7-7 The verification of the self-rating version of counseling competence inventory and the analyses of self-rated change pattern
The purpose of this study was two-folded: to verify the Self-Rating Version of Counseling Competence Inventory, and thereby, to identify the change pattern associated with counseling practicum with the Version. Data were collected from ten classes in six universities. 181 students taking practicum, as well as their instructors and/or supervisors， completed the Inventory before and after the class.
For the first research purpose， examinations on the psychometrical quality of the Self-Rating Version included a Cronbachα ， indexing its internal consistency, a confirmatory factor analysis, indexing its factor structure (measurement model), the Pearson product correlation matrix among subscales, indexing its convergent and discriminant validity, and the correlation between self-ratings and expert-ratings, indexing its criterion-related validity. All of those revealed positive evidences.
For the second pu叩ose, a repeated measure MANOVA was conducted, which showed significant improvement on all of the eight subscales. A closer examination on the means indicated that practicum counselors improved more on those areas they started with lower scores. As a result, practicum counselors presented a better balance among the eight areas after practicum. A canonical analysis was conducted next and resulted in three pairs of canonical factors, namely “ Integrated Competence”, “Counselor Role’', and “Incongruent Traits”, in sequence. The variances of pretest and posttest were explained 80.32% and 78.96%, respectively. Each of the eight subscales showed a fairly high loading on the first pair of canonical factor, which indicated that the most salient characteristic of the change pattern was the simultaneous improvement on all areas. Both of the second and third pairs were closely related to “personalization skills" and “personality characteristics” , which signified the importance of “counselor as a person”. Suggestions for counselor education and supervision as well as future research were provided based on the findings and limitations of this study.
Keywords
the measurement of counseling competence, the development of counseling competence, counseling practicum
Reference
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吳秀碧（民81 ）「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（民83 ）學士級諮商師諮商實習教學目標之探討。輔導季刊，30 (3)，13-16 。
吳秀碧、梁翠梅（民84 ）學士級準輔導員諮商實習經驗之探討。中華輔學學報，3，41-57 。
林清山（民77 ）多變項分析統計法。台北：東華。
張幸良（ 民83）以自我檢核為基礎的自我督導模式：檢核諮商員對當事人的概念形成。彰化師範大學輔導學系碩士論文。
張明敏（民的）諮商員的原生家庭經驗對其諮商專業影響之研究。彰化師範大學輔導學系碩士論文。
張春興（民78 ）張氏心理學辭典。台北：東華。
張淑芬（民的）準諮商員接受諮商經驗對其自我成長與專業學習影響研究。彰化師範大學輔導學系碩士論文。
張靜怡（民87 ）專業實習課程對準諮商員諮商能力發展之分析研究一一一以彰化師範大為例。彰化師範大學輔導學系碩士論文。
梁翠梅（民的）諮商督導員訓練效果之研究一以台灣區家庭教育服務中心義務督導員訓練為例。彰化師範大學輔導學系博士論文。
許玉佩（民84 ）諮商員對諮商歷程中情緒的覺察與因應方式之分析研究。彰化師範大學輔導學系碩士論文。
陳秉華、王文秀、陳滿樺、黃子恩（民82 ） 我國各級學校輔導諮商員教育課程之分析及規劃。教育部輔導工作六年計劃研究報告。
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陳金燕（民86 ）諮商實習中的自我覺察訓練。諮商與輔導，134，16-22 。
陳金燕、王麗斐（民87 ） 諮商學習者在「自我覺察」課程之學習歷程與追蹤效果研究。中華輔導學報， 6，116-153 。
賀孝銘（ 民88 ） 在學準諮商員之「個案概念化」：與其相關因素研究。彰化師範大學輔導學系博士論文。
楊瑞珠（ 民83 ） 碩士層級諮商輔導人員養成：目標、特性、課程與展望。輔導季刊，30(4），4-6。
劉志如（ 民87 ） 循環發展督導模式中督導員與受督導諮商員立口語行為分析研究。彰化師範大學輔導學系博士論文。
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劉淑慧、王衍釗（ 民84 ） 個別諮商能力之評量與組型分析。中華輔導學報，3，1-40 。
鄭熙彥、林義男（ 民81 ） 我國學校輔導人員專業教育內容及其效果分析研究。教育部輔導工作六年計畫研究報告（編號17-02 ） 。
鄭麗芬（ 民86 ） 循環發展模式督導歷程中受督導諮商員知覺經驗之分析研究。彰化師範大學輔導學系博士論文。
蕭文（ 民83 ） 彰化師大輔導系所課程設計的理念。輔導季刊，30 (4)，1-4 。
蕭文（ 民88 ） 循環督導模式的理念建構。輔導季刊，35 (2)，1-7 。
蕭文、施香如（ 民84 ） 循環發展的諮商督導模式建立之勢議。輔導季刊，31(2)，39-46 。
羅家玲（ 民84 ） 學士級準國中輔導教師校外集中實習期間的諮商實務經驗調查研究。彰化師範大學輔導學系碩士論文。
Arbuckle, J. L. (1997). Amos users’ side (version 3.6). Chicago, IL: SmallWaters.
