團體督導模式與同儕回饋小組運用在團體諮商實習課程之效果研究

A Study on the Effectiveness of Group Supervision Model and Peer Feedback Groups in Group Counseling Practicum Courses

本研究旨在探討團體督導模式與同儕回饋小組運用在團體諮商實習課程對學士層級學生團體諮商領導能力與實務經驗的影響。本研究的參與者是輔導與諮商相關學系四年級的學生，共20名。課程將合作學習融入團體諮商實習教學過程，以團體督導模式合併同儕回饋小組來進行團體領導者的督導，以提升學習者的團體領導能力。本研究採用質與量兼具的混合研究法，以「團體諮商領導能力量表」瞭解團體諮商實習兩階段課程的訓練效果，並以學習者之反思札記、焦點團體訪談作為本研究質性分析資料的依據。研究發現學習者在團體諮商領導能力總分、「團體進行前的準備技巧」、「團體過程的領導技巧」分數上有顯著的成長，然而在「領導者心理與行為特質」與「理論基礎」和「團體諮商專業倫理行為」分數上之成長則未達顯著；質性分析結果顯示，學習者在課程中經歷領導風格的形成與調整、學習與熟練領導技巧。學習者之間透過合作學習體驗各個不同團體角色，以增加團體參與經驗，對團體帶領實務能力產生正面影響。此外，同儕與督導提供支持、鼓勵、正向回饋，能讓學習者產生覺察，提升專業自我效能。最後，本研究對諮商教育、督導進行方式、新手領導者以及團體諮商實習課程設計提出相關建議，並強調整合運用團體督導與同儕回饋小組的重要性，以促進學習者團體諮商領導能力的成長。

 

This study explores the impact of a group supervision model and peer feedback groups on undergraduate students’ group counseling leadership abilities and practical experiences in a group counseling practicum course. Current training programs for group counseling leaders commonly use various methods to enhance leadership skills, including participating in groups, leading groups, observing instructors demonstrate group leadership, viewing group counseling recordings, receiving supervision, and learning group techniques. Drawing on years of teaching and research experience in group counseling courses, the lead researcher developed a two-phase training model for group counseling practicums: laboratory-based peer simulation groups and practical group internships.

This practicum incorporates the “group supervision model” and “peer feedback groups” to provide supervision for the group counseling practicum course. The curriculum involves interns taking on diverse roles, such as leading groups, serving as observers, and participating in peer feedback groups. These varied learning scenarios employ active participation, observation, vicarious learning, and reflection, fostering a cooperative learning environment where members share information and feedback, assist one other, and collaboratively achieve learning objectives. The course was designed to enhance the participants’ group counseling leadership skills through integrated training methods.

The study participants included 20 fourth-year students from counseling and guidance-related departments. The practicum incorporated cooperative learning into the teaching process, combining the group supervision model with peer feedback groups to supervise group leaders. The aim was to enhance students’ group leadership skills. A mixed-methods research approach, combining qualitative and quantitative methods, was used in the study. The training effectiveness of the group counseling practicum course was assessed using Hsieh’s (1998) “Group Counseling Leadership Competency Scale.” Additionally, participants’ reflective journals and focus group interviews were employed as qualitative data sources.

The findings revealed significant improvements in the participants’ overall group counseling leadership competencies, including “preparation skills before group sessions” and “leadership skills during group processes.” However, no significant growth was observed in the psychological and behavioral traits of leaders, “theoretical foundations,” or “professional ethical behaviors during group counseling.” For qualitative data analysis, Hycner’s (1985) “phenomenological content analysis” was used to understand the influence of the group counseling practicum on undergraduate students’ leadership skills and practical experiences.

The qualitative results indicated that learners experienced the development and adjustment of leadership styles and the development and refinement of their leadership skills. By engaging in various group roles, participants gained diverse group participation experiences that positively influenced their practical group leadership capabilities. Furthermore, support, encouragement, and constructive feedback from peers and supervisors enhanced the learners’ self-awareness, strengthened their professional self-efficacy, and fostered consistency between their theoretical knowledge and practical experiences.

Based on these findings, this study provides the following recommendations for counseling education and novice group leaders: 1. Adopt a Two-Phase Progressive Training Approach: Novice group leaders should begin with peer simulation groups to build foundational leadership skills before transitioning to practical group settings. This approach can help reduce the anxiety and pressure associated with leading real-world groups. 2. Encourage Role-Switching for Perspective-Taking: Assigning learners to different roles, such as leaders, observers, and members within the group, enables them to develop a deeper understanding of group processes and dynamics from multiple perspectives. This diverse exposure enriches the students’ learning experiences. 3. Implement Peer Feedback Groups and Group Supervision: These methods are highly effective for training and supervising group leaders during group counseling practicums. They also provide a structured framework for feedback and development. 4. Foster Tolerance for Uncertainty and Professional Resilience: Leading groups through uncertainty is inevitable for novice leaders. Learners should embrace the gradual process of professional growth, develop resilience to professional challenges, and cultivate the ability to effectively integrate theory and practice.