諮商督導任務中受督者情緒覺察之督導介入初探分析
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Date
2009-10-??
Authors
蔡秀玲
陳秉華
Journal Title
Journal ISSN
Volume Title
Publisher
國立臺灣師範大學教育心理學系
Department of Educational Psychology, NTNU
Department of Educational Psychology, NTNU
Abstract
諮商督導至少包括諮商技巧、個案概念化與情緒覺察三大督導任務，本研究旨在探究諮商督導情境中，督導者如何協助受督者覺察諮商中被案主引發的情緒。研究方法採用質性研究的發現式取向歷程研究，研究對象為三組督導者-受督者的配對，每對分別進行連續六次的個別督導，每次督導晤談進行全程錄音，三位督導者於六次督導前後分別進行一到三次的個別訪談。研究資料包括十八份督導晤談過程錄音逐字稿，以及九份督導者訪談錄音逐字稿，資料分析採用紮根理論的開放譯碼。研究結果發現情緒覺察的督導工作理念，包括：評估受督者情緒覺察的準備度、跟著受督者，以及督導界線的拿捏；此外，督導者協助受督者情緒覺察的督導介入則包括：情緒辨識與聚焦、提供安全與支持、情緒澄清與確認，以及認知探究與擴大觀點。
The tasks of supervision include counseling skills, case conceptualization, and emotional awareness. The purpose of the study was to analyze the supervision interventions used to help supervisees become aware of their emotions aroused by their clients. Three supervisor-supervisee dyads participated in the study. Each dyad had six intensive supervision sessions. Each supervisor was interviewed individually to understand her working rationale and interventions. A total of 18 supervision sessions and 9 supervisors' interviews were recorded and transcribed. The qualitative discovery-oriented approach, as well as grounded theory, were used to analyze the collected data. Results found that supervisory interventions involve recognizing and focusing on emotion, providing security and holding, clarifying and validating emotion, and moreover, probing and expanding the link between emotion and cognition. The supervisors' working rationale illustrated assessment of the supervisee's readiness for emotional awareness, following the supervisee, and keeping the supervisory boundary. Implications for practice and future research are discussed.
The tasks of supervision include counseling skills, case conceptualization, and emotional awareness. The purpose of the study was to analyze the supervision interventions used to help supervisees become aware of their emotions aroused by their clients. Three supervisor-supervisee dyads participated in the study. Each dyad had six intensive supervision sessions. Each supervisor was interviewed individually to understand her working rationale and interventions. A total of 18 supervision sessions and 9 supervisors' interviews were recorded and transcribed. The qualitative discovery-oriented approach, as well as grounded theory, were used to analyze the collected data. Results found that supervisory interventions involve recognizing and focusing on emotion, providing security and holding, clarifying and validating emotion, and moreover, probing and expanding the link between emotion and cognition. The supervisors' working rationale illustrated assessment of the supervisee's readiness for emotional awareness, following the supervisee, and keeping the supervisory boundary. Implications for practice and future research are discussed.