心理咨询督导角色及督导焦点的质性研究——一例对新手咨询师的督导案例分析
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- 论文作者：赵静 ; 宗敏 ; 贾晓明
- 年：2015
- 作者机构：北京青年政治学院社会工作系;外交学院;北京理工大学人文与社会科学院;
- 论文关键词：区辨模型 ; 督导角色 ; 督导焦点 ; 督导方式
- 英文论文关键词：the Discrimination Model of Supervision(DM) ; supervisory focus ; supervisor role ; supervisory style
- 会议召开时间：2015-10-16
- 会议录名称：第十八届全国心理学学术会议摘要集——心理学与社会发展
- 英文会议录名称：Proceedings of the 18th National Academic Congress of Psychology
- 语种：中文
- 分类号：B849
- 学会代码：ZGXG
- 会议名称：第十八届全国心理学学术会议
- 会议地点：中国天津
- 主办单位：中国心理学会
- 学会名称：中国心理学会
- 页数：2
- 文件大小：741k
- 原文格式：D
- 会议级别：全国
摘要
研究目的:了解对新手咨询师的督导过程中,督导者扮演的角色以及讨论的督导焦点。研究方法:本研究为质性研究,采用个案取样法,研究对象为一位男性专业督导者,从事咨询及教学研究9年,督导对象为一位女性受督研究生,于某高校心理咨询中心接待来访者。研究材料为督导录音,督导连续进行了9次并录音,研究者选择第一、三、五、七、九次共5次督导录音,对督导者话语进行逐段转写,共获得536段有意义的话语,从督导角色、督导焦点和工作方式三个维度进行协同编码,并对数据进行卡方检验。研究结果:(1)督导角色:教师、咨询师、顾问三种督导角色在不同督导次数中出现的频率差异有统计学意义(x2=20.06,p=0.01)。在对新手咨询师的督导中,教师角色(73%)和咨询师角色(26%)远远多于顾问(1%)的角色,教师的角色一直占主要位置;(2)督导焦点:概念化、干预、个人化三种督导焦点在不同督导次数中出现的频率差异有统计学意义(x2=155.94,p=0.00)。概念化的督导焦点比率最高(47%),干预的焦点其次(37%),个人化的焦点比率最低(27%);(3)督导方式:给予式与启发式在不同督导次数中出现的频率差异有统计学意义(x2=13.12,p=0.01)。给予式督导比率高达65%,启发式督导比率为35%。研究结论:对于新手咨询师的督导,督导者角色中教师的角色占最高比率,督导焦点中概念化和干预出现的比率占主要比例。
Objective: To research supervisor role and supervisory focus in the course of the supervision to the novice. Methods: This is a case qualitative research, the research object are the recordings of supervision. Supervisor is a male engaged in consulting and teaching research for 9 years, and supervisee is a female graduate student, servicing at a university counseling center. Researchers selected five supervision recordings. 536 meaningful paragraph transcript s of the firth, third, fifth, seventh, and ninth supervision were analyzed in the Discrimination Model of supervision. Statistical analysis and chi square test was conducted on the data. Results:(1) There was a significant difference in the frequency(x2=20.06, p=0.01) between the three kinds of supervisor roles- teachers, consultants and consultants. In the supervision of the novice, the role of the teacher(73%) and counselor role(26%) is far more than the role of consultant(1%), the role of the teacher has been the main position;(2) Focus of supervision: Three focus of supervision(conceptualization, intervention, and personalization) has the statistical significance(p=0.00, x2=155.94). Conceptualization was the highest(47%), Intervention(37%)is middle, and personalization is the lowest(27%).(3) There was a significant difference in the frequency(p=0.01, x2=13.12) between directive and nondirective styles. Directive style supervision is 65%, and nondirective style is 35%. Conclusions: In the supervision for novice, the role of teacher is prominent, and conceptualization and intervention is prominent in supervisory focus.
Objective: To research supervisor role and supervisory focus in the course of the supervision to the novice. Methods: This is a case qualitative research, the research object are the recordings of supervision. Supervisor is a male engaged in consulting and teaching research for 9 years, and supervisee is a female graduate student, servicing at a university counseling center. Researchers selected five supervision recordings. 536 meaningful paragraph transcript s of the firth, third, fifth, seventh, and ninth supervision were analyzed in the Discrimination Model of supervision. Statistical analysis and chi square test was conducted on the data. Results:(1) There was a significant difference in the frequency(x2=20.06, p=0.01) between the three kinds of supervisor roles- teachers, consultants and consultants. In the supervision of the novice, the role of the teacher(73%) and counselor role(26%) is far more than the role of consultant(1%), the role of the teacher has been the main position;(2) Focus of supervision: Three focus of supervision(conceptualization, intervention, and personalization) has the statistical significance(p=0.00, x2=155.94). Conceptualization was the highest(47%), Intervention(37%)is middle, and personalization is the lowest(27%).(3) There was a significant difference in the frequency(p=0.01, x2=13.12) between directive and nondirective styles. Directive style supervision is 65%, and nondirective style is 35%. Conclusions: In the supervision for novice, the role of teacher is prominent, and conceptualization and intervention is prominent in supervisory focus.
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