臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：諮商督導者經驗平行歷程之歷程性研究
作者：許玫倩
作者(外文)：Hsu, Mei-Chien
校院名稱：國立臺灣師範大學
系所名稱：教育心理與輔導學系
指導教授：陳秀蓉
學位類別：博士
出版日期：2022
主題關鍵詞：平行歷程；諮商督導者；督導三人關係；parallel process；counseling supervisors；supervisor-supervisee-client relationship
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:0
  • 點閱點閱:2
本研究旨在了解諮商督導者經驗平行歷程的經驗，借以理解諮商督導者知覺平行歷程之脈絡，以及督導者有無意識與辨悉平行歷程，並從督導者有意識和辨悉平行歷程的經驗文本中，找出督導者決定介入平行歷程的內在意圖與行動，進而發現後續影響的價值。
基於上述目的，本研究採用現象學取向之質性研究法，以立意取樣的方式，邀請八位諮商督導者，以半結構的訪談大綱進行個別深度訪談，共計蒐集有16組督導三人關係之平行歷程經驗，並依據現象學資料分析步驟進行分析與統整。
研究結果發現：1. 督導者知覺平行歷程之當下事件與脈絡：（1）督導者起初在面對平行歷程現象時，最先感受到的是諮商情境與督導情境中的騷動；（2）騷動之情緒張力來自於諮商關係、督導關係、督導三人關係，或甚至是整個系統的彼此誘發；（3）情緒張力若持續，將使諮商與督導工作陷入膠著、難以發揮功能；（4）若督導者可以探尋工作膠著的源頭，將開啟對騷動的理解與平行歷程的意識；反之，倘若督導者未能對督導三人關係動力有更多的覺察，將維持著原有無效的督導介入，陷入督導困境。2. 督導者對平行歷程的意識與辨悉歷程：（1）因未有覺察，而維持原有無效的督導介入；（2）督導者穩定自我情緒、反思自我的移情與反移情，有利尋求不同改變的思維與行動，開啟對平行歷程的意識；（3）覺察受督者與督導者本身的非典型和不一致行為，能探尋到諮商關係與督導關系的相似性，進而辨悉平行歷程現象。3. 督導者介入平行歷程的考量與介入歷程：（1）先進行自我情緒調節，以安頓自我；（2）聚焦了解和評估受督者的狀態，並促進受督者覺察；（3）聚焦督導關係的介入，以進行督導工作的澄清和討論；（4）針對諮商工作陷入困境的受督者，督導者會聚焦個案狀態和諮商關係的討論；（5）提供諮商策略，輔助受督者進行諮商介入；（6）在督導時除關照動力關係的微觀視框之外，增加系統間的宏觀視角；（7）最後，督導者也會將諮商介入的自主權交予受督者，尊重受督者的判斷和獨立性。4. 諮商督導者介入平行歷程的後續影響意義：（1）督導者介入平行歷程後，督導工作僵局得以解套，且透過督導的示範作用，協助受督者得以鬆動諮商工作；（2）督導者有機會轉向省思個人的成長歷程，更加看到自己的專業責任，更願持續投入督導工作；（3）影響受督者當下的諮商工作和諮商關係，更讓受督者擁有自我督導的能力，使其能運用在未來。上述結果帶來的是一連串的改變，也發揮滾動式的相互性正向影響；（4）在另一方面，督導者未能及時意識和辨悉平行歷程者，雖使諮商與督導工作持續陷入膠著，但在重新探究後，亦能促使督導者省思，並願將平行歷程動力做為未來工作的評估參照。
文末，研究者提出建議與研究限制，提供諮商督導實務工作，以及未來研究之參考。
關鍵詞：平行歷程、諮商督導者、督導三人關係
The purpose of this study was to understand the counseling supervisors’ experience of parallel processes, in which we learned how supervisors perceived parallel processes, and if they were aware of and distinguish parallel processes or not. Through those feedbacks, in which supervisors were aware of and distinguish parallel processes, I categorized what their intention were, and how they decide to intervene, then discovered the value of the effects.
Based on the qualitative research method of phenomenological orientation and purposeful sampling, eight supervisors were invited based on the purpose of this study. Semi-structural in-depth interview was conducted for each participant, and sixteen experiential texts of supervisor-supervisee-client relationships were collected. The method of phenomenological analysis was used for data analysis.
The findings of the study were: 1. The supervisors’ acknowledging of the events and context during the parallel process: (1) At first, the supervisors sensed the commotion in the counseling and supervision conditions; (2) The commotion was derived from counseling relationship, supervisory relationship, supervisor-supervisee-client relationships, and even from the whole system; (3) If the emotional tension continued, the counseling or supervision progress would get stuck; (4) If the supervisors could explore how the progress got stuck, they would realize the commotion and the parallel process. On the other hand, if they couldn’t perceive the dynamics among the supervisor-supervisee-client relationship, the invalid supervisory intervention would continue, and the impasse went into vicious circle. 2. The process of the supervisors’ awareness, distinction, and realization the parallel process: (1) Theys may not realize parallel process, and maintained original but invalid interventions; (2) Once the supervisors stabilized his/her emotion and reflected his/her transference and countertransference, they would think and act differently, which initiates realization of parallel process; (3) When they perceive the atypical behaviors and inconsistent reactions on supervisors or supervisees, they would explore the similarity between the counseling relationship and the supervisory relationship which would lead to distinction of parallel process. 3. The consideration and process of the supervisors’ intervention of the parallel process: (1) At first, they underwent adjustment of their own emotion, and settled down themselves; (2) They would understand and assessment the supervisees, which make the supervisees insight; (3) They would intervene of supervisory relationships, and the clarification and discussion would be carried on; (4) For those supervisees whose counseling work went into plight, supervisors would intervene of the clients and discuss of the counseling relationship; (5) They would offer counseling strategies, which supported supervisees to carry on interventions. (6) Besides of a micro view of dynamic relationship, they pay attention on how the system context affect the interaction with a macro view; (7) At last, supervisors would respect the supervisees’ judgement and independence, and let them intervene the counseling autonomously. 4. The following-up effect after the supervisors intervening the parallel process: (1) After the supervisors intervene the parallel process, the supervisory impasse was resolved. Through the demonstration of the supervision, the supervisees would loosen counseling work; (2) The supervisors would reflect his/her own growth, and with reviewing professional responsibilities, they would dedicate themselves to supervision more; (3) The supervisees’ current counseling work and relationships would be improved, and the supervisees gradually cultivated self-supervision ability on the counseling with other clients, producing influence in the future. And a series of changes initiated positive effect cycles; (4) On the other hand, even some supervisors couldn’t realize and distinguish parallel process in time, and though impasse continued, the supervisors got reflection by re-exploring, and they would take parallel process dynamics into account in the future.
