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Title: 完形取向督導中受督者知覺之督導重要事件與督導者之介入的初探分析
Other Titles: Supervisee's Perception of Critical Incidents and Supervisor's Interventions During the Gestalt Approach Supervision
Authors: 張玉鈴
Yu-Ling Chang
Shiou-Ling Tsai
Issue Date: Mar-2012
Publisher: 國立臺灣師範大學教育心理學系
Department of Educational Psychology, NTNU
Abstract: 本研究旨在探討受督者在完形取向督導中知覺的督導重要事件內涵,並瞭解督導者在督導重要事件中的督導介入內涵。研究方法採用重要事件技術,研究對象以一組督導者受督者配對,連續進行13 次的個別督導。研究資料取自受督者之13 次督導重要事件問卷,以及督導者之13次督導歷程與反恩紀錄,輔以督導唔談錄音,以內容分析法進行資料分析。研究結果發現受督者在完形取向督導中知覺之重要事件類別包括「勝任能力情緒干擾與增能」;「進入案主現象場,形成個案概念化」;「覺察與克服諮商困境中的接觸干擾」;「現象場問話與空椅技術學習」;「專業角色與發展反思」;「督導關係影響」:「其他基礎諮商技能學習」。督導者在督導重要事件中的督導介入包含五個範疇,以「增進接觸」為核心者,包括增進督導者與受督者的接觸、增進受督者的自我接觸、增進受督者與案主接觸、增進案主自我接觸之完形技術教導等四個範疇,另有其他基礎諮商技能之範疇,以協助受督者在自我與專業的成長。依據研究發現,本研究提出對完形取向督導與未來研究之建議。
The purpose of this study was to investigate the supervisee's perception of critical incidents and the supervisor'sinterventions during the gestalt approach supervision process. One supervisor-supervisee dyad participated in the study.There were thirteen intensive supervision sessions. After each supervisory session, supervisee finished Critical IncidentQuestionnaire and supervisor recorded the reflection of supervisory session to understand their personal experiences. Thecritical incidents technique and content analysis were used. Results showed that critical incidents from supervisee'sperception included seven categories: competence and empowerment, entering the phenomenological world andconceptualization of client's problem, awareness and victory over the contact interruption, gestalt psychotherapy techniques,professional development, supervisory relationship, and basic counseling techniques. Five dimensions of supervisoryintervention were also found: assisting the contact of supervisor and supervisee, assisting the contact of supervisee withinhimself, assisting the contact of supervisee and client, assisting the contact of client within himself and relative gestaltpsychotherapy techniques learning, and basic counseling techniques learning. Implications for future research and practicewere discussed.
Other Identifiers: 5E00F7DC-B0CB-86B6-ACB0-64571CA499F4
Appears in Collections:教育心理學報

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