Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/77345300/11597
Title: The Components of the Solution-Focused Supervision
Other Titles: 焦點解決督導構成要素之研究
Authors: 徐維素
Issue Date: Dec-2009
Publisher: 國立臺灣師範大學教育心理學系
Department of Educational Psychology, NTNU
Abstract: 本研究的研究目的即欲探討焦點解決督導(Solution-focused supervision, SFS)的構成要素。有六名諮商員(一位男性、五位女性,年齡從25歲至35歲不等)自願參與本研究並擔任受督者。每位受督者皆接受四次的SFS,每次督導過程皆錄音且謄寫成逐字稿,並以開放式編碼原則進行分析。結果發現SFS的構成要素有七:正向開場與問題描述、正向督導目標的確認、探尋受督者及當事人的例外、發展其他可能性、回饋與臨床教育、形成第一小步、探討差異與改變;而每一個構成要素下還有數個組成成分,共有十四個。SFS各構成要素間有動態循環的關係,且SFS 構成要素的特色包括:(1)整個督導都是一個建構正向所欲及行動導向督導目標的歷程。(2)探討例外的要素極具重要性。(3)發展其他可能性及回饋與臨床教育協助受督者個案概念化的豐富。(4)督導過程服膺SFS的哲學並於各要素皆運作其代表性技巧。(5)SFS的構成要素展現了賦能行為並發揮良好督導的功能。最後本研究尚針研究結果、討論與限制,對未來研究提出建議。
The purpose of this study was to explore the components of Solution-focused supervision (SFS). Six supervisees, 1 male and 5 females (between the ages of 25 and 35 years) voluntarily participated in this study. Each supervisee received 4 sessions of SFS. A total of 24 counseling sessions were transcribed and using based on the qualitative method. Results suggested 7 components re-occurring in the supervisory process of SFS: (a) positive opening and problem description; (b) identifying the positive supervisory goals; (c) exploring the exceptions of supervisees and clients; (d) developing other possibilities; (e) giving feedback and clinical education; (f) forming the first little step; and (g) exploring the differences and the changes. Dynamic circulation appeared among these SFS components. The characteristics of these SFS components suggested that: (a) assurance and execution in positively desired and action-oriented supervisory goals went throughout the supervisory process; (b) exploring exceptions of supervisees was of great importance; (c) developing other possibilities and giving positive feedbacks and clinical education greatly enriched the supervisees' case conceptualizations; and (d) the whole supervisory process operated the SFS philosophy and skills. In addition SFS components' exerting empowering behaviors and supervisor's role functions. Finally, limitations of this study and suggestions for future research were also provided.
URI: http://rportal.lib.ntnu.edu.tw//handle/77345300/11597
Other Identifiers: FCF04797-BACF-C8AD-8B13-BB53206C9088
Appears in Collections:教育心理學報

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