31-3 Practicum School Counselors' Concerns, Learning, and Experiences in Group Supervision
The purpose of this study was to explore practicum school counselors' concerns, learning, and experiences in group supervision. Twenty-six master-level counseling students were invited to join four supervision groups. Each supervision group consisted of five 90-minute sessions. The participants also conducted seventy-two contact hours of individual and group counseling, psychological assessment, lectures, and consultations for parents and teachers. The participants filled out the Needs for Supervision Questionnaire before each session to explore their concerns. They then filled out the Experience of Group Supervision Questionnaire after each session to assess their learning experiences. Segments of their weekly journals and term reflection papers were selected and analyzed to explore their learning experience. The results revealed four dimensions as important learning focus for practicum school counselors in group supervision, including practical learning, group experience, interpersonal learning, and professional development. The results showed highest five concerns: the targets, contents, intervention models, and conflicting topics. In terms of learning experience, the learning of counseling practice and strategies was most important, followed by group climate and associated benefits, interpersonal interaction and feedback, and professional development and learning. The learning of practical strategies, concrete techniques, and case conceptualizations were in the practical learning dimension. The group support, generation of the new views, and needs not being met were reported in the group experience dimension. The participants' interactions and feedback, and indirect learning from the supervisors were in the interpersonal learning dimension. The career self-exploration, self-awareness, career difficulties, and role redefinition were in the professional development dimension. Recommendations for school counseling and supervision, group supervision, and future research were discussed and proposed.
Keywords
counselor education、counseling practicum、group supervision、learning factors、professional development、school counselor、school guidance
Reference
王文秀(1998)。諮商員被督導經驗對其諮商挫折之因應及專業成長之影響研究。中華輔導學報，6，1-34。
王麗斐、杜淑芬、趙曉美(2008)。國小駐校諮商心理師有效諮商策略之探索性研究。教育心理學報，39(3)，413-434。
王麗斐、趙曉美(2005)。小學輔導專業發展的困境與出路。教育研究雙月刊，134，41-53。
王麗斐、趙曉美(2009)。兒童情緒困擾諮商介入策略之研究。行政院國家科學委員會補助九十六年 度專題研究計畫成果報告(編號:NSC -96-2413-H-003-014)，未出版。
台灣輔導與諮商學會(2007)。研擬學生輔導法草案期末報告。2008 年 12 月 20 日，取自:
http:// cga.myweb.hinet.net/。
吳秀碧(1992)。「Stoltenberg 的督導模式」在我國準諮商員實習督導適用性之研究。彰化師範大學 輔導學報，15，43-113。
吳英璋(1994)。從不同層面的輔導區分輔導專業化之概念。輔導季刊，30(1)，3-6。
兒童福利聯盟(2004a)。國小兒童霸凌(Bully)現象調查報告。2005 年 2 月 20 日，取自:
http://www/chriden.org.tw/。
兒童福利聯盟(2004b)。台灣「心貧兒」現象觀察報告。2005 年 2 月 20 日，取自:
http://www/chriden.org.tw/。
林家興(2002)。校際學生諮商中心試辦方案─ 協助情緒困擾與行為偏差學生的另類模式。學生輔導，80，144-153。
柯雅瓊、許維素(2009，10 月)。國中輔導教師受督需求之研究。論文發表於國立嘉義大學舉辦之學校輔導與諮商專業工作之省思與重建 2009 學校輔導與諮商學術研討會，嘉義。
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。
張景然、朱玉娓(1998)。尊重專業，而非分散專業─ 就學校輔導工作對政院教改小組的建言。諮商與輔導，153，46-48。
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(2004a)。受督導者對於諮商督導過程的影響因素─ 從受督導者的知覺檢視。諮商輔導學報，10，31-49。
許韶玲(2004b)。團體督導過程中的重要事件及其對受督導者的影響─ 以個案呈現取向為例。行政院國家科學委員會補助九十二年度專題研究計畫成果報告(編號:NSC92-2413-H-009-004)，未出版。
趙曉美、王麗斐(2008)。國小兒童個案問題與輔導室對校外心理健康專業協助需求之研究─ 以臺北市為例。北體學報，16，350-362。
鄭玉疊(2000)。小學輔導工作的問題及其改進途徑。諮商與輔導，173，2-6。
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。
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.
