200509 18-5 The Development of a SAS-oriented Supervisory Competence Scale

Shi-Sen Shyu
National Kaohsiung University of Applied Sciences


The research aims to develop a supervisory competence scale based on Systems Approach to Supervision (SAS). The participants were supervisors working in schools or social counseling agencies. The pilot sample consisted of 131 supervisors and the formal investigation sample, 195 supervisors. The instruments used were the Supervisory Competence Scale (SCS) developed by the researcher and the Supervisory Perception Inventory by Wang, Shyu and Lian (2002) The data collected were analyzed through item analysis, product-moment correlation, and confirmatory factor analysis. The results are as follows:
1. The final version of the SCS consists of 78 items, divided into three subscales, with 21 items in Supervisory Relationship, 31 items in Supervisory Functions and Tasks, and 26 items in Supervisory Context.
2. The reliability coefficients of the three subscales have yielded Cronbach α coefficients ranging from .96 to .97, with that of total SCS being .99. The test-retest reliability coefficients range from .66 to .69, indicating substantial stability.
3. Test of validity: a) Content validity--all the items have been developed out of related literature and reviewed by scholars and experts in the field of supervision. b) Criterion validity--The coefficients of the three subscales and those of the supervisory Perception Inventory range from .73 to .80, indicating criterion validity. c) Construct validity--Confirmatory factor analysis has been used in the study to test the factor structure of the Competence Scale. The result supports the original research construct.
4. The norm of the percentile rank for the Competence Scale has been constructed based on the raw score; so have the norms for the three subscales.
Based on the findings, suggestions are offered for reference for counseling agencies and people working in related fields.

Keywords
SAS-oriented, counseling supervision, supervisory competence scale

Reference
王文秀(1992)。「發展性督導模式」之探討。諮商與輔導,81,2-5。
王文秀(1995)。發展性諮商督導模式在我國諮商員訓練之適用性研究。國科會專題研究計畫報告(NSC84-2413-H-134-005)。
王文秀(1998)。諮商師被督導經驗對其諮商挫折及其專業成長之影響研究。中華輔導學報,6,1-34。
王文秀(2000)。國小準輔導工作者諮商實習課程與被督導經驗調查研究。中華輔導學報,9, 25-56。
王文秀(2003)。回首向來蕭瑟處,歸去也無風雨也無晴。應用心理研究,19,29-31。
王文秀、徐西森、連廷嘉(2002)。我國學校與社會輔導機構諮商督導工作現況及其諮商督導人員專業知覺之調查研究。國科會專題研究計畫(NSC91-2413-H-134-022)。
吳秀碧(1992a)。「Stoltenberg 的督導模式」在我國準諮商員諮商實習督導適用性之研究。輔導學報,15,43-113。
吳秀碧(1992b)。美國當前諮商訓練督導的主要模式和類別。學生輔導通訊,18,11-16。
吳秀碧(1998)。當今台灣督導工作的實施及未來發展方向。載於楊瑞珠、劉玲君、連英式主編:諮商輔導論文集(193-206頁)。高雄:國立高雄師範大學輔導研究所。
林幸台、吳天方、林清文、劉淑慧(1997)。生涯發展量表編製報告。中華輔導學報,5,19-41。
林美珠(2002)。諮詢能力量表內涵與評量之探討研究。中華輔導學報,12,117-152。
林家興(1992)。臨床督導與專業成長。諮商與輔導,73, 2-4。
林瑞吉(2000)。諮商督導研究之回顧與評析。諮商與輔導,178,2-9。
林蔚芳(1992)。諮商員效能的評量。諮商與輔導,83,2-9。
