保護性社會工作督導參與督導訓練經驗之研究

Abstract

督導做為保護性社工的後盾，帶領社工面對各種實務工作的挑戰；組織透過充分、適當的訓練發展督導面對困境和壓力的能力，則是重要且迫切的組織任務。本研究採取質性研究中的深度訪談法蒐集文本資料，透過訪談九位保護性社工督導，瞭解保護性社工督導參與督導訓練的經驗，包含督導在訓練過程中個人、訓練設計以及組織環境等各種參與投入要素；督導在訓練過程的充權暨消權經驗；以及督導在訓練後的訓練移轉經驗。本研究之研究結論歸納如下：一、不同督導職能的發展脈絡迥然有別：教育、行政及調解功能較能透過督導訓練學習，而支持功能更仰賴過往接受督導的歷程；比起督導個人的內在需求，現行督導訓練更強調督導功能的發展。二、訓練緊扣督導實務擴大訓練移轉成效。三、督導現身／獻聲更能激發訓練潛在效益：包含督導以內在需求作為參訓動機；願意表達對訓練的需求與期待；避免結構因素而抑制課程參與與互動；給予有助益的課程回饋等。四、督導參與訓練的挑戰具有階段性差異：包含訓前缺乏職能盤點不利督導課程選擇；訓練過程的結構性因素降低督導訓練品質；督導訓練的評估具挑戰。本研究根據研究結論，提出下列建議：一、建置與運用督導職能盤點機制二、召開定期的訓練規劃暨評估會議三、安排暨落實督導職務代理人制度四、善用科技工具輔助督導訓練 五、建構完整的四層次評估機制

As the anchor of protective services social workers, supervisor leads social workers to face the challenges of practical work. Therefore, it is an important and instant task for organizations to develop supervisors’ ability to overcome difficulties and reduce pressures through adequate and appropriate supervisory training.This study was conducted the in-depth interview method in qualitative research. Through interviews with nine protective services social work supervisors, we learn about the experience of protective services social work supervisors participating in supervisory training, including various input elements such as supervisors themselves, training design and organizational environment in the training process; supervisor's experience of empowerment and disempowerment during training; and supervisor's experience of training transfer. The conclusions of this study are as follows: 1. The development context of different supervisory functions is quite different: education, administration and mediation functions can be learned through supervisory training, while support functions rely more on the process of receiving supervision in the past; compared with the internal needs of supervisors themselves, the current supervisory training places more emphasis on the development of supervisory functions.2. Training is closely linked to supervision practice to expand the effectiveness of training transfer.3. The appearance/voice of the supervisors can stimulate the potential benefits of training: including the supervisor’s internal needs as the motivation for participation in the training, being willing to express their needs and expectations of the training, avoiding structural factors inhibiting the interaction in the training, and giving helpful feedback.4. The challenges for supervisors to participate in each stage of the training process are different: including the lack of skills inventory before training, which is not conducive to the selection of supervisory training; the structural factors in the training process reduce the quality of supervisory training; and the evaluation of supervisory training is challenging.Based on the conclusions of the study, some recommendations as listed below:1. Create and use the process of skills inventory for supervisors2. Hold regular training planning and evaluation meetings3. Arrange and implement the substitute system for supervisors4. Make good use of technological tools in supervisory training5. Develop complete four-level training evaluation model of supervisory training