大學諮商心理系所教師如何辨識與處理受訓學生的專業能力問題－－以北部四所大學為例之初探性研究

How the Faculty of Counseling Psychology Programs Recognize and Deal with Professional Competence Problems of Students: An Exploratory Study of Four Universities in North Taiwan

2001年「心理師法」通過後，越來越多人投入大學諮商心理系所（諮心所）接受訓練，希望成為諮商心理師；諮心所的教師（教師）於是扮演著培育訓練、促進專業發展以及為專業把關的重要角色。過去30年間，西方心理學界反思心理師養成訓練，強調應以能力本位取代課程本位。臺灣心理學界也逐漸強調能力本位的訓練，但相關研究仍舊稀少。本研究旨在探討教師如何辨識與處理受訓學生的專業能力問題，研究對象為來自四所諮心所的4位教師，任教年數介於6至23年之間，以半結構個別訪談方式收集資料，採主題分析法進行資料分析。研究結果匯聚有六個主題：「教師皆曾遇見學生出現專業能力問題，常見有專業知識、專業實務能力及專業態度問題」、「教師從多元管道得知學生具專業能力問題」、「教師透過個人專業判斷、與督導或其他教師的共同檢核來辨識專業能力問題」、「教師認為有待建立一套清晰的專業能力問題辨識依據」、「教師所知覺學生出現專業能力問題之歸因」、「視個別情況決定處理專業能力問題策略」。討論與未來建議於文末提出。

Since the establishment of the Psychologists Act in 2001, there has been a significant growth of students who entered graduate counseling psychology programs to receive training to become counseling psychologists. The faculty of graduate counseling psychology programs, therefore play an important role in providing professional training, promoting the professional development, and ensuring the quality of the professional practice. Over the past 30 years, Western psychology has reflected counseling psychologist training issues and now emphasize competence-based training in replacement of course-based training. Although Taiwan is following the same trend, relevant research is still scarce. The purpose of the study is to understand how counseling psychology faculty in Taiwan recognize and deal with students' problems in professional competencies (PPC). In this study, four faculty members from four different counseling psychology programs with teaching experience ranging from 6 to 23 years were interviewed. Data was collected using semi-structured individual interviews. Thematic analysis was employed for data analysis and six themes were identified. These themes included: ＂All faculty have encountered students with PPC, which includes issues of professional knowledge, skills and attitude＂, ＂Faculty identified PPC through various ways＂, ＂Faculty identified students with PPC through professional judgement, co-evaluation with supervisors or other faculty members.＂, ＂Faculty recognize the need to establish a clear set of professional competency benchmarks＂, ＂Factors contributing to PPC are multi-faceted＂, and ＂Strategies for handling PPC are decided based on individual situations＂. Discussions and suggestions for future studies are proposed at the end.