資料載入處理中...
臺灣人文及社會科學引文索引資料庫系統
:::
網站導覽
國圖首頁
聯絡我們
操作說明
English
行動版
(18.227.48.82)
登入
字型:
**字體大小變更功能,需開啟瀏覽器的JAVASCRIPT,如您的瀏覽器不支援,
IE6請利用鍵盤按住ALT鍵 + V → X → (G)最大(L)較大(M)中(S)較小(A)小,來選擇適合您的文字大小,
如為IE7以上、Firefoxy或Chrome瀏覽器則可利用鍵盤 Ctrl + (+)放大 (-)縮小來改變字型大小。
來源文獻查詢
引文查詢
瀏覽查詢
作者權威檔
引用/點閱統計
我的研究室
資料庫說明
相關網站
來源文獻查詢
/
簡易查詢
/
查詢結果列表
/
詳目列表
:::
詳目顯示
第 1 筆 / 總合 1 筆
/1
頁
來源文獻資料
摘要
外文摘要
引文資料
題名:
輔導教師之焦點解決督導員訓練成效研究
書刊名:
中華輔導與諮商學報
作者:
許維素
/
游于萱
作者(外文):
Hsu, Wei-su
/
Yu, Yu-hsuan
出版日期:
2017
卷期:
49
頁次:
頁147-182
主題關鍵詞:
Kirkpatrick四層次教育訓練成效評估
;
焦點解決督導
;
督導員訓練
;
學校輔導教師督導
;
Kirkpatrick's four-level evaluation model
;
School counselor supervision
;
Solution-focused supervision
;
Supervisors' training
原始連結:
連回原系統網址
相關次數:
被引用次數:期刊(
2
) 博士論文(
1
) 專書(0) 專書論文(0)
排除自我引用:
1
共同引用:
45
點閱:11
本研究目的在探討輔導教師接受焦點解決督導員訓練方案之成效。此8.5日共51小時的訓練方案,邀請15位高中職輔導教師參與受訓,於訓練過程,受訓者填寫單元課後滿意度問卷、諮商督導量表、個人準備度評估問卷及學習效果自陳問卷,並於訓練結束時及一個月後參與焦點團體訪談,其中4位全勤受訓者亦接受個別訪談。本研究以量化與質化方法分析各研究資料,研究結果以Kirkpatrick四層次教育訓練成效評估模式呈現之:(1)課後反應:受訓者對方案感到滿意,講師、同儕、課程為主要因素;(2)學習效果:受訓者經訓練後,於諮商督導能力之認知概念、情意態度及行為技巧有顯著提升。同時亦習得焦點解決督導(SFS)與高中職輔導教師督導相關知能,提升擔任督導員之預備度;(3)實際行為:能執行SFS於學校輔導工作(如提供督導、諮詢)及自我督導;以及(4)訓練成果:提升學校輔導工作效能與人力資源(如行政效率與夥伴關係)。最後,本研究根據研究結果,針對影響訓練成效之因素、SFS與校園文化的適配性等進行討論,並對未來相關訓練、研究與制度提出建議。
以文找文
The purpose of this study is to examine the effect of a Solution-Focused Supervision (SFS) training program for senior high school counselors. This study used a mixed method design. Fifteen senior high school counselors underwent a total of 51-hours of SFS training over 8.5-days The program contained four parts: (a) supervision, including instruction on basic concepts, rules, forms, and ethics of supervision; (b) SFS, including the important characteristics, components, processes, skills, and forms of SFS; (c) discussing the multi-faceted role of the school counselor and existing school counselor supervisory models; and (d) how to combine SFS with school counselor supervision and how to prepare for an SFS supervisor. All the trainees attended two focus-group interviews, one right after training and the second one month later. During the interviews, all trainees completed reaction sheets and the learning self-report inventory. All participants also completed the Supervisory Competence Scale and readiness assessment sheets before and after their training. After one month of training, all trainees were required to submit one supervisee's feedback sheet. To solicit more detailed feedback about the training program, 4 trainees who had full attendance participated in semi-structured interviews. The data of the reaction sheets and learning self-report inventory were analyzed through descriptive statistics while a paired-sample t test was conducted on the readiness assessment sheet and supervisory competence scale. After performing a homogeneity test, a dependent sample t test was conducted. In addition, the qualitative data was analyzed by qualitative methodology. The method used by the qualitative analysis team was open coding. The Kirkpatrick's Four-Level Model was used to evaluate the effect of this SFS training program. The main four levels of the Kirkpatrick's Four-Level Model include: (a) Reaction, the trainees' feelings toward the program; (b) Learning, the