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題名：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
書刊名：教育心理學報
作者：姜兆眉 引用關係／蘇盈儀
作者(外文)：Chiang, Chao-mei／Su, Ying-yi
出版日期：2019
卷期：51:2
頁次：頁297-320
主題關鍵詞：大學部輔導與諮商實習課程；自我覺察督導模式；行動研究；諮商員教育；覺察與反思；Action research；Awareness and reflexivity；Counselor education；Self-awareness supervision model；Undergraduate counseling practicum course
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(6) 博士論文(0) 專書(0) 專書論文(0)
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  • 共同引用共同引用:287
  • 點閱點閱:4
本行動研究起始於研究者作為諮商教育新手工作者，初任大學部輔導與諮商實習課程授課教師，希冀以臺灣輔導諮商專業發展脈絡為基底，回應學生學習需求以及銜接教、學、用，思考並安排實習課程之規劃與進行。研究之行動場域為研究者之大學部輔導與諮商實習課程，研究者課程規劃主要以自我覺察督導模式進行團體督導與個別督導，以及同儕督導、課程教學以進行課程。本行動研究目的為發展符合臺灣在地脈絡之實習課程規劃。研究資料蒐集以焦點團體訪談法進行，共以三階段進行：學期初、學期中、課程結束三個月後。由於研究者身兼教學者、督導者，研究訪談由研究助理執行以維護研究倫理；送出學習成績評量之後，研究者以歸納分析法進行資料分析。行動「中」的發現：一、課程前：（一）過去接受督導的經驗、（二）修習輔導與諮商實習課程的期待、（三）接受課程督導之前的整體狀態；二、課程進行中：（一）觀察督導者的位置與姿態、（二）觀察督導者的督導策略、（三）接受督導者督導後的影響、（四）對課程安排規劃之建議；三、課程進行後：（一）實習課程的學習、（二）以受督者為中心的督導、（三）督導者的督導策略、（四）接受督導者督導後的影響、（五）對於課程安排規劃之建議。本研究亦呈現研究者依據此次行動結果之調整、行動反思、以及延續行動方向。
This action research was initiated from the aspect of a researcher's reflection on being a novice counselor educator. The researcher in this study was the instructor of an undergraduate level practicum for the first time and reflected on the manner in which this course should be arranged based on the guidance and counseling professional development context in Taiwan, professional development requirements of students, connecting course instruction, students' learning, and professional practices. This study aimed to develop a course plan for undergraduate counseling practicum in terms of the Taiwanese context. Data collection was conducted using three focused group interviews that were conducted at the beginning of the course, in the middle of the course, and 3 months after the end of the course. As the researcher was an instructor and a supervisor of the course, all the interviews were conducted by research assistants who received focused group interview training in order to ensure individual participants' rights protected. The researcher did not access the research data until the participants' grades of the course were submitted. An inductive analysis was used for data analysis. The observations and findings obtained during the action research were as follows. First, the participants reported the following at the beginning of the course: (1) previous supervisory experiences, (2) expectations from the practicum course, and (3) their entire status before receiving supervision. Second, the participants described the following in the middle of the course: (1) observations of the supervisor's attitudes, (2) observations of the supervisor's supervision strategies, (3) influence after receiving supervision, and (4) recommendations for future course arrangement. Finally, the participants reported the following 3 months after the end of the course: (1) learning gained from the practicum course, (2) details pertaining to ＂supervisee-centered＂ supervision, (3) supervisor's supervision strategies, (4) influence after receiving supervision, and (5) recommendations for course arrangement in the future. The researcher's modification of the course plan based on the results of this study, reflections on this action research, and continuous actions of the researcher are presented.
