Keywords
 counseling supervision、group counseling、leader、living supervision、supervisee、supervision、supervisor、supervisory relationship

Reference
王文秀(1998)。諮商師被督導經驗對其諮商挫折之因應及其專業成長之影響。中華輔導學報，6，1-34。
王文秀(2000)。諮商督導歷程研究-諮商督導者之發展歷程與受督導者的「最佳與最差被督導 經驗」之整理與詮釋。行政院國家科學委員會八十七年度專案研究成果報告(編號:NSC 88-2413-H-134-003)，未出版。
王文秀、李沁芬、謝淑敏、彭一芳譯(2003)。助人專業督導 - 個別、團體和組織取向。台北:學富。Hawkins, P., & Shohet, R. (2000). Supervision in the helping professions: An individual, group and organizational approach.
林明地、楊振昇、江芳盛譯(2000)。教育組織行為。台北:揚智。Owens, R. G. (1997). Organizational behavior in education.
施香如(2000)。督導者與諮商員在督導過程的知覺差異研究。中華輔導學報，8，1-20。 
徐西森(2003)。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，8，1-34。
徐西森、黃素雲(2007)。諮商督導:理論與研究。台北:心理。 
許韶玲(2007)。為什麼受督導者隱而不說?中華輔導學報，21，167-200。 
楊荊生(1984)。聲望介紹與諮商術語對於輔導員效能評估的影響。國立台灣教育學院輔導研究所碩士論文，未出版，彰化。
張淑芬、廖鳳池(2007)。諮商督導結盟歷程之初探研究:以一對督導為例。輔導與諮商學報，29(1)，67-86。
鄭如安、廖鳳池(2005)。督導中重要事件內涵之分析研究。諮商輔導學報，12，35-70。 
鄭玄藏、余振民、黃淑清、彭瑞祥、趙祥和、蔡藝華譯(2004)。諮商與心理治療理論與實務。台北:雙葉。Corey, G. (2001). Theory and practice of counseling and psycholotherapy.
潘正德(1995)。團體動力學。台北:心理。
Allen, G. J., Szollos, S. J., & Williams, B. E. (1986). Doctoral students’ comparative evaluation of best and worst psychotherapy supervision. Professional Psychology: Research and Practice, 17, 91-99. Aten, J. D., Strain, J. D., & Gillespie, R. E. (2008). A transtheoretical model of clinical supervision. Training and Education in Professional Psychology, 2(1), 1-9.
Baltimore, M. L., & Crutchfield, L. B. (2003). Clinical supervisor training: An interactive CD-ROM training program for the helping professions. Boston, MA: Allyn & Bacon.
Barak, A., & Dell, D. M. (1977). Differential perceptions of counselor behavior: Replication and extension. Journal of Counseling Psychology, 24, 288-292.
Bernard, J. M., & Goodyear, R. K. (1992). Fundamentals of clinical supervision. New York: Allyn & Bacon.
Bernard, J. M., & Goodyear, R. K. (2004). Fundamentals of clinical supervision (3rd ed.). New York: Allyn & Bacon.
Black, B. (1988). Components of effective and ineffective psychotherapy supervision as perceived by supervisees with different levels of clinical experience. Dissertation Abstracts International, 48, 3105B.
Borders, L. D., Bernard, J. M., Dye, H. A., Fong, M. L., Henderson, P., & Nance, D. W. (1991). Curriculum guide for training counseling supervisors: Rationale, development, and implementation. Counselor Education and Supervision, 31, 58-80.
Bordin, E. S. (1979). The generalizability of the psychoanalytic concept of the working alliance. Psychotherapy: Theory, Research, and Process, 16, 252-260.
Bordin, E. S. (1983). A working alliance based model of supervision. Counseling Psychologist, 11(1), 35-42.
Bordin, E. S. (1994). Theory and research on the therapeutic working alliance: New directions. In A. O. Horvath & L. S. Greenberg (Eds.), The working alliance: Theory, research and practice (pp. 13-37). New York: Wiley.
