Rounds, T. (2009). Strengths-Based Supervision: A Child Welfare Supervision Training Project. The Clinical Supervisor, 28(2), 124-140. doi: 10.1080/07325220903334065
Magnuson, S., Norem, K., Jones, N. K., McCrary, J. C., &; Gentry, J. (2001). The Triad model as a cross-cultural training intervention for supervisors. The Clinical Supervisor, 19(2), 197-210. doi: 10.1300/J001v19n02_12
Majcher, J.-A., &; Daniluk, J. C. (2009). The process of becoming a supervisor for students in a doctoral supervision training course. Training and Education in Professional Psychology, 3(2), 63. doi: 10.1037/a0014470
McMahon, M., &; Simons, R. (2004). Supervision training for professional counselors: An exploratory study. Counselor Education and Supervision, 43(4), 301-309. doi: 10.1002/j.1556-6978.2004.tb01854.x
Merriam, S. B. (1998). Qualitative Research and Case Study Application in Education. San Francisco, CA: Jossey-Bass Publishers.
Miles, M. B., &; Huberman, A. M. (1994). An Expanded Source Book- Qualitative Data Analysis. Thousand. Oaks, CF: Sage Publication, Inc.
Nelson, K. W., Oliver, M., &; Capps, F. (2006). Becoming a supervisor: Doctoral student perceptions of the training experience. Counselor Education and Supervision, 46(1), 17-31. doi: 10.1002/j.1556-6978.2006.tb00009.x
Newman, C. F. (2013). Training Cognitive Behavioral Therapy Supervisors: Didactics, Simulated Practice, and Meta-Supervision. Journal of Cognitive Psychotherapy, 27(1), 5-18. doi: http://dx.doi.org/10.1891/0889-8391.27.1.5
Nielsen, J., Jacobsen, C. H., &; Mathiesen, B. B. (2012). Novice supervisors' tasks and training–A descriptive study. Nordic Psychology, 64(3), 182-191. doi: 10.1080/19012276.2012.731312
Pelling, N. (2008). The relationship of supervisory experience, counseling experience, and training in supervision to supervisory identity development. International Journal for the Advancement of Counselling, 30(4), 235-248. doi: 10.1007/s10447-008-9060-2
Sharf, R. S. (2010). Theories of psychotherapy and counseling: Concepts and cases. Cengage Learning.
Stoltenberg, C. D., &; Delworth, U. (1987). Supervising counselors and therapists: A developmental approach. San Francisco, CA: Jossey-Bass.
Stoltenberg, C. D., &; McNeill, B. W. (2009). IDM supervision: An integrative developmental model for supervising counselors and therapists. New York, NY: Taylor &; Francis US.
Watkins, C. E. (1990). Development of the psychotherapy supervisor. Psychotherapy: Theory, Research, Practice, Training, 27(4), 553. doi: 10.1037/0033-3204.27.4.553
Watkins, C. E. (1993). Development of the psychotherapy supervisor: Concepts, assumptions, and hypotheses of the supervisor complexity model. American Journal of Psychotherapy, 47(1), 58-74. Retrieved from http://psycnet.apa.org/psycinfo/1993-23413-001
Wells, M., Trad, A., &; Alves, M. (2003). Training beginning supervisors working with new trauma therapists: A relational model of supervision. Journal of College Student Psychotherapy, 17(3), 19-39. doi: 10.1300/J035v17n03_03
Ybrandt, H., &; Armelius, K. (2009). Changes in self-image in a psychotherapy supervisor training program. The Clinical Supervisor, 28(2), 113-123. doi: 10.1080/07325220903343819

推文
推薦
引用網址
引用嵌入語法
轉寄

top

:::

相關期刊
相關論文
相關專書
相關著作
熱門點閱

1.	國軍心輔工作專業督導發展回顧與展望
2.	園藝治療活動帶領者的介入策略與意圖之探究
3.	社會服務網絡的「跨邊界者」以中階管理者為例
4.	國小教師參與加註輔導專長學分班之經驗分析
5.	正向心理與健康--以「心身合一覺察循環模式」論「心」與「身」之維養
6.	疾病與身分的辯證：論戰後鍾理和的療病日記與文學重述
7.	社會建構教育學之在地實踐：自我覺察督導模式應用於大學層級諮商實習課程
8.	諮商教育新手工作者的教學行動：以覺察與反思為訓練主軸的大學部輔導與諮商實習課程為例
9.	多元文化架構下的督導實務回應與營建
10.	涵納差異與攜手前行：同志友善與性別敏感諮商教育之反思與在地實踐
11.	國民小學諮商心理師面臨保密議題倫理判斷歷程之敘說研究
12.	兒少保護實務研判的挑戰與因應
13.	諮商實務課程團體督導之學習經驗初探--循環發展督導模式及反饋小組的應用
14.	經驗取向督導受督者經驗歷程研究--心理劇導向擬態扮演方式的運用
15.	存在主義治療與塔羅牌結合及對話

1.	學校輔導教師督導者之督導經驗與學校輔導督導系統建構
2.	督導者督導信念和價值觀的內涵及其形成與影響
3.	輕度成人自閉症者成長歷程中的家庭韌力探究
4.	正念藝術治療工作轉化經驗初探以新手諮商師自我覺察與自我療癒為例
5.	心理劇介入對憂鬱傾向大學生之成效研究
6.	國中資優學生情意特質分析及關懷介入方案之成效研究
7.	不同書寫練習對實習諮商師個案概念化、情緒感受及實習現況滿意度之差異比較
8.	創造性團體督導方案之建構、成效與歷程探究
9.	諮商督導歷程中受督導者之反思實踐研究
10.	通識教育改革下科技大學通識教師之增權益能
11.	優勢中心取向督導模式運用於新手諮商師之研究
12.	完形治療對父母離異青少年之未竟事務的效果研究-單一個案研究的應用
13.	事件取向結構式團體督導模式之建構
14.	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
15.	團體督導對遊戲治療師專業發展的影響

1.

自覺與自信

無相關著作

1.	創造性團體督導方案之建構、成效與歷程探究

QR Code

臺灣人文及社會科學引文索引資料庫系統

詳目顯示

臺灣人文及社會科學引文索引資料庫