degree of trainees' acquisition of knowledge, skills, and attitudes; (c) Behavior, what has been learned is expressed in trainees' concrete behaviors; and (d) Results, the impact of training on the trainees' organization. Different qualitative and quantitative research data were selected and analyzed for each level. The results found trainee improvements in all four levels of Kirkpatrick's model. For the Reaction level, trainees reported high satisfaction with the program, and especially appreciated the content of the program and training methods. Peer learning and peer support were mentioned positively by most of the trainees. For the Learning level, there was a significant difference in the scores for the Supervisory Competence Scale, which demonstrates that the trainees improved their knowledge (t = -7.22, p < .001, d = 4.13), attitudes (t = -5.56, p < .001, d = 2.97), and behaviors (t = -6.36, p < .001, d = 3.40). The difference between the pretest and posttest scores on the learning self-report inventory was also significant. Moreover, this SFS training program enhanced the trainees' readiness to supervise school counselors, ability to conduct self-supervision, and also simultaneously increased their competencies as a school counselor. For the Behavior level, trainees implemented SFS as a supervisor. They additionally internalized the concepts of the solution focused approach into their work and changed behaviors in their personal lives. Finally, for the Results level, both the trainees and their supervisees achieved their supervision goals and felt empowered during the process of supervision. The clients of supervisees also reported positive changes. All trainees indicated their school counseling work and communication with staff became more efficacious. This study supports the SFS model as an effective and highly practical model, and fits campus culture in Taiwan. Based on these findings, the study discusses the factors present in this SFS training program that either facilitated or hampered learning, and provides suggestions for SFS training, government policies for the supervision system in school, and future studies.
以文找文
期刊論文
1.
Page, B. J.、Pietrzak, D. R.、Sutton, J. M.(2001)。National survey of school counselor supervision。Counselor Education & Supervision,41(2),142-150。
2.
許維素(20050900)。輔導教師學校系統觀的重要性。輔導季刊,41(3),72-74。
延伸查詢
3.
許育光(20111200)。碩士層級實習學校諮商員督導團體之關切議題、學習因素與參與經驗分析。中華輔導與諮商學報,31,61-100。
延伸查詢
4.
Bates, R. A.、Holton, E. F. III、Seyler, D. L.、Carvalho, M. A.(2000)。The role of interpersonal factors in the application of computer-based training in an industrial setting。Human Resource Development International,3(1),19-42。
5.
Crutchfield, L. B.、Borders, L. D.(1997)。Impact of two clinical peer supervision models on practicing school counselors。Journal of Counseling and Development,75(3),219-230。
6.
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(1),58-80。
7.
許維素、蔡秀玲(20080600)。高中職輔導教師焦點解決團體督導成效之研究。教育心理學報,39(4),603-622。
延伸查詢
8.
許維素(20091200)。The Components of the Solution-Focused Supervision。教育心理學報,41(2),475-496。
9.
許維素、陳宣融(2015)。焦點解決短期治療在臺灣地區學校輔導中的應用。心理研究,8(4),16-22。
延伸查詢
10.
許維素、蔡秀玲(2011)。高中職輔導教師學習焦點解決短期諮商效果之初探研究。全球心理衛生E學刊,2(1),1-19。
延伸查詢
11.