施香如(1996)。諮商督導過程的建構:循環發展督導模式之分析研究。國立彰化師範大學輔導研究所博士論文(未出版)。
施香如(2000)。督導者與諮商員在督導過程中的知覺差異研究。中華輔導學報,8,1-20。
洪莉竹(2002)。智導評量。載於劉焜輝主編:諮商督導理論篇(377-393 頁)。台北:天馬文化。
唐子俊(2001)。督導關係中的困境和修正(上) 。諮商與輔導,192,15-20。
徐西森(2001a)。區辨模式的督導策略與作為(上)。諮商與輔導,192,11-14。
徐西森(2001b)。Holloway 與系統取向督導模式之初探。輔導季刊,37(3),26-36。
徐西森(2001c)。Holloway 與系統取向督導模式之再探。輔導季刊,38(1),33-45。
徐西森(2002)。區辨模式的督導策略與作為(下)。諮商與輔導,193,14-16。
徐西森(2003a)。諮商督導歷程中督導角色與督導焦點之分析研究--以區辨模式為架構。諮商輔導文粹:高雄師大輔導所刊,8,1 - 34。
徐西森(2003b)諮商督導人員教育訓練與倫理規範之研究。學生事務理論與實務,42(2),8-24。
徐西森、連廷嘉(2003)。諮商督導理論驗證與實務運用並重乎?。應用心理研究,19,27-29。
張幸良(1994)。以自我檢核為基礎的自我督導模式。國立彰化師範大學輔導研究所碩士論文。
張寶珠(1996a)。一位督導新手的省思。教育實習輔導季刊,2(3),65-69。
張寶珠(1996b)。系統督導取向的核心因素。中等教育,47(6),58-61。
許維素(1993a)。督導關係初探(上)。諮商與輔導,94,5-10。
許維素(1993b)。督導關係初探(下)。諮商與輔導,95,6-11。
許韶玲(2001)。受督導者於督導過程中的焦慮來源及對焦慮的因應策略之探討。諮商與輔導,192,6-10。
許韶玲(2003)。督導者知覺受督導者影響諮商導過程之因素。應用心理研究,18,113-143。
連廷嘉(2004)。青少年高危險行為量表之編製及其相關因素之研究。國立高雄師範大學輔導研究所博士論文。
連廷嘉、徐西森(2003)。諮商督導者與實習諮商員督導經驗之分析。應用心理
研究,18,89-111。
郭生玉(1996)。心理與教育研究法(十五版)。台北:精華。
陳正昌、程炳林(1998)。SPSS、SAS、BMDP 統計套裝軟體在多變項統計上的應用。台北:五南。
陳均姝(2001)。促進諮商師概念化知能的督導策略與過程(上)。諮商與輔導,192,21-24。
陳均姝(2002)。促進諮商師概念化知能的督導策略與過程(下)。諮商與輔導,193,20-26。
陳金燕(2001)。自我覺察督導模式初探。輔導季刊,37(2),1-10。
陳金燕(2003a)。自我覺察在諮商專業中之意涵:兼論自我覺察督導模式。應用心理研究,18,59-87。
陳金燕(2003b)。自我覺察:文化體驗的起點、權力傲慢的終點探。應用心理研究,19,24-26。
陳英豪、吳裕益(1993)。測驗與評量。高雄:復文。
曾端真(2003)。諮商師訓練中的督導功能。應用心理研究,19,13-17。
楊明磊(2003)。督導制度的脈絡意義。應用心理研究,19,6-12。
劉玉華(1994)。督導制度在諮商與輔導過程中之重要性。諮商與輔導,98,12-13。
劉淑慧(1999)。個別諮商能力評量表學生自評版本之發展暨自評能力變化之研究。中華輔導學報,7,201-244。
劉淑慧、王沂釗(1995)。個別諮商能力之評量與組型分析。中華輔導學報,3,1-40。
歐陽儀(2002)。系統取向的督導模式。載於唐子俊、歐陽儀、蔡秀玲和陳均姝合著:諮商督導:實務篇(83-136頁)。台北:天馬文化。
蕭文(1991)。諮商督導的倫理責任。測驗與輔導,105,2104-2105。
蕭文(1999)。循環督導模式的理念建構。輔導季刊,35(2),1-7。
魏麗敏(1992)。統整取向督導模式之理論及應用。諮商與輔導,78,14-16。
Alonzo, A. (1983). A developmental theory of psychodynamic supervision. Clinical Supervisor, 1(3), 23-36.
Anderson, S. (2000). Family therapy trainees’ evaluations of their best and worst supervision experiences. Journal of Marital and Family Therapy, 26(1), 79-91.
Arcinue, F. (2002). The development and validation of the Group Supervision Scale. Unpublished doctoral dissertation, University of Southern California.
Arkowitz, S. W. (2001). Perfectionism in the supervisee. In S. Gill (Ed.), The supervisory alliance: Facilitating the psychotherapist’s learning experience (pp. 33-66). Northvale, NJ: Jason Aronson.
Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural models. Academic of Marketing Science, 16, 74-94.
Barnes, K. L. (2002). Development and initial validation of a measure of counselor supervisor self-efficacy. Unpublished dissertation, Syracuse University.
Barnes, K. L., & Bernard, J. M. (2003). Women in counseling and psychotherapy supervision. In M. Kopala, & M. Keitel (Eds.), The handbook of counseling women (pp. 535-545). Thousand Oaks, CA: Sage Publications.
