本研究採取質量並重，短期長程式研究設計，先以個別諮商能力自陳問卷為研究工具，暸解彰化師範大學輔導學系的位學生一學期之諮商能力發展情形，及其諮商行為表現，再以18位準諮商員為對象，進行深度訪談，以探討影響準諮商員諮商能力改變之因素。所得結果如下： 1.準諮商員諮商能力改變情況：準諮商員經過一學期專業實習課程訓練後，每一項諮商能力皆呈現顯著進步，進步幅度多寡依次為概念形成技能、過程技能、理論基礎、專業行為、個人化技能，及人格傾向；且實習課前即有專業實習經驗的學生，在過程技能中的深層互動向度上，顯著高於無經驗者。 2.準諮商員之諮商能力表現：準諮商員在面臨真實諮商情境時，多會採取問題解決導向諮商方式，且能盡心營造諮商空間，但在諮商技巧及策略之擬定與執行上仍顯薄弱；且低進步組學生對結構諮商情境並不熟稔。 3.影響準諮商員諮商能力發展之因素：準諮商員諮商能力之發展，主要是學習環境與個人學習需求不斷交互循環檢核所產生，並受個人特質與動機、諮商實習課程、其它課程、個人獨特學習方式，及個人生活體驗所影響。高進步組受訪者之學習動機，遠高於低進步組，且較不受個人負面特質影響，並會採取多管道學習；過去有實習經驗的受訪者，較其他學生少自實習課程獲得諮商能力之發展。

The purpose of this study was to investigate the developmental changes of counseling competencies of novice counselors in the level of undergraduate during one semester's practicum training. This study used the Individual Counseling Ability Scale to obtain repeated measures of forty-night NCUE students' counseling ability, and took the Therapist Rating Scale to understand their performances of counseling behaviors. Then narrowed the subjects down to eighteen and interviewed them more closely. Results revealed that every novice counselor had positive improvement on his / her counseling competencies after the practicum training for a semester. The report on the experienced counselors indicated that they had better in-depth mutual reactions than the inexperienced ones. The undergraduate counselors would be most likely to employ problem-solving oriented methods in facing real counseling situations, and were also good at setting up the environment of counseling. However they had shown immature in their counseling skills and strategies, especially those remedial status students. Results also indicated that the factors stimulating the counseling competencies' development of a novice counselor were associated with the interaction between his learning conditions and motivations. Moreover whether he would be successful in the practicum training depended upon his individual characters, motivation, the individual counseling practicum course, other courses, learning methods and life experiences. The high-accomplished group had higher learning motivations, less individual disturbance factors and more access to learning. The experienced counselors would have less obvious improvement through the individual counseling practicum course. This study provided conclusions and suggestions for those who design the individual counseling practicum course for the undergraduate counselors.