Cunanan, E. D.、McCollum, E. E.(2006)。What works when learning solution-focused brief therapy。Journal of Family Psychotherapy,17(1),49-65。
12.
Cigrand, D. L.、Wood, S. M.(2011)。School counseling and solution-focused site supervision: A theoretical application and case example。Journal of School Counseling,9(6),1-29。
13.
Koob, J. J.(2002)。The effects of solution-focused supervision on the perceived self-efficacy of therapists in training。The Clinical Supervisor,21(2),161-183。
14.
Kim, J. S.、Franklin, C.(2009)。Solution-focused brief therapy in schools: A review of the outcome literature。Children and Youth Services Review,31(4),464-470。
15.
Roberts, E. B.、Borders, L. D.(1994)。Supervision of school counselors: Administrative, program, and counseling。School Counselor,41(3),149-157。
16.
Liu, X.、Zhang, Y. P.、Franklin, C.、Qu, Y.、Chen, H.、Kim, J. S.(2015)。The practice of solutionfocused brief therapy in mainland China。Health and Social Work,40(2),84-90。
17.
Wilkerson, K.(2006)。Peer supervision for the professional development of school counselors: Toward an understanding of terms and findings。Counselor Education and Supervision,46(1),59-67。
18.
Waskett, C.(2006)。The pluses of solution-focused supervision。Counselling and Psychotherapy Journal,6(1),9-11。
19.
Braun, Virginia、Clarke, Victoria(2006)。Using thematic analysis in psychology。Qualitative Research in Psychology,3(2),77-101。
20.
柯雅瓊、許維素(20110300)。學校輔導教師督導模式初探。輔導季刊,47(1),30-41。
延伸查詢
21.
陳秉華(19990000)。邁向專業--臺灣輔導界發展的回顧與前瞻。亞洲輔導學報,6(2),21-48。
延伸查詢
會議論文
1.
Taylor, L.(2010)。Workshop manual for training trainers and supervisors。The 2010 SFBTA Conference,(會議日期: 2010, November)。Banff。
研究報告
1.
許維素(2012)。高中職輔導教師督導員訓練方案暨成效之相關研究--以焦點解決取向為基 (計畫編號:NSC99-2410-H-003-037-MY2)。
延伸查詢
學位論文
1.
朱素芬(2009)。高中職輔導教師之督導者專業知能的研究(碩士論文)。國立暨南國際大學。
延伸查詢
2.
郭秝語(2011)。焦點解決督導對高中職輔導教師輔導自我效能內涵之影響(碩士論文)。國立臺灣師範大學。
延伸查詢
3.
Dunn, R. L.(2004)。The knowledge and competencies of effective school counselor supervision(博士論文)。Ohio State University,Columbus。
4.
Glaes, J. M.(2010)。Implementing an ASCA-informed school counselor supervision model: A qualitative field-based study(博士論文)。Western Michigan University,Kalamazoo。
5.
柯雅瓊(2009)。國中輔導教師受督需求之研究(碩士論文)。國立臺灣師範大學。
延伸查詢
6.
陳秀如(2009)。焦點解決諮詢對高中職教師自我效能影響之初探研究(碩士論文)。國立臺灣師範大學。
延伸查詢
7.
楊雅雯(2009)。焦點解決團體督導對高中職輔導教師之賦能內涵研究(碩士論文)。國立臺灣師範大學。
延伸查詢
8.
徐西森(2004)。諮商督導能力評量表之編製研究--以系統取向督導模式(SAS)為架構(博士論文)。國立高雄師範大學。
延伸查詢
圖書
1.
Hersey, P.、Blanchard, K. H.(1969)。Management of organizational behavior: Utilizing human resources。Prentice-Hall。
2.
Hawkins, P.、Shohet, R.(2012)。Supervision in the Helping Professions。Open University Press。
3.
許維素(2014)。焦點解決短期治療--理論與實務。臺北:心理出版社。
延伸查詢
4.