Suggestions and limitations were made for future supervision practice and research in the end.
Keywords: parallel process, counseling supervisors, supervisor-supervisee-client
relationship
Cashda, N. S.（2001）：《客體關係治療：關係的運用》（林秀慧、林明雄譯）。心理出版社。（原著出版年：2000）[Cashda, N. S. (2001). Object relations therapy: Using the relationship (X.-H. Lin & M.-H. Lin, Trans.). Psychological Publishing. (Original word published 2000)]
Manen, M. N.（2004）：《探究生活經驗》（高淑清、連雅慧、林月琴譯）。濤石文化。（原著出版年：1997）[Manen, M. N. (2004). Researching lived experience (S.-C. Kao, Y.-H. Lien, & Y.- C. Lin, Trans.). WaterStone Publishers. (Original word published 1997)]
田歇、布爾克（2004）：《認識反轉移關係：由投射性的認同到神入》（林明雄、林秀慧譯）。遠流。（原著出版年：1989）[Tansey, M. J., & Burke, W. F. (2004). Understanding countertransference (M.-H. Lin & X.-H. Lin, Trans.). Yuan-Liou Publishing. (Original word published 2004)]
史東、陶德（2011）：《系統取向督導完全指南》（洪志美譯）。心靈工坊。（原著出版年：2009）[Storm, C. L., & Todd, T. C. (2011). The complete systemic supervisor: context, philosophy, and pragmatics (C.-M. Hoing, Trans.). Psygarden Publishing. (Original word published 2009)]
吳汝鈞（2001a）：〈胡塞爾的現象學方法（上）〉。《鵝湖月刊》，311，10–17。[Wu, R.-J. (2001a). Husserl's phenomenological method (part I). Legein, 311, 10–17.] https://doi.org/10.29652/LM.200105.0003
吳汝鈞（2001b）：〈胡塞爾的現象學方法（中）〉。《鵝湖月刊》，312，14–21。[Wu, R.-J. (2001b). Husserl's phenomenological method (part II). Legein, 312, 14–21.] https://doi.org/10.29652/LM.200106.0003
吳汝鈞（2001c）：〈胡塞爾的現象學方法（下）〉。《鵝湖月刊》，313，57–64。[Wu, R.-J. (2001c). Husserl's phenomenological method (part III). Legein, 313, 57–64.] https://doi.org/10.29652/LM.200107.0008
李素芬（2009）：《憂鬱症團體領導者心理位移之經驗及影響分析研究》（未出版博士論文），國立臺灣師範大學。[Lee, S.-F. (2009). The influence of psychological displacement paradigm in diary-writing on Leaders of depression support groups (Unpublished doctoral dissertation). National Taiwan Normal University.]
李維倫（2004）：〈以「置身所在」做為心理學研究的目標現象及其相關之方法論〉。《應用心理研究》，22，157–200。[Lee, W.-K.(2009). Situatedness as a target phenomenon for psychological research and the related methodology. Research in Applied Psychology, 22, 157–200.]
李維倫、賴憶嫻（2009）：〈現象學方法論：存在行動的投入〉。《中華輔導與諮商學報》，25，275–321。[Lee, W.-L., & Lai, Y.-H. (2009). Phenomenological methodology as an existential move. Chinese Journal of Guidance and Counseling, 25, 275–321.] https://doi.org/10.7082/CJGC.200903.0275
汪文聖（2001）：〈現象學方法與理論之反思：一個質性方法之介紹〉。《應用心理研究》，12，49–76。[Wang, W.-S.(2001). A reflection on the phenomenological method and theory: introduction to a qualitative method. Research in Applied Psychology, 12, 49–76.]
林彥妤、陳冠宇（2015）：〈個案報告：以心智化為基礎的心理治療在後青春期非典型飲食疾患之治療運用〉。《中華心理衛生學刊》，28（1），1–18。[Lin, Y.-Y., & Chen, K.-Y. (2015). Case report: mentalization-based treatment for a female college student with an atypical eating disorder. Formosa Journal of Mental Health, 28(1), 1–18.] https://doi.org/10.30074/FJMH.201503_28（1）.0001
林淑君、陳秉華（2002）：〈心理治療者的反移情研究〉。《教育心理學報》，34，103–121。[Lin, S.-C., & Chen, P.-H. (2002). A study of psychotherapists' countertransference. Bulletin of Educational Psychology, 34, 103–121.]
　　　https://doi.org/10.6251/BEP.20020625
林家興、趙舒禾、方格正、黎欣怡、李露芳、葉安華（2012）：《諮商督導實務》。雙葉書廊。[Lin, J.-C., Chao, S.-H., Fang, K.-C., Li, H.-Y., Lee, L.-F., & Yeh, A.-H. (2012). Zi shang du dao shi wu. Yeh Yeh Book Gallery.]
洪菁惠、徐西森（2014）。〈第二序改變心理治療的理論淵源與實務作法〉。《臺灣心理諮商季刊》，6，51–75。[Hung, C.-H., & Shyu, S.-S. (2014). Theory and helping skills of second-order change in psychotherapy. Taiwan Counseling Quarterly, 6, 51–75.]
