中 文 摘 要
過去在實證主義的影響下，容易形成諮商的理論、研究與實務異化以及專業主體性喪失的現象，新近在建構主義及後現代主義的思潮下，已逐漸重視主動建構與多重研究的取向。本研究旨在運用多重研究取向之實踐認識論的理論與方法，以諮商督導的行動研究歷程，協助諮商員從諮商的實踐行動中進行認識與學習及個人理論的反映與建構，並轉化在諮商中所面臨的異化困境，同時就研究結果，反映實踐認識論在諮商員專業自我建構上的應用結果。
本研究係由研究者及三位實習諮商員共同進行諮商實習與督導的行動研究，就諮商員在諮商理論的學習、諮商實習、及個人諮商理論的建構等三方面進行實踐認識歷程的督導，每週進行一次、每次三小時、共進行十一次。研究的資料包括：諮商員的諮商逐字稿與自評、諮商摘記、督導摘記、個人理論、期末報告、督導逐字稿、反映討論會的反應、以及研究者的自我反映與督導摘記等質的資料，經由資料的分類與編碼，進而對資料進行描述與詮釋。根據研究結果，主要之研究發現如下：
一、有關諮商員專業實踐的認識學習歷程方面，研究結果顯示：
1.諮商員認識與理解現象的行動模式包括：(1)在諮商實作前檢視自己的準備狀態；(2)對當事人資料的收集與探究；(3)組織與詮釋資料。
2.諮商員介入的行動模式包括：(1)在問題導向與開放探究的兩種行動間擺盪；(2)對自己的行動方式保持反映思考與覺察。
3.諮商員對行動結果的認識模式主要是根據當事人的反應、諮商員的反應、同儕及督導的回饋與反映、理論的觀點、以及自我的反映思考等五方面作為認識行動結果的依據。
4.諮商員實踐認識的學習模式包括：(1)反映思考的學習；(2)專業自我基模的建構；(3)辯証張力的開展；(4)實踐認識歷程的反映與學習；(5)主體意識的形成。
5.諮商員困境的發生原因包括：專業實踐前的暖身準備不足、行動中過度主導與單向控制、內在缺乏統整的對話基模與參照架構、以及缺乏實踐認識的學習方法等。
6.諮商員在困境的轉化方面，主要是以回饋訊息的提供與自我覺察、省思自己壓抑與順從的學習經驗、對過去慣有學習模式的覺察、對行動經驗的反映思考，以及對主體性與個人理論的省思與反映等方式轉化其實踐中的困境。
二、有關諮商員專業自我建構之結果方面，研究結果顯示：
1.反映諮商員具有主動建構與生成個人諮商專業理論的能力。
2.諮商員僅建構出個人理論的雛型，在理論的內部一致性及外部效度上仍有待持續地實踐、反映與建構。
3.諮商員在助人理論與自助理論的建構上有賴創造反映與回饋的機制，才能建構知行思整合的理論。
三、有關實踐認識論在諮商員專業自我建構的應用結果方面，研究結果顯示：
1.諮商員在實踐、認識與學習上均經歷SACR持續循環發展與交互辯証轉化的歷程。
2.對諮商員實踐方式與認識方式的反映探究有助於催化諮商員個人理論的反映與建構。
3.本行動研究有助於諮商員專業自我的建構、個人的成長與專業的持續發展。
4.本研究SACR的後設建構督導模式可以應用於不同理論取向之諮商員的督導。
5.本研究所建構的理論模式與方法有助於專業實踐者整合理論、研究與實務，並轉化實踐中的困境。
最後根據研究結果與發現，研究者在教育、實務與未來研究上提出下列建議：
1.建立實踐認識取向的教學模式，並鼓勵理論建構歷程與方法的探究與學習。
2.發展諮商員終生專業生涯發展與個人理論持續建構的教育取向。
3.加強知行思辯証轉化能力的學習及實踐與認識方法的建構與實踐。
4.在實務情境中推動以實踐認識為導向的行動研究。
5.加強實習與在職的督導。
6.在未來的研究上，可將實踐認識論應用在不同發展階段之諮商員及不同專業領域的專業實踐者，並探究或編製適用的評量工具。
7.在研究主題上，可針對研究者在督導中的「實踐」歷程與內涵進行反映與研究。
8.在研究態度上，研究者要不斷自我反映，並與專業社群對話，接受質疑與批判，透過再實踐與再認識的歷程，以持續地檢驗、解構及再重構自己的理論建構。
關鍵字：實踐認識論、專業自我建構、行動研究。

An Action Research on Applying Epistemology of Practice to Counselors'' Professional Self-construction
By Shi-Ming Chen
Abstract
The common phenomenon that counseling theory and research were easily alienated from practice and the loss of professional subjectivity under the influence of positivism in the past has gradually changed to the emphasis of active construction and a multi-research approach by the impact of constructivism and post-modernism. The purpose of this study is to employ the epistemology of practice theory and methodology, through an action research of counseling supervision, to assist counselors to reflect and learn from the professional practice, and to construct and reflect upon their personal theories from the action of practice. In addition, the study also intends to help counselors to transfer the alienation in the counseling, and reflects the result of the application of epistemology of practice to counselors'' professional self-construction.