Bernard, J. M. (1979). Supervisor training: A discrimination model. Counselor Education and Supervision, 19, 740-748.
Bernard, J. M., & Goodyear, R. K. (2004). Fundamentals of clinical supervision (3rd ed.). Needham Heights, MA: Allyn & Bacon.
Borders, L. D. & Fong, M. L. (1994). Cognitions of supervisors in training: An exploratory study. Counselor Education and Supervision, 33, 280-293.
Borders, L. D. (2001). Counseling supervision: A deliberate educational process. In D. Looks, J. Myers, & E. Herr (Eds.), Handbook of counseling (pp. 417-432). Thousand Oaks, CA: Sage.
Borders, L. D., & Leddick, G. R. (1987). Handbook of counseling supervision. Alexandria, VA: Association for Counselor Education and Supervision.
Bridges, N. A. (1999). The role of supervision in managing intense affect and constructing boundaries in therapeutic relationships. Journal of Sex Education and Therapy, 24(4), 218-225.
Dodds, J. B. (1986). Supervision of psychology trainees in field placements. Professional Psychology: Research and Practice, 17, 296-300.
Dye, H. L., & Borders, L. D. (1990). Counseling supervisors: Standards for preparation and practice. Journal of Counseling & Development, 69, 27-29.
Edwards, J. K., & Chen, M. W. (1999). Strength-based supervision: Frameworks, current practice, and future directions: A Wu Wei method. Family Journal, 7, 349-357.
Efstation, J. F., Patton, M. J., & Kardash, C. M. (1990). Measuring the working alliance in counselor supervision. Journal of Counseling Psychology, 37, 322-329.
Ekstein, R. (1964). Supervision of psychotherapy: Is it teaching? Is it administration? Or is it therapy? Psychotherapy, Research, and Practice, 1, 137-138.
Forrest, L., Elman, N., Gizara, S., & Vacha-Haase, T. (1999). Trainee impairment: A review of identification, remediation, dismissal, and legal issues. The Counseling Psychologist, 27(5), 627-686.
Frame, M. W. (2001). The spiritual genogram in training and supervision. Family Journal, 9(2), 109-115.
Getz, H. G. (1999). Assessment of Clinical Supervisor Competencies. Journal of Counseling & Development, 77 (4),491-506.
Goodyear, R. K., & Guzzardo, C. R. (2000). Psychotherapy supervision and training. In S. D. Brown & R. W. Lent (Eds.), Handbook of counseling psychology (3rd ed., pp. 83-108). New York: John Wiley.
Gray, L. A., Ladany, N., Walker, J. A., & Ancis, J. R. (2001). Psychotherapy trainees’experience of counterproductive events in supervision. Journal of Counseling Psychology, 48(4), 371-383.
Hahn, W. K. (2002). The experience of shame in psychotherapy supervision. Psychotherapy, 38, 272-284.
Hawkins, P., & Shohet, R. (2000). Supervision in the helping professions: An individual, group and organizational approach (2nd ed.). Philadelphia: Open University Press.
Heru, A. M., Strong, D. R., Price, M., & Recupero, P. R. (2004). Bounderies in psychotherapy supervision. American Journal of Psychotherapy, 58(1), 76-89.
Hird, J. S., Cavalieri, C. E., Dulko, J. P., Felice, A.A., & Ho, T.A. (2001). Vision and realities: Supervisee perspective of multicultural supervision. Journal of Multicultural Counseling and Development, 29, 114-130.
Holloway, E. L. (1988). Models of counselor development of training models for supervision: Rejoinder to Stoltenberg and Delworth. Professional Psychology: Research and Practice, 18,138-140.
Holloway, E. L. (1992a, July). A bridge of knowing: The scholar-practitioner of supervision. Keynote address presented at the international Conference on Supervision. Roehampton Institute, London.
Holloway, E. L. (1992b). Supervision: A way of teaching and learning. In S. D. Brown & R. W. Lent (Eds.), Handbook of counseling psychology (pp.177-214). New York: John Wiley.
Holloway, E. L. (1994). Overseeing the overseer: Contextualizing training in supervision. Journal of Counseling and Development, 72, 526-530.
Holloway, E. L. (1995). Clinical Supervision. Thousand Oaks, CA: Sage.
Holloway, E. L., & Neufeldt, S. A. (1996). Supervision: Its contributions to treatment efficacy. Journal of Consulting and Clinical Psychology, 63(2), 207-213.
Holloway, E. L., & Roehlke, H. J (1987). Internship: The applied training of a counseling psychologist. The Counseling Psychologist, 2, 205-260.
