「結構式反思實踐」督導對臨床心理碩士生反思能力之訓練效果

The Training Effect of Structured Reflective Practice Supervision on the Reflective Competence of Master’s Clinical Psychology Students

本研究的目的在於探討「結構化反思實踐」之實習督導課程，對提升實習臨床心理師自我反思能力的成效，以作為未來課程規劃之參考。研究對象為修習臨床心理兼職實習的13位碩二學生與全職實習之12位碩三學生，研究方法採L. D.Cooper與A. T. Wieckowski的「結構式反思實踐」教學模式，應用於臨床心理實習督導課程。資料分析則同時蒐集量化與質化學習成效，並以語文探究與字詞計算方法了解學生在反思書寫時心理歷程的變化。研究結果顯示，學生對反思實踐的了解、接納及應用效能有顯著進步。質性分析反映課程對個人成長及專業知能有幫助。語文探究與字詞計算方法則發現，學生的認知歷程詞、洞察詞、因果詞、包含詞顯著增加，暫定詞顯著降低；社會歷程詞及朋友詞顯著減少。整體而言，結構化反思實踐訓練課程之效益，在於鼓勵學生探索自己，認識自身的限制與困境，並透過課程中的討論與互動，整合看待自己與個案的框架，更能面對自己，接受挑戰。

The present study examined the efficiency of a structured reflective training in a supervision of clinical psychology practicum, as a reference for the future curriculum planning. Participants included graduate students in a clinical psychology master degree program. Thirteen students were recruited during the part-time practicum of their second year. Twelve students were recruited during the full-time practicum of their third year. A structured approach of reflective training based on L. D. Cooper and A. T. Wieckowski was conducted. Both the quantitative and qualitative learning results were collected. The reflective writings were analyzed using the Linguistic Inquiry and Word Count (LIWC) to understand the psychological changing process of students in the reflective practice. The results show that students’ ratings in the understanding, acceptance and application efficiency of reflective practice were significant progress. Quality results indicated that the course was helpful for personal growth and professional expertise. The findings of LIWC showed that students’ cognitive process words, insight words, causal words, inclusion words increased significantly; tentative words were significantly reduced; social process words and friend words were reduced significantly. In conclusion, the benefits of the structured supervision of reflective practice training in a clinical psychology practicum were encouraging students to explore themselves, aware their own limitations and difficulties. And through the discussion and interaction in the course, the reflective practice training allowed the students to integrate the conceptualization of themselves and clinical cases, face and accept the challenges.