Carifio, M. S., & Hess, A. K. (1987). Who is the ideal supervisor? Professional Psychology Research and Practice, 18, 244-250.
Clark, M. S., Mills, J. R., & Corcoran, D. M. (1999). Keeping track of needs and inputs of friends and strangers. In E. Aronson (Ed.), Readings about social animals (8th ed., pp. 500-510). New York: Worth .
Copeland, S. (2003). Supervising on the telephone: stop-gap solution or effective time management? Counselling and Psychotherapy Journal, October, 34-36.
Conyne, R. K. (1998). Personal experience and meaning in group work leadership: The view of experts. Journal for Specialists in Group Work, 23, 245-257.
Corrigan, J. D., Dell, D. M., Lewis, K. N., & Schmidt, L. D. (1980). Counseling as a social influence process: A review. Journal of Counseling Psychology, 27, 395-441.
Corey, G. (2000). Theory and practice of group counseling (5th ed.). Pacific Grove, CA: Brooks/Cole. 
Corey, G. (2008). Theory and practice of group counseling (7th ed.). Pacific Grove, CA: Brooks/Cole. 
Creswell, J. W., Hanson, W. E., Clark, V. L. P., & Morales, A. (2007). Qualitative research designs: Selection and implementation. The Counseling Psychologist, 35, 236-264.
Efstation, J. F., Patton, M. J., & Kardash, C. M. (1990). Measuring the working alliance in counselor supervision. Journal of Counseling Psychology, 37, 322-329.
Ellis, M. V. (1991). Critical incidents in clinical supervision and in supervisor supervision: Assessing supervisory issues. Journal of Counseling Psychology, 38, 342-349.
Epstein, L. (2001). Collusive selection inattention to the negative impact of the supervisory interaction. In S. Grill (Ed.), The supervisory alliance: Facilitating the psychotherapist’s learning experience (pp. 139-163). Northvale, NJ: Jason Aronson.
Fernando, D. M., & Hulse-Killacky, D. (2005). The relationship of supervision styles to satisfaction with supervision and the perceived self-efficacy of master’s-level counseling students. Counselor Education and Supervision, 44, 293-304.
Fiscalini, J. (1997). On supervisory parataxis and dialogue. In M. H. Rock (Ed.), Psychodynamic supervision: Perspectives of the supervisor and supervisee (pp. 29-51). Northvale, NJ: Jason Aronson.
Friedman, R. (1983). Aspects of the parallel process and counter-transference issues in student supervision. School Social Work Journal, 8(1), 3-15.
Fukuyama, M. A. (1994). Critical incidents in multicultural counseling supervision: A phenomenological approach to supervision research. Counselor Education and Supervision, 34(2), 142-151.
Gazzola, N., & Theriault, A. (2007). Super-(or not-so-super) vision of counselors-in-training: Supervisee perspectives on broadening and narrowing process. British Journal of Guidance and Counseling, 35(2), 189-204.
Gelso, C. J. & Carter, J. (1985). The relationship in counseling and psychotherapy. The Counseling Psychologist, 13(2), 155-243.
Goodyear, R. K. (2007). Toward an effective signature pedagogy for psychology: Comments supporting the case for competent supervisors. Professional Psychology: Research and Practice, 38, 273-274.
Haverkamp, B. E., & Young, R. A. (2007). Paradigms, purpose, and the role of the literature: Formulating a rationale for qualitative investigations. The Counseling Psychologist, 35(2), 265-294. 
Halpern, H. (2009). Supervision and the Johari Window: A framework for asking questions. Education for Primary Care, 20, 10-14.
Heppner, P. P., & Roehlke, H. J. (1984). Differences among supervisees at different levels of training: Implications for a developmental model of supervision. Journal of Counseling Psychology, 31, 76-90.