徐西森（2002）：〈區辨模式督導的理念與做法〉。見劉焜輝（主編），《諮商督導理論篇冊》，頁83–95。天馬。[Shyu, S.-S. (2002). Qu bian mo shi du dao de li nian yu zuo fa. In K.-H. Liu (Ed.), Zi shang du dao li lun pian (pp. 83–95). Tien Ma.]
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》，8，1–33。[Shyu, S.-S. (2003). An analysis of supervisory role and focus in the supervisory process - using discrimination model as the structure. Journal of Counseling & Guidance, 8, 1–33.] https://doi.org/10.6308/CG.08.01
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》，2，209–226。[Shyu, S.-S. (2005). An analysis of the professional needs and emotional awareness of counseling supervisors in training. Journal of Kao-Tech University-Humanities and Social Sciences, 2, 209–226.] https://doi.org/10.29888/KUASJHSS.200507.0011
索科羅斯基（2004）：《現象學十四講》（李維倫譯）。心靈工坊。（原著出版年：2000）[Sokolowski, R. (2004). Introduction to phenomenology (W.-L. Lee, Trans.). Psygarden Publishing. (Original word published 2000)]
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》，39，241–261。[Weng, L.-C., & Liao, F.-T. (2007). The impact of supervisory interventions on the supervisee: adopting the framework of discrimination model. Bulletin of Educational Psychology, 39, 241–261.] https://doi.org/10.6251/BEP.20070509
孫頌賢、修慧蘭（2002）：〈家庭治療理論的家庭系統觀〉。《輔導季刊》，38（3），41–47。[Sun, S.-H., & Shiou, H.-L. (2007). Jia ting zhi liao li lun de jia ting xi tong guan. Guidance Quarterly, 38(3), 41–47.]
許玫倩、陳秀蓉（2020）：〈諮商督導者對諮商平行歷程的辨識與介入〉。《臺灣諮商心理學報》，8，113–142。[Hsu, M.-C., & Chen, H.-J. (2020).The distinguish and intervention of counseling supervisors to the counseling parallel process. Taiwan Journal of Counseling Psychology, 8, 113–142.]
許韶玲（2003）：〈督導者知覺受督導者影響諮商督導過程之因素〉。《應用心理研究》，18，113–144。[Hsu, S.-L. (2003). Supervisors' perceived influencing factors of supervisees on the counseling supervisory process. Research in Applied Psychology, 18, 113–144.]
莫倫（2005）：《現象學導論》（蔡錚雲譯）。桂冠出版社。（原著出版年：2000）[Moran, D.(2005). Introduction to phenomenology (C.-Y. Tsai, Trans.). Laureate Publishing. (Original word published 2000)]
莊威冠（2020）。《教育實踐智慧之現象學探究》（未出版博士論文），國立高雄師範大學。[Chuang, W.-K. (2020). A phenomenological study of the educational phronesis (Unpublished doctoral dissertation). National Kaohsiung Normal University.]
連廷嘉（2008）：〈諮商督導工作同盟關係與受督導者滿意度之相關研究〉。《新竹教育大學教育學報》，25（2），33–63。[Lien, T.-C. (2008). Relations between working alliance and the supervisee's satisfaction in counseling supervision. Educational Journal of NHCUE, 25(2), 33–63.] https://doi.org/10.7044/NHCUEA.200812.0033
連廷嘉、徐西森（2003）。〈諮商督導者與實習諮商員督導經驗之分析〉。《應用心理研究》，18，89–111。[Lien, T.-C., & Shyu, S.-S.(2003). Experiences of counseling trainees and supervisors in the supervisory process. Research in Applied Psychology, 18, 89–111.]
張佳鈴、徐西森（2015）：〈受督者諮商困境及其受督討論歷程對督導關係發展影響之初探研究〉。《諮商心理與復健諮商學報》，28，93–118。[Chang, C.-L., & Shyu, S.-S.(2015). The exploratory sudy of the impact on supervisory relationship development when the supervisee faces difficulty in counseling and discusses with supervisor. Journal of Counseling Psychology & Rehabilitation Counseling, 28, 93–118.] https://doi.org/10.6308/JCPRC.28.04
張學善（1998）：《諮商員反移情之分析研究》（未出版博士論文），國立彰化師範大學。[Chang, H.-S. (1998). An analysis study of counselors' countertransference (Unpublished doctoral dissertation). National Changhua University of Education.]
陳向明（2002）：《社會科學質的研究》。五南出版社。[Chen, X.-M. (2002). She hui ke xue zhi de yan jiu. Wu-Nan Publishing. ]
陳秀蓉（2015）：〈回應＜個案報告：以心智化為基礎的心理治療在後青春期非典型飲食疾患之治療運用＞－心智化對個案與治療師在心理治療中的意義〉。《中華心理衛生學刊》，28（1），19–28。[Chen, H.-J. (2020). Commentary on “case report: mentalization-based treatment for a female college student with an atypical eating disorder”-the meaningfulness of mentalization for a client and therapist in psychotherapy. Formosa Journal of Mental Health, 28(1), 19–28.] https://doi.org/10.30074/FJMH.201503_28（1）.0002
陳金燕（1996）：〈自我覺察訓練方案初探〉。《輔導季刊》，32（3），43–50。[Chen, C.-Y. (1996). Zi wo jiao cha xun lian fang an chu tan. Guidance Quarterly, 32(3), 43–50.]
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。[Chen, C.-Y. (2003). Self-awareness in the counseling professional: The self-awareness supervision model. Research in Applied Psychology, 18, 59–87.]
陳怡君（2012）：〈教師情緒智力、師生關係與低年級學童情緒調節之關係〉。《幼兒教保研究期刊》，9，79–101。[Chen, Y.-C. (2012). The relations of teacher's emotion intelligence, teacher-student relationship, and emotion regulation of lower level students. Journal of Early Childhood Education & Care, 9, 79–101.] https://doi.org/10.6471/JECEC.201207.0079
陳佳敬（2019）：〈投射性認同對諮商關係的影響與治療師如何將此成為有助益的素材〉。《諮商與輔導》，400，35–37。[Chen, C.-C. (2019). Tou she xing ren tong dui zi shang guan xi de ying xiang yu zhi liao shi ru he jiang ci cheng wei you zhu yi de su cai. Counseling & Guidance, 400, 35–37.]