Altfeld, D., & Bernard, H. (1997). An experiential group model for group psychotherapy supervision. In C. Watkins (Ed.), Handbook of psychotherapy supervision (pp. 381-399). New York: John Wiley and Sons.
Baggerly, J., & Osborn, D. (2006). School counselors' career satisfaction and commitment: Correlates and predictors. Professional School Counseling, 9, 197-205.
Bauman, W. F. (1972). Games counselor trainees play: Dealing with trainee resistance. Counselor Education and Supervision, 11, 251-256.
Benshoff, J., & Paisley, P. (1996). The structured peer consultation model for school counselors. Journal of Counseling and Development, 74, 314-318.
Berger, S. S., & Buchholz, E. S. (1993). On becoming a supervisee: Preparation for learning in a supervisory relationship. Psychotherapy, 30, 86-92.
Bernard, J. M., & Goodyear, R. K. (2004). Fundamentals of clinical supervision (3rd ed.). Boston: Allyn and Bacon.
Biggs, D. A. (1988). The case presentation approach in clinical supervision. Counselor Education and Supervision, 27, 240-248.
Borders, L. D. (1991). A systematic approach to peer group supervision. Journal of Counselling & Developmwnt, 69, 248-251.
Borders, L., & Usher, C. (1992). Post-degree supervision: Existing and preferred practices. Journal of Counseling and Development, 70, 594-599.
Campbell, J. (2000). Becoming an effective supervisor: A workbook for counselors and psychotherapist. Ann Arbor, MI: Sheridan Books.
Carroll, M. (1996). Counseling supervision: Theory, skills and practice. London: Cassell.
Christman-Dunn, R. (1998). The necessity of providing clinical supervision for school counselors. Columbus, OI: Ohio State University. (ERIC Document Reproduction Service No. ED 426320).
DeMato, D. S., & Curcio, C. C. (2004). Job satisfaction of elementary school counselors: A new look. Professional School Counseling, 7, 236-245.
Ellis, M. V. (1991). Critical incidents in clinical supervision and in supervisor supervision: Assessing supervisory issues. Journal of Counseling Psychology, 38(3), 342-349.
Goodyear, R., & Nelson, M. (1997). The major formats of psychotherapy supervision. In C. Watkins (Ed.), Handbook of psychotherapy supervision (pp. 328-346). New York: John Wiley and Sons.
Gysbers, N. C., & Henderson, P. (2006). Developing and managing your school guidance and counseling program (4th ed.). Alexandria, VA: American Counseling Association.
Hawkins, P., & Shohet, R. (2005). Supervision in the helping professions. Berkshire, UK: Open University.
Hillerbrand, E. (1989). Cognitive differences between experts and novices: Implication for group supervision. Journal of Counseling and Development, 67, 293-296.
Hogan, R. A. (1964). Issues and approaches in supervision. Psychotherapy Theory Research, and Practice, 1, 139-141.
Holloway, E. L. (1995). Clinical supervision. Thousand Oaks, CA: Sage.
Holloway, E. L., & Johnston, R. (1985). Group supervision: Widely practiced but poorly understood. Counselor Education and Supervision, 24, 332-340.
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.
Kruger, L. J., Cherniss, C., Maher, C. A., & Leichtman, H. M. (1988). A behavior observation system for group supervision. Counselor Education and Supervision, 27, 331-343.
Linton, J. M. (2003). A preliminary qualitative investigation of group processes in group supervision: Perspectives of master’s level practicum students. Journal for Specialists in Group Work, 28(3), 215-226.
Linton, J. M., & Deuschle, C. J. (2006). Meeting school counselors’ supervision needs: Four models of group supervision. Journal of School Counseling, 4(6), 1-27.
Linton, J. M., & Hedstrom, S. M. (2006). An exploratory qualitative investigation of group processes in group supervision: Perceptions of masters-level practicum students. Journal for Specialists in Group Work, 31(1), 51-72.
Loganbill, C., Hardy, E., & Delworth, U. (1982). Supervision: Conceptual model. The Counseling Psychologist, 10, 3-42.