Inskipp, F. (1999). Training supervisees to use supervision. In E. Holloway & M. Carroll (Eds.), Training counseling supervision: Strategies, methods and technique (pp.184-201). CA: Sage Publication.
Kerl, S. B., Garcia, J. L., McCullough, C. S., & Maxwell, M. E. (2002). Systematic evaluation of professional performance: Legally supported procedure and process. Counselor Education and Supervision, 41, 321-334.
Ladany, N., & Melincoff, D. S. (1999). The nature of counselor supervisor nondisclosure. Counselor Education and Supervision, 38, 161-176.
Lee, R. W., & Gillam, S. L. (2000). Legal and ethic issues involving the duty to warn: Implications for supervisors. Clinical Supervisor, 19(1), 123-136.
Lehrman-Waterman, D., & Ladany, N. (2001). Development and validation of the Evaluation Process within Supervision Inventory [Special issue]. Journal of Counseling Psychology, 48(2), 168-177.
Locke, L. D., & McCollum, E. E. (2001). Clients’ views of live supervision and satisfaction with therapy. Journal of Marital and Family Therapy, 27(1), 129-133.
Milne, D., & James, I. (2002). A systematic review of effective cognitive-behavioral supervision. British Journal of Clinical Psychology, 41, 55-72.
Muratori, M. C. (2001). Examining supervisor impairment from the counselor trainee’s perspective. Counselor Education and Supervision, 41, 41-56.
Proctor, B. (1998). Supervision-competence, confidence, accountability. British Journal of Guidance & Counseling, 22(3), 309-409.
Prouty, A. M., Thomas, V., Johnson, S., & Long, J. K. (2001). Methods of feminist family therapy supervision. Journal of Marital and Family Therapy, 27, 85-91.
Robiner, W. N., Fuhrman, M., & Ristvedt, S. (1993). Evaluation difficulties in supervising psychology interns. Clinical Psychology, 46, 3-13.
Rudolph, B., Craig, R., Leifer, M., & Rubin, N. (1998). Evaluating competency in the diagnostic interview among graduate psychology students: Development of generic scales. Professional Psychology: Research and Practice, 29, 488-491.
Safran, J. D., & Muran, J. C. (2002). Resolving therapeutic alliance ruptures: Diversity and integration. Journal of Clinical Psychology: In Session: Psychotherapy in Practice, 56, 233-243.
Safran, J. D., & Muran, J. C. (2001). A relational approach to training and supervision in cognitive psychotherapy. Journal of Cognitive Psychotherapy: An International Quarterly, 15, 3-15.
Stebnicki, M. A., & Glover, N. M. (2001). E-supervision as a complementary approach to traditional face-to-face clinical supervision in rehabilitation counseling: Problems and solutions. Rehabilitation Education, 15, 283-293.
Stoltenberg, C. (1981). Approaching supervision from a developmental perspective: The counselor complexity model. Journal of Counseling Psychology, 28, 59-65.
Sumerel, M. B., & Boders, L. D. (1996). Addressing personal issues in supervision: Impact of counselor’s experience level on various aspects of the supervisory relationship. Counselor Education and Supervision, 35, 268-285.
Sutton, J. M., Nielson, R., & Essex, M. (1998). A descriptive study of the ethical standards related to supervisory behavior employed by counselor licensing boards. Paper presented at the annual conference of the Association of State Counseling Boards, Tucson, AZ.
Tracey, T. J. G., Ellickson, J. L., & Sherry, P. (1989). Reactance in relation to different supervisory environments and counselor development. Journal of Counseling Psychology, 36, 336-344.
Waiter, C. A., & Young, T M. (1999). Combining individual and group supervision in educating for the social work profession. Clinical Supervisor, 18(2), 73-89.
Watkins, C. E. (1997). Defining psychotherapy Supervision and understanding supervision functioning. In C. E. Watkins (Ed.). Handbook of psychotherapy supervision. John Wiley & Sons.
White, H. D., & Rudolph, B. A. (2000). A pilot investigation of the reliability and validity of the Group Supervisory Behavior Scale (GBS). Clinical Supervisor, 19, 161-171.
Wong, P. T. P., & Wong, L. C. J. (1999). Assessing multicultural supervision competencies. In W. J. Lonner, D. L. Dinnel, D. K. Forgays, & S. A. Hayes (Eds.), Merging past, present and future in cross-cultural psychology (pp. 510-519). Lisse, The Netherlands: Swets & Zeitlinger.

Download
Download