期刊論文
1.Morrow, S. L.(2005)。Quality and trustworthiness in qualitative research in counseling psychology。Journal of Counseling Psychology，52(2)，250-260。  new window
2.Hansen, J. T.(2009)。Self-awareness revisited: reconsidering a core value of the counseling profession。Journal of counseling & development，87(2)，186-193。  new window
3.游淑華、姜兆眉(20110800)。諮商心理與社會工作在「家庭暴力暨性侵害防治中心」的跨專業合作經驗--從社工觀點反思諮商心理專業。中華輔導與諮商學報，30，31-67。new window  延伸查詢new window
4.Morrow, S. L.(2007)。Qualitative research in counseling psychology: Conceptual foundations。The Counseling Psychologist，35(2)，209-235。  new window
5.Moran, K.、Milsom, A.(2015)。The flipped classroom in counselor education。Counselor Education & Supervision，54(1)，32-43。  new window
6.Gergen, K. J.(1985)。The social constructivist movement in modern psychology。American Psychologist，40(3)，266-275。  new window
7.許韶玲、劉淑瑩(20080900)。實習諮商心理師駐地實習經驗之內涵。教育心理學報，40(1)，63-83。new window  延伸查詢new window
8.Pieterse, A. L.、Lee, M.、Ritmeester, A.、Collins, N. M.(2013)。Towards a model of self-awareness development for counselling and psychotherapy training。Counselling Psychology Quarterly，26(2)，190-207。  new window
9.姜兆眉(20170900)。諮商心理師養成訓練的性別與多元文化議題--以加拿大某課室教與學為例。性別平等教育季刊，80，67-71。  延伸查詢new window
10.姜兆眉(20170500)。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。輔導與諮商學報，39(1)，1-18。new window  延伸查詢new window
11.許維素、吳宛亭(20181200)。焦點解決短期治療訓練對國中專任輔導教師之成果研究。教育心理學報，50(2)，315-340。new window  延伸查詢new window
12.Baines, D.(2007)。The case for catalytic validity: building health and safety through knowledge transfer。Policy and Practice in Health and Safety，5(1)，75-89。  new window
13.Chen, P. H.、Chan, S. R.、Fan, L. H.、Mullahy, M. J.(2015)。Christian counseling psychologists' practice experiences in integrating spirituality into counseling。Bulletin of Educational Psychology，46(4)，565-587。  new window
14.Kember, D.、Gow, L.(1992)。Action research as a form of staff development in higher education。Higher Education，23(3)，297-310。  new window
15.Koro-Ljungberg, M.(2008)。Validity and validation in the making in the context of qualitative research。Qualitative Health Research，18(7)，983-989。  new window
16.Laitila, A.、Oranen, M.(2013)。Focused dialogues in training contexts: A model for enhancing reflection in therapist's professional practice。Contemporary Family Therapy，35(3)，599-612。  new window
17.McNamee, S.、Moscheta, M.(2015)。Relational intelligence and collaborative learning。New directions for teaching and learning，143，25-40。  new window
18.Lin, S. C.、Wang, L. F.(2015)。A six-year counseling program for remote junior high school students: A follow-up outcome study。Journal of Research in Education Sciences，60(4)，161-190。  new window
19.Yen, Miao-hsuan、Wang, Chia-yu、Chang, Wen-hua、Chen, Sufen、Hsu,Ying-shao、Liu, Tzu-chien(20180500)。Assessing Metacognitive Components in Self-Regulated Reading of Science Texts in E-Based Environments。International Journal of Science and Mathematics Education，16(5)，797-816。  new window
20.陳金燕(20030600)。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  延伸查詢new window
21.陳金燕(20010600)。自我覺察督導模式初探。輔導季刊，37(2)，1-10。new window  延伸查詢new window
22.陳金燕、王麗斐(19981200)。諮商學習者在「自我覺察」課程之學習歷程與追蹤效果研究。中華輔導學報，6，116-153。new window  延伸查詢new window
23.陳金燕(19981200)。諮商教育工作者於諮商員養成教育課程中實施「自我覺察訓練」之原則、作法及成效之研究。中華輔導學報，6，154-194。new window  延伸查詢new window
24.張靜怡、蕭文(20000600)。專業實習課程對準諮商員諮商能力發展之分析研究--以彰化師大為例。彰化師大輔導學報，21，1-36。new window  延伸查詢new window
25.Brott, P. E.(2006)。Counselor education accountability: Training the effective professional school counselor。Professional School Counseling，10(2)，179-188。  new window
