諮商心理師全職實習與專業督導的現況調查研究

Survey on the Current Internship Training and Supervision in Counseling Psychology

本研究採用問卷調查，以全職實習的諮商心理師與其實習機構的專業督導者為研究對象，想要瞭解其實習與接受專業督導的情況。本研究聯繫158個單位，有95個單位同意參與，回覆率60.13％，發出180組配對問卷，回收資料整理，獲得103組配對樣本，共206份有效問卷，問卷回收率為57.22％。本研究調查實習諮商心理師的實習項目與時數、不同場域的實習諮商心理師在實務項目與接案問題類型、在接受督導的情況、雙方對督導關係滿意度、督導者採用的督導方式。結果發現，實習心理師平均每週個案量為7.76人時，個別諮商一年平均為285.10人時；每週平均接受督導1.5小時。不同場域實習心理師在下列實作項目；「婚姻與家庭諮商」、「初談」、「教學與工作坊」、「心理衛生推廣工作」、「入班座談」等有顯著的差異。擔任專業督導者，執業年資10年以上最多，占67.9％，督導者年資5－10年為多；督導者個人諮商理論學派，前三項分別為關係及經驗取向（35.9％）、後現代取向（20.4％）以及動力取向（14.6％）。醫療場域的督導者年資較淺於社區與學校場域，提供的督導時數卻較高；督導者與實習心理師對督導關係皆是滿意的；督導者在評量時會因不同學派而有顯著差異，關係及體驗取向的督導者評分高於認知行為取向的督導者。本研究除了調查實習現況，對調查結果與內涵進行分析與討論，並針對未來研究與實務訓練提出相關建議。

This survey study investigated the current conditions of counseling psychology internship training and the experiences of supervisors and interns in their supervision relationships. The participants of this study were intern counseling psychologists and their clinical supervisors. The researcher contacted 158 internship programs or sites, and 95 of them agreed to participate in this study. Moreover, 360 questionnaires were distributed to 180 pairs of supervisors and full-time intern psychologists. The exclusion of unmatched individual participants' and invalid questionnaires provided a total of 103 usable supervision dyads, and 206 valid questionnaires were collected successfully. The effective response rate was 57.22%. The questionnaire was designed to understand the variation in the allocation of training hours and assigned tasks as well as the chief complaints by clients across different training sites. The questionnaire also included items to investigate the experiences of interns while receiving supervision, the satisfaction levels pertaining to supervision for both supervisors and interns, and the theoretical orientation or approaches adopted by the supervisors. The findings of this study are as follows: (a) the intern psychologist participants in this study reported an average client load of 7.76 h per week and 285.1 h annually, and the supervision hours were 1.5 h per week. (b) The appointed tasks and chief client complaints varied with the training sites. For instance, significant differences were found across different sites on task items such as “couple and family counseling,” “intake,” “workshop and lecture,” “mental health promotion,” and “in-class outreach.” (c) In this study, 46.2% of the clinical supervisors recruited into the current study were accredited by the Taiwan Counseling Psychology Association or the Taiwan Guidance and Counseling Association, 67.9% of them had been in practice for more than 10 years, and the experience duration of the participants as clinical supervisor ranged from 4 to 10 years. (d) The top-three most frequently adopted theoretical approaches are “experiential” (35.9%), “post-modernist” (20.4%), and “psychodynamic” (14.6%). (e) The supervisors in the medical settings were less experienced than their counterparts in the community or school setting. However, their supervision hours exceeded the hours of supervisors in the community or school setting. (f) Overall, both supervisors and intern psychologists reported a high level of satisfaction with their supervision experiences. Specifically, 50.5% of the intern psychologists reported that they were “very satisfied” with their experiences of receiving supervision, and 35% of them reported that they were “satisfied.” Moreover, 27.25% of the supervisors reported that they were “very satisfied” with their experience of delivering supervision, and 65.6% of them reported that they were “satisfied.” (g) Supervisors' theoretical orientations had significant influence on their evaluation of interns' performance and competence. Supervisors adopting a relational or experiential approach tend to rate interns higher on the scale than those who adopt a cognitive–behavioral orientation. The findings of this survey were then analyzed and discussed. Based on our discussion, the implications on future research and clinical training in counseling psychology are described.