This study is conducted by the researcher and three counselor interns in the form of counseling supervision. The process of supervision focuses mainly on three aspects: counselors'' learning in counseling theory, their practice of counseling, and the construction of counselors'' personal theories. The study took place over an eleven-week time period, once per week and each session lasted three hours. The data and materials covered in this study include: the counselors'' verbatim and self-critique, notes of counseling and supervision, personal theories, session reports, supervision verbatim, responses in the reflective seminar, and the researcher''s self-reflection and monitoring brief. The data above were categorized and coded and then described and interpreted. The result of this study is summarized as follows:
I. Regarding the knowing process of counselors'' professional practice, the study result indicates:
1. The action patterns of counselors'' knowing and comprehending includes:
(1) checking the status of their self-preparation before the counseling.
(2) collecting and studying the client''s personal information.
(3) organizing and interpreting data.
2. The action patterns of the counselors'' intervention includes:
(1) swinging between the actions of direct questioning and open probing.
(2) maintaining reflective thinking and awareness about the way of their action and reaction.
3. The counselor''s knowing patterns about the consequences of their actions are mainly based on the client''s response, counselors'' response, peer''s and supervisor''s feedback and response, theoretical viewpoints, and self-reflective thinking.
4. The learning patterns of a counselor''s practice includes:
(1) the learning of reflective thinking.
(2) the construction of professional self-schema.
(3) the development of dialectical tension.
(4) the learning and reflection of the knowing and practicing process.
(5) the formation of a consciousness of subjectivity.
5. The cause of a counselor''s ineffectiveness includes: lack of warm-up before professional practice, over-directive and unilateral control during the action, lack of internally integrated schema and frame of reference, and lack of the method of practicing and knowing.
6. Regarding the transformation of a counselor''s ineffectiveness , it is mainly by the provision of feedback and existence of self-awareness, reflecting past constrained and obeyed learning experience, recognition of an accustomed past learning model, the reflective thinking regarding the experience of practice, and the reflective thinking regarding subjectivity and personal theories.
II. Regarding the result of a counselor''s professional self-construction, the study indicates:
l Counselors are able to construct and develop personal counseling theories.
2 Counselors are only able to construct a prototype of personal theories, and its internal consistency and external effectiveness need constant practice, reflection, and construction.
3 Counselors'' construction of theories on assisting others and self-assistance depends upon the creation of a reflective and feedback mechanism in order to be able to construct an integrated knowing-practicing-and-reflecting theory.
III. Regarding the result of applying the epistemology of practice to counselors'' professional self-construction, the study shows:
l Counselors all experienced a process of a constant cycle development of SACR and a transactional dialectical transformation in practicing, knowing and learning.
2.The reflective inquiry of counselors'' knowing and action patterns can stimulate the reflection and construction of a counselor''s personal theories.
3 This action research helps counselors'' professional self-construction, personal growth, and continuous professional development.
4 The meta-model of SACR used in this study can be applied to the counselor with different theoretical approaches in supervision.
5 The theoretical model and methodology constructed in this study can help professional practitioners integrate theory, research and practice, and transform the ineffectiveness into effective practice.
Based on the findings and conclusions of this study, suggestions in the aspect of counselor education, practice and future study were as follows:
1. Establish a teaching model of epistemology that practice and encourage the exploration and learning of the theoretical construction process and methodology.
2. Develop an educational approach for counselors to pursue a life-time professional career development and continuous construction of personal theories.
3. Reinforce the learning ability of transferring and dialecting in knowing, practicing and reflecting, and enforce the construction and practice of the knowing and practicing methodology.
4. Promote the action study of epistemology of practice in real situations.
5. Reinforce the monitoring of intern-training and on-the-job-training.
6. Apply epistemology of practice to counselors in various stages of development and to professional practitioners in different areas; and promote the study and creation of appropriate evaluation tools in the future.
7. Regarding the study topic, the process and content of the practice by the researcher during supervision can be further reflected upon and studied.
8. In terms of research attitude, the researcher must reflect constantly and converse with the professional community, be open to questions and criticism, and continuously check, deconstruct and reconstruct his theoretical construction through the process of continuous practice and reflection.
Key words: epistemology of practice, professional self-construction,
action research