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A study of group supervision process of postmodern narrative-collaborative dialogical approach and its influence on the supervisee
A grounded theory
Group supervision process
Postmodern narrative-collaborative dialogical approach
|Abstract:||本研究旨在探究後現代敘事合作對話取向（the postmodern narrative-collaborative dialogical approach）團體督導歷程中，督導者所展現的督導思維，及其所運用的督導策略技巧；並從受督者的觀點了解此取向團體督導對受督者的影響。本取向團體督導每個月進行一次，共進行八次，督導者為後現代敘事合作對話取向的資深臨床督導者，共有九位領有心理師執照之受督者參加。研究收集的資料包括八次團體督導歷程、見證反思歷程逐字稿，以及八位提案受督者之團督後個別訪談逐字稿，使用質性研究紮根理論分析法進行資料的分析。
The purpose of this study was to explore the supervisory mindsets, supervision strategies and techniques used by supervisors in the postmodern narrative-collaborative dialogical approach group supervision, and to understand it's influence on supervisee. There were nine certified psychologist participated in this monthly group supervision, which supervised by a senior clinical supervisor for eight months, the supervisor’s supervision approach was also postmodern narrative-collaborative dialogical approach. Eight verbatim drafts of the group supervision process, the witness-reflecting process, and the post group supervision individual interview of each supervisee were collected and analyzed by the grounded theory. The results showed that the supervisor showed eight types of postmodern supervisory mindsets, that is showing appreciation, did not take it for granted, normalize, be public, de-expertization, not-knowing, validation, empowerment, and privilege local knowledge. The supervisor also using a total of thirteen types of supervision strategies/skills, including the six types supervision strategies/skills was unique to this approach, that is “explore the unique outcome, narrative deconstruction/externalization/naming, witnessing, teaching/sharing/modeling the philosophy and strategies of this approach, and use the meaning question and metaphor ”, and the seven types supervision strategies/skills was common to other supervision model, that is “the responsive-active listening, positive and non-judgmental question, understand the supervisee’s supervision needs, immediately checking, understand the context of the client, reframe, and give instruction”. With the mutual co-construction of supervisory mindsets and supervision strategies/skills, this group supervision promoted the emergence of the supervisee's absent but implicit story, unique outcome, and inner expert subjective knowledge. Furthermore, this study also showed that this approach group supervision combined with the postmodern witness-reflecting process, the learning of the supervisee was influenced by the supervisor and the other supervisee. There are eight types of influences from the supervisor, including deepening of postmodern thinking, learning of postmodern counseling and supervision process skills, shaping and integrating personal counseling styles/beliefs/values, continuous self-awareness and reflection, cherish the learning experience of this approach and their professional work and role, regain the power and meaning of their work, positive influences transfer to their counseling and supervision work. In addition, there are five types influences were came from the other supervisee, including feel supported, feel not alone and getting close, learn from each other's experiences, co-constructing local self-care and counseling-practice knowledge, and their perspective was expanded. Each types of influences had positive effect on the other influences, respectively. Moreover, this study also showed that the supervisee’s confidence and self-efficacy was improved, life and work was refreshed, and their professional identity and function was promoted after this group supervision. The finding of this study can be used as a reference information for those who interesting in applying the postmodern narrative-collaborative dialogical approach supervision and witness-reflecting process in clinical supervision and counselor education. Useful recommendations and guidelines based on the findings were also provided and discussed in this study.
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