全職實習諮商心理師知覺受督成效之催化與阻礙因子

Full-time Intern Counselor Perceptual Efficient and Invalid Factors of the Effect of Supervision

本研究目的為了解全職實習諮商心理師知覺受督成效之催化因子及阻礙因子。本研究邀請三位正在進行全職實習之諮商心理師，進行半結構式個別訪談，並採用主題分析法資料分析。研究結果發現，督導成效在催化因子上有4個層面：（一）「督導風格」：充分提供情緒支持、具體明確專業指導。（二）「督導特質」：督導特質多元涵容，提供正向支持環境。（三）「督導者專業背景」：願意尊重等待付出，給予個別化的指導。（四）「督導作為」：督導友善溝通合作，提升受督者專業力。督導成效在阻礙因子上有兩個層面：（一）「督導者專業背景」：新手且未取得證照，專業知能經驗不足。（二）「受督者的個人因素」：受督者的人格因素，期待與現實的落差。針對研究結果，建構全職諮商實習心理師受督成效脈絡關係圖，以了解受督者在督導歷程中督導成效之脈絡。

 

The purpose of this study was to understand the catalysts and barriers to the perceived supervised effectiveness of full-time inter counselor. This study mainly invites three intern counselor who are doing full-time internships to conduct semi-structured individual interviews and use thematic analysis method to analyze the data. The results of the study found that there are four levels of supervision effectiveness in terms of catalytic factors: (1) "Supervision style": fully provide emotional support, and provide specific and clear professional guidance. (2) "Supervisory Traits": Supervisory traits are diverse and inclusive, providing a positive supportive environment. (3) "Professional background of supervisors": willing to respect the waiting and giving individual guidance. (4) "Supervision actions": Supervisors use friendly communication and cooperation to enhance the professional abilities of supervisees. There are two levels of obstacles to the effectiveness of supervision: (1) "Professional background of the supervisor": a novice who has not obtained a license and lacks professional knowledge and experience. (2) "Personal factors of the supervisee": Personal factors of the supervisee, the gap between expectations and reality. Based on the research results, a context diagram of supervision effectiveness of full-time intern counselor was constructed to understand the context of supervision effectiveness of supervisees during the supervision process.