Bernard, J. M.、Goodyear, R. K.(2013)。Fundamentals of clinical supervision。Upper Saddle River, NJ:Pearson Education Inc.。
5.
Holloway, E.(1995)。Clinical supervision: A systems approach。CA:Sage。
6.
Franklin, C.、Trepper, T. S.、Gingerich, W. J.、McCollum, E. E.(2012)。Solution-focused brief therapy: A handbook of evidence-based practice。Oxford University Press。
7.
Kirkpatrick, Donald L.、Kirkpatrick, J. D.(2006)。Evaluating training programs: The four levels。Berrett-Koehler。
8.
Kelly, M. S.、Kim, J. S.、Franklin, C.(2008)。Solution-focused brief therapy in school: A 360-degree view of research and practice。New York, NY:Oxford University Press。
9.
Thomas, F. N.(2013)。Solution-focused supervision: A resource-oriented approach to developing clinical expertise。New York, NY:Springer。
其他
1.
Franklin, C.,Streeter, C. L.(2003)。Solution-focused accountability schools for the twenty-first century: An evaluation of Garza high school,https://www.utexas.edu/courses/franklin/garza.pdf。
圖書論文
1.
Hsu, W. S.、Kuo, B. C. H.(2013)。Solution-Focused Supervision with school counselors in Taiwan。Solution-focused supervision: A resource-oriented approach to developing clinical expertise。New York, NY:Springer。
2.
Stark, M.(2012)。Supervising practicum students: SF supervision as a cure for negative thinking。Solution-focused supervision: A resource-oriented approach to developing clinical expertise。New York, NY:Springer。
3.
Thomas, F. N.(1996)。Solution-focused supervision: The coaxing of expertise。Handbook of solution-focused brief therapy。San Francisco, SF:Jossey-Bass。
推文
當script無法執行時可按︰
推文
推薦
當script無法執行時可按︰
推薦
引用網址
當script無法執行時可按︰
引用網址
引用嵌入語法
當script無法執行時可按︰
引用嵌入語法
轉寄
當script無法執行時可按︰
轉寄
top
:::
相關期刊
相關論文
相關專書
相關著作
熱門點閱
1.
團體諮商之團體督導模式的系統化架構初探
2.
國小教師參與加註輔導專長學分班之經驗分析
3.
後現代敘事合作取向團體督導歷程中的督導思維與督導策略
4.
國中導師對於輔導工作的觀點與挑戰:從專業典範差異看導師與輔導老師之跨領域合作
5.
中等學校專任輔導教師督導實務規劃之芻議
6.
國小輔導教師接受藝術治療培訓方案期間運用藝術媒材於兒童輔導之經驗探究
7.
臺灣學校心理師何去何從?--從現況評述、課程檢核到培育反思
8.
中小型學校兼任輔導教師的輔導經驗與觀點之初探
9.
我國學校輔導工作沿革、工作內涵與困境之探討
10.
國中輔導教師與心理師的獨立分工、專業認可對工作壓力之關係:專業衝突的中介角色
11.
正向教學視導的理論基礎與實施程序之探究
12.
輔導教師與心理師的跨專業合作量表之編製研究:輔導教師的觀點
13.
焦點解決短期治療訓練對國中專任輔導教師之成果研究
14.
發現「高關懷學生」:文本治理與文本敘事型態的演變
15.
團體督導中影響學校輔導教師學習之因素初探
1.
反思團隊在學校個案輔導工作系統合作之應用-行動研究
2.
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
3.
督導者督導信念和價值觀的內涵及其形成與影響
4.
創造性團體督導方案之建構、成效與歷程探究
5.
事件取向結構式團體督導模式之建構
6.
從零到一----輔導教師成為集體改革行動者的歷程研究
7.
團體督導對遊戲治療師專業發展的影響
8.
督導者的回饋介入對實習諮商師的衝擊及諮商行為影響之分析研究:以一對諮商督導為例
無相關書籍
無相關著作
無相關點閱
QR Code