強化媒材使用與系統合作能力之團體督導對輔導教師之影響效果

The Effects of Enhancing the Capabilities of Applying Art Material and Systemic Collaboration under the Group Supervision on School Counselors

本研究旨在設計強化輔導教師媒材使用能力與系統合作能力之團體督導方案，並分別考驗方案對專任與兼任輔導教師的影響。本研究共分為兩個部分。第一部分以11位專任輔導教師為對象，採單一組前後測準實驗設計。第一次團體督導開始前對成員施測「系統合作能力量表」與「媒材使用能力量表」；之後成員接受為期6次，每次3小時的團體督導；在最後一次團體督導結束後，成員接受前兩量表之後測；並以「團體治療性因素量表」了解團體的療效因子。本研究之第二部分是以10位兼任輔導教師為對象，亦採單一組前後測準實驗設計。第一次團體督導開始前同樣對成員施測「系統合作能力量表」與「媒材使用能力量表」；之後成員接受為期5次，每次3小時的團體督導；團體督導結束後，成員亦接受前兩量表之後測。所得資料以相依樣本t考驗進行前後測之差異比較。結果如下：

1.團體督導方案能有效提升專任輔導教師的整體的系統合作能力，以及進階媒材使用技術能力。專任輔導教師督導團體的前三大效果因子分別為：團體的正向感覺、利他性、建議的提供。2.團體督導方案無法有效提升兼任輔導教師系統合作能力與媒材使用能力，但受督者對方案持正向之看法。

 

This research aims to develop a model of incorporating art materials into system-oriented group supervision, which can enhance the practical capability of school counselors. This research also goes further to investigate whether this model can improve school counselors’ capabilities of systemic collaboration and applying art materials. This research adopts pretest-posttest experimental design of dependence sample t-test. Participants are selected from different counties and divided into two teams of group supervision. One team is composed of 11 full time junior high school counselors. The other one is composed of 10 part time elementary school counselors. Both teams separately go through the Systemic Collaboration Scale and the Applications of Art Materials Scale before staring the group supervision. Each team will go through 5 to 6 times of group supervision. Each time takes 3 hours. Both teams have to take the posttest experiment. The team of full time school counselors also need to take the Group Therapeutic Factor Scale in order to understand the determinants of group supervision. The results are:

1. This model of group supervision can enhance those full time school counselors’ capability of systemic collaboration. This is, however, not obvious in the team of part time school counselors. 2. This model can improve the full time school counselors’ advanced skill of applying art materials. This is also not significant in the team of part time school counselors. 3. Those most determining effects in the team of full time school counselors are positive perception, altruism, and suggestion providing. Both teams have positive perspective regarding the group supervision.