陳彥樺（2019）：〈從Winnicott「客體的使用」反思諮商實務工作〉。《輔導季刊》，55（2），59–66。[Chen, Y.-H. (2019). Rethinking counseling practice from Winnicott’s “the use of an object”. Guidance Quarterly, 55(2), 59–66.]
陳增穎（2007）：〈論投射性認同與反移情〉。《輔導季刊》，40（1），1–11。[Chen, T.-Y. (2007). Lun tou she xing ren tong yu fan yi qing. Guidance Quarterl, 40(1), 1–11.] https://doi.org/10.29742/GQ.200403.0001
鈕文英（2020）：《質性研究方法與論文寫作》。雙葉書廊。[Niu, W.-Y. (2020). Qualitative research methods and thesis writing (3rd ed.). YehYeh Book Gollery.]
曾文興（2010）：《心理治療督導與運用》。心理出版社。[Tzeng, W.-H. (2010). Psychotherapy: Supervision and application. Psychological Publishing.]
曾慧嘉（2005）：〈家族治療理論簡介〉。《基層醫學》，20，244–252。[Tzeng, H.-C. (2005). Jia zu zhi liao li lun jian jie. Primary Medical Care & Family Medicine, 20, 244–252.] https://doi.org/10.6965/PMCFM.200510.0244
嘉寶（2017）：《長期動力取向心理治療：基本入門》（陳登義譯）。心靈工坊。（原著出版年2010）[Gabbard, G. O. (2017). Long-term psychodynamic psychotherapy: A basic text (T.-Y. Chen, Trans.). Psygarden Publishing. (Original word published 2010)]
蔡美麗（2020）：《胡塞爾》。東大圖書公司。[Tsai, M.-L. (2020). Husserl. Grand East Book.]
鍾依靜（2009）：《兒童遊戲治療師之反移情》（未出版碩士論文），國立台中教育大學。[Chung, Y.-I. (2009). Countertransference of play therapists (Unpublished master’s thesis). National Taichung University of Education.]
藍菊梅（2006）：〈諮商督導角色及督導焦點的質性分析〉。《國立臺北教育大學學報》，19，197–224。[Lan, C.-M. (2006). Quality analysis of the role and focus in counseling supervision. Journal of National Taipei University of Education, 19, 197–224.]
簡里娟（2007）：〈論親密關係中的投射性認同〉。《輔導季刊》，43（2），39–47。[Jian, L.-J. (2007). Lun qin mi guan xi zhong di tou she xing ren tong. Guidance Quarterly, 43(2), 39–47 .] https://doi.org/10.29742/GQ.200706.0005
臺灣諮商心理學會（2020年1月4日）：〈心理諮商督導認證辦法〉。http://www.twcpa.org.tw/service.php?gid=366&id=667 [Taiwan Counseling Psychology Association. (2020, Jan 4). Xin li zi shang du dao ren zheng ban fa. http://www.twcpa.org.tw/service.php?gid=366&id=66]
臺灣輔導與諮商學會（2019年6月22日）：〈臺灣諮商與輔導學會專業督導認證辦法〉。http://www.guidance.org.tw/rule_014.html [Taiwan Guidance and Counseling Association. (2019, June 22). Tai wan zi shang yu fu dao xue hui zhuan ye du dao ren zheng ban fa. http://www.guidance.org.tw/rule_014.htm]
Allen, J. G., & Fonagy, P., & Bateman, A. W. (2008). Mentalizing in clinical practice.
American Psychiatric Publishing.
Arlow, J. A. (1963). The supervisory situation. Journal of American Psychoanalytic Association, 11, 576–594.
Bambling, M., King, R., Raue, P., Schweitzer, R., & Lambert, W. (2006). Clinical supervision: Its influence on client-rated working alliance and client symptom reduction in the brief treatment of major depression. Psychotherapy Research, 16, 317–331. https://doi.org/10.1080/10503300500268524
Bateman, A., & Fonagy, P. (2004). Psychotherapy for borderline personality disorder: Mentalization-based treatment. Oxford University Press.
Baudry, F. D. (1993) The personal dimension and management of the supervisory situation with a special note on the parallel process. Psychoanalytic Quarterly, 62, 588–614. https://doi.org/10.1080/21674086.1993.11927395
Berk, M. S., & Andersen, S. M. (2000). The impact of past relationships on interpersonal behaviors: Behavioral confirmation in the social-cognitive process of transference. Journal of Personality and Social Psychology, 79, 546–562.
Berman, E. (1997). Relational psychoanalysis: A historical background. American Journal of Psychotherapy, 51, 185–203. https://doi.org/10.1176/appi.psychotherapy.1997.51.2.185
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 (pp. 310–327). John Wiley & Sons.
Bernard, J. M., & Goodyear, R. K. (2014). Fundamentals of clinical supervision (5th ed.). Pearson.
Bernard, J. M., & Goodyear, R. K. (2019). Fundamentals of clinical supervision (6th ed.). Pearson.
Beyer, G. E. (1995). Parallel process in psychotherapy supervision and its relationship to empathy. Western Michigan University.
Binder, J. L., & Strupp, H. H. (1997). Supervision of psychodynamic therapies. In C. E. Watkins, Jr., (Ed.), Handbook of psychotherapy supervision (pp. 44–62). John Wiley & Sons.