Heppner, P. P., Rosenberg, J. I., & Hedgespeth, J. (1992). Three methods in measuring the therapeutic process: Clients’ and counselors’ constructions of the therapeutic process versus actual therapeutic events. Journal of Counseling Psychology, 39(1), 20-31.
Hess, A. K. (1997). The interpersonal approach to the supervision of psychotherapy. In C. E. Watkins, Jr. (Ed.), Handbook of psychotherapy supervision. New York: John Wiley & Sons.
Hill, C. E., Thompson, B. J., & Williams, E. N. (1997). A guide to conducting consensual qualitative research. The Counseling Psychologist, 26, 517-572.
Holloway, E. L. (1995). Clinical supervision: A systems approach. London: Sage.
Horvath, A. O. (1982). Working Alliance Inventory (Revised edition). Vancouver, BC: Simon Fraser University.
Howard, E. E., Inman, A G., & Altman, A. (2006). Critical incidents among novice counselor trainees. Counselor Education and Supervision, 46(2), 88-102.
Hsu, S. L., & Tsai, S. L. (2006). Dropout from supervision: An intensive analysis of one supervisory dyad. Bulletin of Educational Psychology, 38(2), 213-225.
Hutt, C. H., Scott, J., & King, M. (1983). A phenomenological study of supervisees’ positive and negative experiences in supervision. Psychotherapy: Theory, Research, and Practice, 20, 118-123. Jennings, L., & Shovholt, T. M. (1999). The cognitive, emotional, and relational characteristics of master therapists. Journal of Counseling Psychology, 46, 3-11. 
Ladany, N., Walker, J. A., & Melincoff, D. S. (2001). Supervision style: Its relation to the supervisory working alliance and supervisor self-disclosure. Counselor Education and Supervision, 40, 275-363. Lambert, M. J. (1974). Supervisory and counseling process: A comparative study. Counselor Education and Supervision, 14, 54-60.
Liddle, H. A., & Saba, G. W. (1983). Teaching family therapy at the introductory level: A conceptual model emphasizing a pattern which connects training and therapy. Journal of Marital and Family Therapy, 8, 63-72.
Lizzio, A., Lorraine, S., & Wilson, K. (2005). Approaches to learning in professional supervision: Supervisee perceptions of processes and outcome. Studies in Continue Education, 27(3), 239-256. Martin, J. S., Goodyear, R. K., & Newton, F. B. (1987). Clinical supervision: An intensive case study. Professional Psychology: Research and Practice, 18, 225-235.
Mearns, D. (1991). On being a supervisor. In W. Dryden & B. Thorne (Eds.), Training and supervision for counseling in action (pp.116-128). Beverly Hill, CA: Sage.
Miles, M. B., & Huberman, M. (1984). Qualitative data analysis: A sources book of new methods. Beverly Hill, CA: Sage.
Miller, G. R. (1976). Explorations in interpersonal communication. Beverly Hills, CA: Sage.
Miller, C. D., & Oetting, E. R. (1996). Students react supervision. Counselor Education and Supervision, 6, 73-74.
Nelson, G. L. (1978). Psychotherapy supervision from the trainee’s point of view: A survey of preferences. Professional Psychology, 9, 539-550.
Newman, J., & Lovell, M. (1993). A description of a supervisory group for group counselors. Counselor Education & Supervision, 33, 22-31.
Okech, J. E. A., & Rubel, D. (2009). The experiences of expert group work supervisors: An exploratory study. The Journal for Specialists in Group Work, 34(1), 68-89.
Pearson, Q. M. (2000). Opportunities and challenges in the supervisory relationship: Implications for counselor supervision. Journal of Mental Health Counseling, 22, 283-294.
Pearson, Q. M. (2004). Getting the most out of clinical supervision: Strategies for mental health. Journal of Mental Health Counseling, 26, 361-373.
