基于区辨模式对不同发展水平咨询师督导历程的比较  

Comparison of supervision process of counselors at different development stages based on discrimination model

作　　者：宗敏[1] 赵静[2] 贾晓明[3] 

机构地区：[1]外交学院心理咨询中心,北京100037 [2]北京青年政治学院社会工作系,北京100102 [3]北京理工大学人文与社会科学学院,北京100081

出　　处：《中国心理卫生杂志》2015年第12期914-920,共7页Chinese Mental Health Journal

摘　　要：目的:了解在督导初学者和有经验者的过程中,督导师的督导角色和督导焦点之间的差异。方法:采用独特个案取样法,选取1名督导师和正在接受该督导的2名受督者(1名初学者、1名有经验者)作为研究对象。分别选择2名受督导者的第1、5、9和最后1次共8次督导转录文本,运用Bemard的区辨模型理论从督导角色、督导焦点2个维度进行编码分析。结果:在对初学者的督导中,督导师更多采用教师角色,其次是咨询师角色,顾问角色很少;而在对有经验者的督导中,3个角色均有出现且较平均,且在第1次督导时咨询师和顾问角色要多于教师角色;初学者的督导更集中在干预和个人化的焦点上,而对有经验者的督导焦点集中在个案概念化以及个人化上;对待初学者,督导师倾向于采用教师的角色讨论干预的问题,咨询师的角色讨论个人化的问题;对待有经验者,督导师倾向于使用顾问的角色讨论概念化的问题,而咨询师的角色在干预、概念化和个人化等问题上均会灵活使用。结论:督导师在督导过程中,咨询师专业发展水平和相应的专业需要是督导的重要关注点,督导角色和督导焦点均应有所差异和侧重。Objective： To understand the role of the counseling supervisor roles and the focus of supervision in the process of supervision of the beginning students and the experienced professionals. Methods： The unique-case qualitative research method was used, and one supervisor and her two supervisees （one beginning student and one experienced professionals） were chosen as subjects. The first, fifth, ninth and the last supervision sessions were re- corded. The recording data were analyzed in the framework of Discrimination Model. Results： The supervisor adopt- ed the teacher role most during the supervision process with the beginning student whereas less the counselor role and the consultant role the least. In the supervision with the experienced professionals, all the three roles showed up with non-significant difference, and the supervisor took up more of the counselor role and the consultant role than the teacher role in their first session. Supervision for the beginning student focused on intervention skills and person- alization skills, and supervision for the experienced professional focused on conceptualization skills and personaliza- tion skills. In the process of the beginning student supervision, supervisor preferred to adopt the teacher role to focus on intervention skills and to adopt the counselor role to focus on personalization skills. In contrast, for the experi-enced professional, supervisor tended to use consultant role to focus on personalization skills, but flexibly used coun- selor role for the intervention, personalization and conceptualization focuses. Conclusions： The major focus of the supervision process should be on the professional development level of the supervisee and his/her according profes- sional needs, and the role of the supervisor and the focus of the supervision should be varied accordingly.

关 键 词：初学者 有经验者 督导历程 区辨模式 定性研究 

分 类 号：B849.1[哲学宗教—应用心理学]