Martin, J. S., Goodyear, R. K., & Newton, F. B. (1987). Clinical supervision: An intensive case study. Professional Psychology: Research and Practice, 18, 225-235.
McAuliffe, G. J. (1992). A case presentation approach to group supervision for community college counselors. Counselor Education and Supervision, 31, 163-174.
McMahon, M., & Patton, W. (2000). Conversations on clinical supervision: Benefits perceived by school counselors. British Journal of Guidance and Counseling, 28(3), 339-351.
Miller, C. D., & Oetting, E. R. (1996). Students react supervision. Counselor Education and Supervision, 6, 73-74.
Miller, G. E. (1990). The assessment of clinical skills/ competence/ performance. Academic Medicine, 65(9), 63-67.
Page, B. J., Pietrzak, D. R., & Sutton, J. J. M. (2001). National survey of school counselor supervision. Counselor Education & Supervision, 41, 142-150.
Paisley, P., & Borders, L. (1995). School counseling: An evolving specialty. Journal of Counseling and Development, 74, 150-153.
Peterson, J. S., & Deuschle, C. (2006). A model for supervising school counseling students without teaching experience. Counselor Education and Supervision, 45(4), 267-281.
Prieto, L. (1996). Group supervision: Still widely practiced but poorly understood. Counselor Education and Supervision, 35, 295-307.
Prieto, L. (1998). Practicum class supervision in CACREP-accredited counselor training programs: A national survey. Counselor Education and Supervision, 38, 113-123.
Proctor, B. (2000). Group supervision: A guide to creative practice. London: Sage.
Riva, M., & Cornish, A. (1995). Group supervision practices at psychology predoctoral internship programs: A national survey. Professional Psychology: Research and Practice, 26(5), 523-525.
Rutter, M. E. (2007). Group supervision with practicing school counselors. Guidance & Counseling, 21(3), 160-167.
Shechtman, Z., & Wirzberger, A. (1999). Needs and preferred style of supervision among Israeli school counselors at different stages of professional development. Journal of Counseling and Development, 77, 456-464.
Sink, C. (2005). Contemporary school counseling: Theory, research, and practice. Boston: Lahaska Press.
Somody, C., Henderson, P., Cook, K., & Zambrano, E. (2008). A working system of school counselor supervision. Professional School Counseling, 12(1), 22-33.
Stoltenberg, C. (1981). Approaching supervision from a developmental perspective: The counselorcomplexity model. Journal of Counseling Psychology, 28, 59-65.
Stoltenberg, C., McNeill, B., & Delworth, U. (1998). IDM supervision: An integrated developmental model for supervising counselors and therapists. San Francisco: Jossey-Bass.
Stone, D., & Amundson, N. (1989). Counselor supervision: An exploratory study of the metaphoric case drawing method of case presentation in a clinical setting. Canadian Journal of Counseling, 23, 360-371.
Sutton, J., & Page, B. (1994). Post-degree clinical supervision of school counselors. School Counselor,42(1), 32-39.
Thomas, S. (2005). The school counselor alumni peer consultation group. Counselor Education and Supervision, 45(1), 16-29.
Werstlein, P. O. (1994). Fostering counselors’ development in group supervision. Greensboro, NC: ERIC Clearinghouse on Counseling and Student Services. (ERIC Document Reproduction Service No. ED 372351).
Wilbur, M. P., Roberts-Wilbur, J., Morris, J. R., Betz, R. L., & Hart, G. M. (1991). Structured group supervision theory into practice. The Journal for Specialists in Group Work, 16(2), 91-100.
Wirzberger, A. (1994). Needs and models of supervision for educational counselors. Unpublished doctoral dissertation. Columbia Pacific University, San Rafael, CA.
Worthen, V., & McNeill, B. W. (1996). A phenomenological investigation of “good” supervisor events.Journal of Counseling Psychology, 43, 25-34.
Yager, G. G. (2004). Training and supervision. In K. C. Robert & P. C. Ellen (Eds.), Ecological counseling: An innovative approach to conceptualizing person-environment interaction (pp. 171-193). Alexandria, VA: American Counseling Association.
Download