Pierce, R. M., & Schauble, P. G. (1970). Graduate training of facilitative counselors: The effects of individual supervision. Journal of Counseling Psychology, 17, 210-215.
Proctor, B. (1998). Supervision-competence, confidence, accountability. British Journal of Guidance & Counseling, 22(3), 309-409.
Rabinowitz, F. E., Heppner, P. P., & Roehlke, H. J. (1986). A descriptive study of process and outcome variables of supervision over time. Journal of Counseling Psychology, 33, 292-300.
Ripley, J. S., Jackson, L. D., Tatum, R. L., & Davis, E. B. (2007). A developmental model of supervisee religious and spiritual development. Journal of Psychology and Christianity, 26, 298-306.
Ripley, J., Garzon, F., Hall, E., & Mangis, M. (2009). Pilgrims’ progress: Faculty and university factors in graduate student integration of faith and learning. Journal of Psychology and Theology, 37, 5-14. 
Robson, M., & Whelan, L. (2006). Virtue out of necessity? Reflections on a telephone supervision relationship. Counselling & Psychotherapy Research, 6(3), 202-208.
Rubel, D., & Okech, J. E. A. (2009). The expert group work supervision process: Apperception, actions, and interactions. The Journal for Specialists in Group Work, 34(3), 227-250.
Rutter, M. E. (2007). Group supervision with practising school counsellors. Guidance & Counseling, 21(3), 160-167.
Schneider, S. (1992). Transference, counter-transference, projective identification and role responsiveness in the supervisory process. Clinical Supervisor, 10(2), 17-84.
Schultz, J. C., Ososkie, J. H., Fried, J. H., Nelson, R. E., & Bardos, A. N. (2002). Clinical supervision in public rehabilitation counseling settings. Rehabilitation Counseling Bulletin, 45, 213-222.
Shohet, R., & Wilmot, J. (1991). The key issue in the supervision of counselors: The supervisory relationship. In W. Dryden & B. Thorne (Eds.), Training and supervision for counseling in action (pp. 87-99). Beverly Hill, CA: Sage.
Starling, P. V., & Baker, S. B. (2000). Structured peer group practicum supervision theory. Counselor
Education and Supervision, 39, 163-176.
Stoltenberg, C. D., & Delworth, U. (1987). Supervising counsellors and therapists. San Francisco, CA: Jassey-Bass.
Strong, S. R. (1968). Counseling: An interpersonal influence process. Journal of Counseling Psychology, 15, 215-224.
Strong, S. R., & Dixon, D. N. (1971). Expertness, attractiveness, and influence in counseling. Journal of Counseling Psychology, 18, 562-570.
Strong, S. R., & Schmidt, L. D. (1970a). Expertness and influence in counseling. Journal of Counseling Psychology, 17, 81-87.
Strong, S. R., & Schmidt, L. D. (1970b). Trustworthiness and influence in counseling. Journal of Counseling Psychology, 17, 197-204.
Suzuki, L. A., Ahluwalia, M. K., Arora, A. K., & Mattis, J. S. (2007). The pond you fish in determines the fish you catch: Exploring strategies for qualitative data collection. The Counseling Psychologist, 35(2), 295-327.
Walsh, B. B., Gillespie, C. K., Greer, J. M., & Eanes, B. E. (2002). Influence of dyadic mutuality on counselor trainee willingness to self-disclosure clinical mistakes to supervisors. The Clinical Supervisor, 21(2), 83-98.
Wark, L. J. (1995). Live supervision in family therapy: Qualitative interviews of supervison events as perceived by supervisors and supervisees. The American Journal of family Therapy, 23(1), 25-37.
White, V. E., & Queener, J. (2003). Supervisor and supervisee attachment and social provisions related to the supervisory working alliance. Counselor Education and Supervision, 42, 203-208.
​Worthen, V., & McNeill, B. W. (1996). A phenomenological investigation of "good" supervision events.Journal of Counseling Psychology, 43, 25-34.

Download