Benshoff, J. M. & Thomas, W. P. (1992). A new look at the Counselor Evaluation Rating Scale. Counselor Education and Supervision. 32. 12-22.
Bernard, J. M. (1979). Supervisor training: A discrimination model. Counselor Education and Supervision. 19. 740-748.
Bernard, J. M. (1981 ). In service training for clinical supervisors. Professional Psycholol!v: Research and Practice. 12, 740-748.
Beutler, L. E., Crago ，扎1., & Arizmendi, T. G. (1986) . Therapist variables in psychotherapy process and outcome. In S. L. Garfield & A. E. Bergin (Eds.), Handbook of Psychotheranv and behavior change (pp.257-310). New York: Wiley.
Biggs, D. A. (1988). The case presentation approach in clinical supervision. Educations and Supervision. 27. 240-248.
Bishop, J. B. (1971). Another look at counselor, client, and supervisor ratings of counselor effectiveness. Counselor Education and Supervision. 5. 319-323.
Borders, L. D. (1989). A programmatic agenda for development supervision research. Counselor Education and Supervision. 29. 16-24.
Borders, L. D. (1990). Developmental changes during supervision， first pr叫icum. The Clinical Supervisor. 8. 157-167.
Bordin, E. S. (1983). A working alliance based model of supervision. The Counseling Psycholo2:ist. 11 (1), 35-41.
Brown, D. & Cannadar， M. (1969). Counselor, counseling， and supervisor ratings of counselor effectiveness. Counselor Education and Supervision. 8. 113-118.
Corey, M. S，＆ Corey, G. (1998). Becoming a hel~er. Pacific Grove, CA: Cole.
Cormier， S. (1990). Systematic training of graduate-level counselors: A reaction. Thr Counseling Psychologist. 18. 446-454.
Cummings, A. L., Hallberg, E. T., Martin, J., Slemon, A., & Hiebert, B. (1990). Implications of counselor conceptualizations for counselor education. Counselor Education and Supervision. 30. 120-134.
Etringer， B. D., Hillerbrand, E., & Claiborn, C. D. (1995). The transition from novice to expert counselor. Counselor Education and Supervision. 35 ( 1 ), 4-17.
Friedlander, S. R., Dye, N. W., Costello, R. M., & Kobos, J. C. (1984). A developmental model for teaching and learning in psychotherapy supervision. Psychotheraov. 21. 189-196.
Gormally, J. (1990). Scientific, developmental, and spiritual perspectives on counselor training. The Counseling Psychologst. 18. 441-445.
Grater, H. A. (1985). Stages on psychotherapy supervision: From therapy skills to skilled therapist. Professional Psycholo2:v: Research and Practice. 16 . 605-610.
Hansen, J. H， Robins, T. H., & Grimes, J. (1982). Review of research on practicum supervision. Counselor Education and Supervision. 22. 15-24.
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