碩士層級受訓團體諮商師參與「螺旋式領導取向」培訓之成效與介入能力學習經驗分析

Abstract

本研究旨在應用「螺旋式領導取向」於碩士層級受訓團體諮商師之訓練課程與實務督導，並探究其成效與介入能力層面之學習經驗。研究針對14位諮商相關研究所碩士班研究生，實際進行為期十六週之「螺旋式領導取向」教學與實務督導，採用「諮商團體歷程介入能力量表」和「領導者自我效能量表」進行成效上的評量，並探討分項介入能力在歷程上的變化，學習經驗和內涵部分則採開放性問卷之內容分析方式進行。研究結果顯示（1）受訓諮商師之領導者自我效能隨著督導訓練歷程增加，而團體歷程領導能力有顯著的提升。（2）「促進團體人際聯結」、「推進個人開放／朝向工作」、「整體團體工作」等向度之催化領導能力，隨著團體歷程與訓練督導有顯著進步。（3）在特定變項與歷程技術之學習上，受訓諮商師之深刻學習包括傾聽與同理、基本技術、調節與平衡溝通、連結、開啟話題與聚焦、阻斷、具體化與目標澄清、示範、深化與探索，以及運用團體資源等；在困境與突破之深刻學習經驗上，包括規範建立、退出衝擊、沈默與僵局、困難成員處理等。研究針對結果進行討論並提出與教學、實務、訓練與督導相關之建議。

The purpose of this study was to apply the "Spiral Model" in the instruction and supervision for training group counselors in master’s programs. The effectiveness of the training project and the depth experience of trainees’ learning about intervention were also investigated. Fourteen novice group counselors were invited to participate in this study and join this project, which included six-session instruction and ten-session supervision with the experience of leading a counseling group. The "Scale of Process Intervention in Counseling Groups" and "Group Leader Self-Efficacy Instrument" both were used to assess the effectiveness. The trainees' learning experience was examined by an open-ended questionnaire and were analyzed using by the transcripts.Results showed significant changes in the competency of process intervention, whereas the leaders' self-efficacy became higher along the process. Specifically, the competence of "interpersonal connecting", "individual work and change", and "whole group work" were significantly improved with the supervision. Impressive learning of specific techniques for group facilitating were found in listening and empathy, basic skills, moderating and communication balance, connecting, topics initial and focus, blocking, concreting and goals clarifying, modeling, and exploration, and using the group resource. Furthermore, difficulties and solution were found in culture building, impact of members' withdrawal, silence and impasse, and treatment of difficult members. Recommendations for practice, instruction, and supervision are discussed.