Blasini-Méndez, M. (2019). Interpersonal postcolonial supervision facilitating conversations of countertransference. Training and Education in Professional Psychology, 13, 233–237. https://doi.org/10.1037/tep0000239
Borders, L. D., Bernard, J. M., Dye, H. A., Fong, M. L., Henderson, P., & Nance, D. W. (1991). Curriculum guide for training counseling supervisors: Rationale, development, and implementation. Counselor Education and Supervision, 31, 58–80. https://doi.org/10.1002/j.1556-6978.1991.tb00371.x
Bordin, E. S. (1983). A working alliance based model of supervision. Counseling Psychologist, 11, 35–42. https://doi.org/10.1177/0011000083111007
Busygina, N. P., & Silkin, A.I. (2015). Parallel process in supervision: The history of the concept and explanatory models. Counseling Psychology and Psychotherapy, 23, 182–204. https://doi.org/10.17759/cpp.2015230509
Caligor, L. (1981). Parallel and reciprocal processes in psychoanalytic supervision. Contemporary Psychoanalysis, 17(1), 1–27. https://doi.org/10.1080/00107530.1981.10745641
Castellano, D. L. (2013). Trauma triangles and parallel processes: Geometry and the supervisor/trainee/patient triad. Psychoanalytic Dialogues, 23, 720–732. https://doi.org/10.1080/10481885.2013.851566
Cajvert, L. (2011). A model for dealing with parallel processes in supervision. Journal of Social Intervention: Theory and Practice, 20, 41–56. https://doi.org/10.18352/jsi.248
Choy, A. (1990). The winner’s triangle. Transactional Analysis Journal, 20, 40–46.
Corsini, R. J., & Wedding, D. (2011). Current psychotherapies (9th ed.). International Edition.
Crowe, T. P., Oades, L. G., Deane, F. P., Ciarrochi, J., & Williams, V. C. (2011). Parallel processes in clinical supervision: Implications for coaching mental health practitioners. International Journal of Evidence Based Coaching & Mentoring, 9 (2), 56–66.
Crowe, M. G. (2007). Some thoughts on the countertransference resistance of the psychoanalytic supervisor. Modern Psychoanalysis, 32(1), 1–9.
Cucco, E. (2020). Who’s afraid of the big bad unconscious: Working with countertransference in training. Journal of Psychotherapy Integration, 30, 52–59. https://doi.org/10.1037/int0000163
Cutler, R. L. (1958). Countertransference effects in psychotherapy. Journal of Consulting Psychology, 22, 349–356.
Davenport, D. S. (1992). Ethical and legal problems with client-centered supervision. Counselor Education and Supervision, 31, 227–231. https://doi.org/10.1002/j.1556-6978.1992.tb00165.x
Davies, J., & Frawley, M. (1994). Treating the adult survivor of childhood sexual abuse: A psychoanalytic perspective. Basic Books.
Deering, C. G.(1994). Parallel process in the supervision of child psychotherapy. American Journal of Psychotherapy, 48, 102–110. https://doi.org/10.1176/appi.psychotherapy.1994.48.1.102
DePue, M. K., Liu, R., Lambie, G. W., & Gonzalez, J. (2020). Examining the effects of the supervisory relationship and therapeutic alliance on client outcomes in novice therapists. Training and Education in Professional Psychology. Advance online publication. https://doi.org/10.1037/tep0000320
Deering, C. G. (1994). Parallel process in the supervision of child psychotherapy. American Journal of Psychotherapy, 48, 102–110. https://doi.org/10.1176/appi.psychotherapy.1994.48.1.102
Dorn, E. J. (1984). Using social influence theory in the supervision of mental health counselors. American Mental Health Counselors Association Journal, 6, 173–179.
Dowgwillo, E. A., Pincus, A. L., & Lenzenweger, M. F. (2019). A parallel process latent growth model of narcissistic personality disorder symptoms and normal personality traits. Personality Disorders: Theory, Research, and Treatment, 10, 257–266. https://doi.org/10.1037/per0000315
Ekstein, R., & Wallerstein, R. S. (1958). The teaching and learning of psychotherapy. Basic Books. https://doi.org/10.1037/11781-000
Ekstein, R., & Wallerstein, R. S. (1972). The teaching and learning of psychotherapy (2nd ed.). International Universities Press.
Fiscalini, J. (1997). On supervisory parataxis and dialogue. In M. H. Rock (Ed.), Psychodynamic supervision: Perspectives of the supervisor and supervisee (pp. 29–51). Jason Aronson.
Fiscalini, J. (2009). A community of clinicians: Toward a broader concept of the ideal psychoanalytic institute. Contemporary Psychoanalysis, 45, 322–329. https://doi.org/10.1080/00107530.2009.10746014
Frawley-O’Dea, M. G., & Sarnat, J. E. (2001). The supervisory relationship: A contemporary psychodynamic approach. Guilford Press. https://doi.org/10.1097/00005053-200206000-00018
Friedlander, M. L., Siegel, S. M., & Brenock, K. (1989). Parallel processes in counseling and supervision: A case study. Journal of Counseling Psychology, 36, 149–157. https://doi.org/10.1037/0022-0167.36.2.149
Gabbard, G. O. (1995). Countertransference: The emerging common ground. International Journal of Psychoanalysis, 76, 475–485.
Gary, L. A., Ladany, N., Walker, J. A., & Ancis, J. R. (2001). Psychotherapy trainees’ experience of counterproductive events in supervision. Journal of Counseling Psychology, 48, 371–383. https://doi.org/10.1037/0022-0167.48.4.371
Gediman, H. K., & Wolkenfeld, F. (1980). The parallelism phenomenon in psychoanalysis and supervision: Its reconsideration as a triadic system. Psychoanalytic Quarterly, 49, 234–255. https://doi.org/10.1080/21674086.1980.11926914
Giordano, A., Clarke, P., & Borders, A. (2013). Using motivation interviewing techniques to address parallel process in supervision. Counselor Education & Supervision, 52, 15–30. https://doi.org/10.1002/j.1556-6978.2013.00025.x
Giorgi, A. (1985). Sketch of a psychological phenomenological method. In A. Giorgi (Ed.), Phenomenology and psychological research (pp. 8–22). Duquesne University Press.
Giorgi, A. (1997). The theory, practice, and evaluation of the phenomenological method as a quality research. Journal of Phenomenological Psychology, 28, 235–260. https://doi.org/10.1163/156916297X00103
Glickauf-Hughes, C., & Wells, M.(1997). Object relations psychotherapy: An individualized and interactive approach to diagnosis and treatment. Jason Aronson.
