1995年12月 3-1 個別諮商能力之評量與組型分析
| 劉淑慧 | 王沂釗 |
| 彰化師範大學輔導系 |
本研究目的在發展適用於大學層級實習諮商員的「個別諮商能力評量表」，並以此工具探討個別諮商能力之組型。針對研究目的，本研究探討兩個問題：(1)我國諮商教育者所建議的個別諮商能力架備為何?
(一)個別諮商能力架構與評量
經Delphi 調查之歸納與確認專家意見，得到j六向度之個別諮商能力架構：專業行為、過程技能、概念形成技能、個人化技能、人格傾向和理論基礎。
本研究進一步根據該個別諮商能力架構，編製「個別諮商能力評量表」，編制過程如下：(1)透過文獻分析與專家的錄影帶評量資料，形成個別諮商能力項目的評量標準(2)以教師對109名大學層級實習諮商員的諮商能力評量進行項目分析，形成正式量表。
編制完成之後，以正式題本49題項進行因素分析，結果顯示，量表架構與專家意見架構相似，只是在過程技能之下再分出三個次向度：深層互動、訊息互動和基本溝通，，因此，該量表具有專家判斷的邏輯效度，並具有因素分析之實徵效度。
其次， 以Chronbach α 考驗各分量表之內部一致性：並進行下列效度考驗：(1)以分量表之間，以及分量表與總量表之間的 Pearson積差相關矩陣，考驗其聚斂和區辨情形(2)以教師對實習諮商員在分項諮商能力與整體諮商能力之單一項目評定分為效標。結果顯示，該量表大抵具有良好信效度品質。
在八個諮商能力向度中，諮商教育者和督導最看重的是過程技能-基本溝通，較不看重的是過程技能-深層互動和理論基礎。再者，諮商教育者和督導對不同能力向度的看重程度，和實習諮商員在不同能力向度上的強弱，有相一致的傾象。
(二)個別諮商能力組型
不論是否涵括準實習諮商員，均可區分出三種個別諮商能力組型:第一和第三的能力組型相若，只是第三種組型在專業行為之外的各方面能力均較第一種為高；第二僅在基本溝通上高於第三種 ，在訊息溝通和人格傾向上與第三種相若，在概念 形成技能和個人化技能上介於第一、三種之間，但較接進第一種，在理論基礎上和第一種相若，在深層互動上低於第一種。本研究推論：第一種組型代表個別諮商能力之發展較弱的一群(準)實習諮商員，他們經過訓練與成長之後，可能可以具有第三模能力組型；另有少部份實習諮商員在實習之後，其訊息互動和基本溝通能力有了進一步的成長，但在概念形成技能、個人化技能、深層互動和理論基礎上，反而有停滯或退步的跡象，該能力組型可能反映出諮商員在專業能力發展進入中期時，所出現的困惑、混淆、搖擺與過猶不及。
本研究根據研究結果與限制，提出諮商教育、督導與研究上的若干建議。
關鍵字
諮商能力、諮商能力評量、諮商能力組型、諮商員專業發展
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