學位論文
1.Chen, C. Y.(1988)。Chinese cultural and counseling in Taiwan: A counseling model based on Confucianism and Taoism(博士論文)。Unvierity of Wisconsin-Milwaukee，Milwaukee, WI。  new window
圖書
1.Mertler, C. A.(2012)。Action research: Improving schools and empowering educators。Sage。  new window
2.Zuber-Skerritt, O.(1992)。Action Research in Higher Education: Examples and Reflections。London：Kogan Page Limited。  new window
3.Schön, D. A.(1984)。The reflective practitioner: How professionals think in action。Basic Books。  new window
4.Miles, Matthew B.、Huberman, A. Michael、張芬芬(2006)。質性研究資料分析。臺北市：雙葉書廊。  延伸查詢new window
5.Gergen, Kenneth J.(2009)。An invitation to social construction。Sage。  new window
6.鈕文英(2016)。質性研究方法與論文寫作。雙葉書廊。  延伸查詢new window
7.蔡清田(2013)。教育行動研究新論。五南圖書出版股份有限公司。  延伸查詢new window
8.Hill, Clara E.、田秀蘭、林美珠(2017)。助人技巧--探索、洞察與行動的催化。學富文化事業有限公司。  延伸查詢new window
9.姜兆眉、蘇盈儀、陳金燕(2019)。諮商理論與技術導讀：諮商學習者的入門地圖。台北：雙葉書廊。new window  延伸查詢new window
10.陳秉華、郭崇信、陳金燕、黃光國、曹惟純、葉光輝、杜淑芬、余安邦、李佩怡、趙文滔、許維素(2017)。多元文化諮商在臺灣。心理出版社。  延伸查詢new window
11.Kelly, G. A.(1955)。A theory of personality: The psychology of personal construct。NEW York, NY：W. W. Norton & Company, Inc.。  new window
12.Zuber-Skerritt, O.(1997)。Professional development in higher education: A theoretical framework for action research。London：Kogan Page Ltd.。  new window
13.Gergen, Kenneth J.(2009)。Relational being: Beyond self and community。Oxford University Press。  new window
14.高淑清(2008)。質性研究的18堂課：揚帆再訪之旅。麗文文化。  延伸查詢new window
15.Bruffee, K. A.(1999)。Collaborative learning: Higher education, interdependence, and the authority of knowledge。Johns Hopkins University Press。  new window
16.潘淑滿(2003)。質性研究：理論與應用。心理出版社。  延伸查詢new window
17.Vaughn, Sharon、Schumm, Jeanne Shay、Sinagub, Jane M.、王文科、王智弘(1999)。焦點團體訪談：教育與心理學適用。臺北：五南。  延伸查詢new window
18.黃光國(20090000)。儒家關係主義：哲學反思、理論建構與實徵研究。臺北：心理。new window  延伸查詢new window
19.王佳煌、潘中道、Neuman, W. Lawrence、蘇文賢、江吟梓(2014)。當代社會研究法：質化與量化取向。學富文化公司。  延伸查詢new window
其他
1.Council for Accreditation of Counseling and Related Programs(2019)。2016 CACREP Standards，https://www.cacrep.org/for-programs/2016-cacrep-standards/。  new window
2.Dowden, A. R.，Warren, J. M.，Kambui, H.(2014)。Three tiered model toward improved self-awareness and self-care，https://www.counseling.org/knowledge-center/vistas/by-subject2/vistas-professional-development/docs/default-source/vistas/article_30。  new window
3.The Taos Institute(2018)。Brief history，https://www.taosinstitute.net/brief-history。  new window
圖書論文
1.林家興、林烝增(2018)。諮商心理師培訓制度的回顧與省思。多元文化諮商在臺灣。台北：心理出版社。new window  延伸查詢new window
2.喬虹(2018)。全年諮商實習相關研究。多元文化諮商在臺灣。心理出版社。  延伸查詢new window
3.Anderson, H.(2013)。Collaborative learning communities: Toward a postmodern perspective on teaching and learning。Handbook of educational theories。Information Age。  new window
4.Gergen, K. J.、Wortham, S.(2001)。Social construction and pedagogical practice。Social construction in context。Sage。  new window
5.McNamee, S.(2007)。Relational practices in education: Teaching as Collaborative therapy: Relationships and conversations that make a differenceconversation。Collaborative therapy: Relationships and conversations that make a difference。New York, NY：Taylor & Francis Group。  new window
6.Zuber-Skerritt, O.(2015)。Action research。Professional learning in higher education and communities: Towards a new vision for action research。London：Palgrave。  new window
 
 
 
 
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