Guttman, L. E.(2020). Disclosure and felt security in clinical supervision. Journal of Psychotherapy Integration, 30, 67–75. https://doi.org/10.1037/int0000176
Golan, M.(2014). Parenting and the parallel processes in parents? Counseling supervision for eating-related problems. Clinical Child Psychology and Psychiatry, 19, 273–285. https://doi.org/10.1177/1359104513488374
Gómez, J. M. (2020). Trainee perspectives on relational cultural therapy and cultural. Journal of Psychotherapy Integration, 30, 60–66. https://doi.org/10.1037/int0000154
Goren, E. (2013). Ethics, boundaries, and supervision. commentary on trauma triangles and parallel processes: Geometry and the supervisor/trainee/patient triad. Psychoanalytic Dialogues, 23, 737–743. https://doi.org/10.1080/10481885.2013.851568.
Grant, J., Schofield, M. J., & Crawford, S. (2012). Managing difficulties in supervision: Supervisors’ perspectives. Journal of Counseling Psychology, 59, 528–541. https://doi.org/10.1037/a0030000
Grey, A., & Fiscalini, J. (1987). Parallel process as transference-countertransference interaction. Psychoanalytic Psychology, 4, 131–144. https://doi.org/10.1037//0736-9735.4.2.131
Gross-Doehrman, M. J. (1976). Parallel processes in supervision and psychotherapy. Bulletin of the Menninger Clinic, 40, 9–104.
Gross, J. J., & Thompson, R. A. (2007). Emotion regulation: Conceptual foundations. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 3–26). Guilford.
Hamilton, N. G. (1992a). Self and others: Object relations theory in practice. Jason Aronson.
Hamilton, N. G. (1992b). From inner sources: New directions in object relations psychotherapy. Jason Aronson.
Hayes, J. A., & Gelso, C. J. (1991). Effects of therapist-trainees’ anxiety and empathy on countertransference behavior. Journal of Clinical Psychology, 47, 284–290.
Hayes, J. A., & Gelso, C. J. (1998). The psychotherapy relationship: Theory, research, and practice. Wiley.
Henry, C. (2007). Limit setting and projective identification in work with a provocative child and his parents: A revisiting of Winnicottt’s “hate in the countertransference.” American Journal of Psychotherapy, 61, 441–457.
https://doi.org/10.1176/appi.psychotherapy.2007.61.4.441
Hill, C. E., Thompson, B. J., & Williams, E. N. (1997). A guide to conducting consensual qualitative research. The Counseling Psychologist, 25, 517–572. https://doi.org/10.1177/0011000097254001
Hirsch, I. (1997). Supervision amidst abuse: The supervisor’s perspective. In M. Rock (Ed.), Psychodynamic supervision: Perspectives of the supervisor and the supervisee (pp. 339–357). Jason Aronson.
Hinkle, M. G. (2008). Psychodrama: A creative approach for addressing parallel process in group supervision. Journal of Creativity in Mental Health, 3, 401–415. https://doi.org/10.1080/15401380802527464
Jacobsen, C. H. (2007). A qualitative single case study of parallel processes. Counselling & Psychotherapy Research, 7, 26–33. https://doi.org/10.1080/14733140601140410
Kadushin, A. (1985). Supervision in social work (2nd ed.). Columbia University Press.
Kapten, S. W. (2020) Power, powerlessness, and the parallel process. Journal of Psychotherapy Integration, 30, 147–154. https://doi.org/10.1037/int0000168
Kantrowitz, J. L. (2002). The triadic match: The interactive effect of supervisor, candidate, and patient. Journal of the American Psychoanalytic Association, 50, 939–968. https://doi.org/10.1177/00030651020500031201
Kernberg, O. F. (2019). Reflections on supervision. American Journal of Psychoanalysis, 79, 265–283.
Klapisch-Cohen, O. (2015). A cloud and a box: An embodied triangle of imagery work in relational body PTSD psychotherapy supervision. Body, Movement and Dance in Psychotherapy, 10, 144–152. https://doi.org/10.1080/17432979.2015.1047406
Klein, M. (1952). The origins of transference. The International Journal of Psychoanalysis , 33, 433–438.
Knott, H. (2016). Countertransference and projective identification revisited and applied to the practice of group analytic supervision. International Journal of Group Psychotherapy, 66, 323–337. https://doi.org/10.1080/00207284.2016.1149408
Koltz, R. L., Odegard, M. A., Feit, S. S., Provost, K., & Smith, T. (2012). Parallel process and isomorphism: A model for decision making in the supervisory triad. Family Journal, 20, 233–238. https://doi.org/10.1177/1066480712448788
Kurpius, D., Gibson, G., Lewis, J., & Corbet, M. (1991). Ethical issues in supervising counseling practitioners. Counselor Education and Supervision, 31, 48–57.
https://doi.org/10.1002/j.1556-6978.1991.tb00370.x
Ladany, N. (2004). Psychotherapy supervision: What lies beneath. Psychotherapy Research, 14, 1–19. https://doi.org/10.1093/ptr/kph001
Landany, N., Friedlander, M. L., & Nelson, M. L. (2005). Working through critical events in psychotherapy supervision: An interpersonal approach. American Psychological Association. https://doi.org/10.1037/10958-005
Lee, R. E. (1999). Developmental contextualism, isomorphism, and supervision: Reflections on Roberts, Winek, and Mulgrew. Contemporary Family Therapy 21, 303–307. https://doi.org/10.1023/A:1021904130524
Liddle, H. A., Breunlin, D. C., Schwartz, R. C., & Constantine, J. A. (1984). Training family therapy supervisors: Issues of content, form and context. Journal of Marital and Family Therapy, 10, 139–150. https://doi.org/10.1111/j.1752-0606.1984.tb00004.x
Liddle, B. (1986). Resistance in supervision: A response to perceived threat. Counselor Education and Supervision, 26, 117–127. https://doi.org/10.1002/j.1556-6978.1986.tb00706.x
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.
Loganbill, C. R., Hardy, E. V., & Delworth, U. (1982). Supervision: A conceptual model. The Counseling Psychologist, 10(1), 3–42. https://doi.org/10.1177/0011000082101002
Long, C. (2015). The use of a concept: Projective identification and its theoretical use in supervision. Psychoanalytic Psychology, 32, 482–499. https://doi.org/10.1037/a0035530
Mammen, M. A. (2020). Attachment dynamics in the supervisory relationship: Becoming your own good supervisor. Journal of Psychotherapy Integration, 30, 93–101. https://doi.org/10.1037/int0000164
Martin, J. S., Goodyear, R. K., & Newton, F. B. (1987). Clinical supervision: An intensive case study. Professional Psychology, Research and Practice, 18, 225–235. https://doi.org/10.1037/0735-7028.18.3.225
Mattinson, J. (1975). The Reflection Process in Casework Supervision. Tavistock Institute of Marital Studies.
Markey, P. M., Funder, D., & Ozer, D. (2003). Complementarity of interpersonal behaviors in dyadic interactions. Personality and Social Psychology Bulletin, 29, 1082–1090. https://doi.org/10.1177/0146167203253474
McKimm, J., & Forrest, K. (2010). Using transactional analysis to improve clinical and educational supervision: The drama and winner’s triangles, Faculty Matters, 86, 261–265. https://doi.org/10.1136/pgmj.2009.093310 261
McNeill, B. W., & Worthen, V. (1989). The parallel process in psychotherapy supervision. Professional Psychology: Research and Practice, 20, 329–333. American Psychological Association.
Mendelsohn, R. (2012). Parallel process and projective identification in psychoanalytic. Psychoanalytic Review, 99, 297–314. https://doi.org/10.1521/prev.2012.99.3.297
Miehls, D. (2010). Contemporary trends in supervision theory: A shift from parallel process to relational and trauma theory. Clinical Social Work Journal, 4, 370–378. https://doi.org/10.1007/s10615-009-0247-8
Minuchin, S. (1974). Family & family therapy. Harvard University Press.
Myers, D., & Hayes, J. A. (2006). Effects of therapist general self-disclosure and countertransference disclosure on ratings of the therapist and session. Psychotherapy, 43, 173–185. https://doi.org/10.1037/0033-3204.43.2.173
Mothersole, G. (1999). Parallel process: A review. The Clinical Supervisor, 18, 107–121. https://doi.org/10.1300/J001v18n02_08
Morrissey, J., & Tribe, R. (2001). Parallel process in supervision. Counselling Psychology Quarterly, 14, 103–110. https://doi.org/10.1080/09515070126329
Moustakas, C. (1994). Phenomenological research methods. International Education and Professional Puclisher. https://doi.org/10.4135/9781412995658.d9
Mueller, W. J., & Kell, B. L. (1972). Coping with conflict: Supervising counselors and psychotherapists. Appleton-Century-Crofts.
Nelson, M. L., & Friedlander, M. L. (2001). A close look at conflictual supervisory relationships: The trainee's perspective. Journal of Counseling Psychology, 48, 384–395. https://doi.org/10.1037/0022-0167.48.4.384
Nelson, M. L., Gary, L. A., & Friedander, M. L., Ladany, N., & Walker, J. A. (2001). Toward relationship-centered supervision: Reply to Veach (2001) and Ellis (2001). Journal of Counseling Psychology, 48, 407–409. https://doi.org/10.1037/0022-0167.48.4.407
Neuman, W. L. (2006). Social research methods. SAGE Publications.
Patton, M. J., & Kivlighan, D. M. Jr.(1997). Relevance of the supervisory alliance to the counseling alliance and to treatment adherence in counselor training. Journal of Counseling Psychology, 44, 108–115. https://doi.org/10.1037/0022-0167.44.1.108
Peabody, S. A., & Gelso, C. J. (1982). Countertransference and empathy: The complex relationship between two divergent concepts in counseling. Journal of Counseling Psychology, 29, 240–245. https://doi.org/10.1037/0022-0167.29.3.240
Pearson, Q. M. (2000). Opportunities and challenges in the supervisory relationship: Implications for counselor supervision. Journal of Mental Health Counseling, 22, 283–295.
Power, A. (2013). Supervision of supervision: How many mirrors do we need? British Journal of Psychotherapy, 29, 389–404. https://doi.org/10.1111/bjp.12038
Raichelson, S. H., Herron, W. G., Primavera, L. H., & Ramirez, S. M. (1997). Incidence and effects of parallel process in psychotherapy supervision. The Clinical Supervisor, 15, 37–48. https://doi.org/10.1300/J001v15n02_03
Raven, B. H., & French, J. R. P. (1958). Group support, legitimate power, and social influence. Journal of Personality, 26, 400–409. https://doi.org/10.1111/j.1467-6494.1958.tb01595.x
Russell, R. K., Crimmings, A. M., & Lent, R. W.(1984). Counselor Training and Supervision: Theory and Research. In S. D. Brown & R. W. Lent (Eds.), Handbook of counseling psychology (pp. 625–681). John Wiley & Sons.
Rodriguez, C. I., Cabaniss, D. L., Arbuckle, M. R., & Oquendo, M. A. (2008). The role of culture in psychodynamic psychotherapy: Parallel process resulting from cultural similarities between patient and therapist. American Journal of Psychiatry. 165, 1402–1406. https://doi.org/10.1176/appi.ajp.2008.08020215
Rosenberger, E. W., & Hayes, J. A. (2002). Origins, consequences, and management of countertransference: A case study. Journal of Counseling Psychology, 49, 221–232. https://doi.org/10.1037/0022-0167.49.2.221
Sachs, D. M., & Shapro, S. H. (1976). On parallel processes in therapy and teaching. The Psychoanalytic Quarterly, 45, 394–415. https://doi.org/10.1080/21674086.1976.11926767
Safran, J. D., & Muran, J. C. (2000). Resolving therapeutic alliance ruptures: Diversity and integration. Journal of Clinical Psychology, 56, 233–243. https://doi.org/10.1002/(SICI)1097-4679(200002)56:2<233::AID-JCLP9>3.0.CO;2-3
Sarnat, J. E. (2010). Key competencies of the psychodynamic psychotherapist and how to teach them in supervision. Psychotherapy: Theory, Research, Practice, Training, 47, 20–27. https://doi.org/10.1037/a0018846
Sarnat, J. E. (2019). What’s new in parallel process? The evolution of supervision’s signature phenomenon. The American Journal of Psychoanalysis, 79, 304–328. https://doi.org/10.1057/s11231-019-09202-5
Scharff, J. S., & Scharff, D. E. (1998). Object relations individual therapy. Jason Aronson.
Schultz, J. C., Ososkie, J. H., Fried, J. H., Nelson, R. E., & Bardos, A. N. (2002). Clinical supervision in public rehabilitation counseling settings. Rehabilitation Counseling Bulletin, 45, 213–222. https://doi.org/10.1177/00343552020450040401
Searles, H. F. (1955). The informational value of supervisohc1s emotional experiences. Psychiatry, 18, 135–146. https://doi.org/10.1080/00332747.1955.11023001
Siegel, J. P. (2004). Identification as a focal point in couple therapy. Psychoanalytic Inquiry, 24, 406–419. https://doi.org/10.1080/07351692409349091
Silberman, E. K. (2015). Parallel process and the evolving view of the therapeutic situation. Psychiatry, 78, 239–241. https://doi.org/10.1080/00332747.2015.1069649
St. Arnaud, K. O. (2017). Encountering the wounded healer: Parallel process and supervision. Canadian Journal of Counselling and Psychotherapy, 51, 131–144. https://doi.org/10.4324/9780429473876-9
Stimmel, B. (1995). Resistance to awareness of the supervisohc1s transference with special reference to the parallel process. International Journal of Psychoanalysis. 76, 609–618.
Stoltenberg, C. D., & Delworth, U. (1987). Developmental supervision: A training model for counselors and psychotherapists. Jossey-Bass.
Sumerel, M. B. (1994). Parallel process in supervision (ED372347). ERIC. https://eric.ed.gov/?id=ED372347
Talbot, A. (1990). The importance of parallel process in debriefing crisis counsellors. Journal of Traumatic Stress, 3, 265–277. https://doi.org/10.1002/jts.2490030208
Tracey, T. J. G., Bludworth, J., & Glidden-Tracey, C. E. (2012). Are there parallel processes in psychotherapy supervision? An empirical examination. Psychotherapy, 49, 330–343. https://doi.org/10.1037/a0026246
Tracey, T. J. G., Glidden-Tracey, C. E., & Bludworth, J. (2012). Parallel process: When does a parallel occurrence carry meaning? Psychotherapy, 49, 347–348. https://doi.org/10.1037/a0029115
Trepal, H., & Hammer, T. (2014). Critical incidents in supervision training: Doctoral students’ perspectives. Journal of Professional Counseling: Practice, Theory & Research, 41(2), 2–14. https://doi.org/10.1080/15566382.2014.12033934
Watkins, C. E. Jr. (2012). Some thoughts about parallel process and psychotherapy supervision: When is a parallel just a parallel? Psychotherapy, 49, 344–346. https://doi.org/10.1037/a0029191
Watkins, C. E. Jr. (2017). Reconsidering parallel process in psychotherapy supervision: On parsimony, rival hypotheses, and alternate explanations. Psychoanalytic Psychology, 34, 506–515. https://doi.org/10.1037/pap0000127
Waugaman, R. M. (2015). Searles’s discovery of the parallel process in supervision. Psychiatry, 78, 225–230. https://doi.org/10.1080/00332747.2015.1069643
White, M. B., & Russell, C. S. (1997). Examining the multifaceted notion of isomorphism in marriage and family therapy supervision: A quest for conceptual clarity. Journal of Marital and Family Therapy, 23, 315–333. https://doi.org/10.1111/j.1752-0606.1997.tb01040.x
Wiener, J. (2007). The analytical countertransference when supervising: Friend or foe? Journal of Analytical Psychology, 52, 51–69. https://doi.org/10.1111/j.1468-5922.2007.00640.x
Williams, A.B. (1987). Parallel process in a course on counseling supervision. Counselor Education and Supervision, 26, 245–254. https://doi.org/10.1002/j.1556-6978.1987.tb00725.x
Williams, A. B. (1997). On parallel process in social work: Supervision. Clinical Social Work Journal, 25, 425–435.
Winnicott, D.W.(1988). Babies and their mothers. Free Association Books.
Worthen, V., & McNeill, B. W. (1996). A phenomenological investigation of "good" supervision events. Journal of Counseling Psychology, 43, 25–34.
https://doi.org/10.1037/0022-0167.43.1.25
Yourman, D. B., & Farber, B. A. (1996). Nondisclosure and distortion in psychotherapy supervision. Psychotherapy: Theory, Research, Practice, Training, 33, 567–575. https://doi.org/10.1037/0033-3204.33.4.567
Zebrowitz, L., Andreoletti, C., Collins, M. A., Lee, S. Y., & Blumenthal, J. (1998). Bright, bad, baby faced boys: Appearance stereotypes do not always yield self-fulfilling prophecy effects. Journal of Personality and Social Psychology, 75, 1300–1320. https://doi.org/10.1037/0022-3514.75.5.1300
Zetzer, H. A., Hill, C. E., Hopsicker, R. J., Krasno, A. M., Montojo, P. C., Plumb, E. I. W., Hoffman, M.A., & Donahue, M. T. (2020). Parallel process in psychodynamic supervision: The supervisor’s perspective. Psychotherapy, 57, 252–262. https://doi.org/10.1037/pst0000274
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：170（臺灣：168，外國：2） ／ 本年度總使用人次：2446764 ／ 訪客人次（自102年09月）：68245277
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上