輔導教師之焦點解決督導員訓練成效研究

The Effects of a Solution-Focused Supervisors’ Training Program for School Counselors

本研究目的在探討輔導教師接受焦點解決督導員訓練方案之成效。此8.5 日共51 小時的訓練方案，邀請15 位高中職輔導教師參與受訓，於訓練過程，受訓者填寫單元課後滿意度問卷、諮商督導量表、個人準備度評估問卷及學習效果自陳問卷，並於訓練結束時及一個月後參與焦點團體訪談，其中4 位全勤受訓者亦接受個別訪談。本研究以量化與質化方法分析各研究資料，研究結果以Kirkpatrick四層次教育訓練成效評估模式呈現之：（1）課後反應：受訓者對方案感到滿意，講師、同儕、課程為主要因素；（2）學習效果：受訓者經訓練後，於諮商督導能力之認知概念、情意態度及行為技巧有顯著提升。同時亦習得焦點解決督導（SFS）與高中職輔導教師督導相關知能，提升擔任督導員之預備度；（3）實際行為：能執行SFS 於學校輔導工作（如提供督導、諮詢）及自我督導；以及（4）訓練成果：提升學校輔導工作效能與人力資源（如行政效率與夥伴關係）。最後，本研究根據研究結果，針對影響訓練成效之因素、SFS 與校園文化的適配性等進行討論，並對未來相關訓練、研究與制度提出建議。

The purpose of this study is to examine the effect of a Solution-Focused Supervision (SFS) training program for senior high school counselors. This study used a mixed method design. Fifteen senior high school counselors underwent a total of 51-hours of SFS training over 8.5-days The program contained four parts: (a) supervision, including instruction on basic concepts, rules, forms, and ethics of supervision;(b) SFS, including the important characteristics, components, processes, skills, and forms of SFS;(c) discussing the multi-faceted role of the school counselor and existing school counselor supervisory models; and (d) how to combine SFS with school counselor supervision and how to prepare for an SFS supervisor. All the trainees attended two focus-group interviews, one right after training and the second one month later. During the interviews, all trainees completed reaction sheets and the learning self-report inventory. All participants also completed the Supervisory Competence Scale and readiness assessment sheets before and after their training. After one month of training, all trainees were required to submit one supervisee’s feedback sheet. To solicit more detailed feedback about the training program, 4 trainees who had full attendance participated in semi-structured interviews. The data of the reaction sheets and learning self-report inventory were analyzed through descriptive statistics while a paired-sample t test was conducted on the readiness assessment sheet and supervisory competence scale. After performing a homogeneity test, a dependent sample t test was conducted. In addition, the qualitative data was analyzed by qualitative methodology. The method used by the qualitative analysis team was open coding. The Kirkpatrick’s Four-Level Model was used to evaluate the effect of this SFS training program. The main four levels of the Kirkpatrick’s Four-Level Model include: (a) Reaction, the trainees’ feelings toward the program; (b) Learning, the degree of trainees’ acquisition of knowledge, skills, and attitudes; (c) Behavior,what has been learned is expressed in trainees’ concrete behaviors; and (d) Results, the impact of training on the trainees’ organization. Different qualitative and quantitative research data were selected and analyzed for each level. The results found trainee improvements in all four levels of Kirkpatrick’s model. For the Reaction level, trainees reported high satisfaction with the program, and especially appreciated the content of the program and training methods. Peer learning and peer support were mentioned positively by most of the trainees. For the Learning level, there was a significant difference in the scores for the Supervisory Competence Scale, which demonstrates that the trainees improved their knowledge (t = -7.22, p < .001, d = 4.13), attitudes (t = -5.56, p < .001, d = 2.97), and behaviors (t = -6.36, p < .001,d = 3.40). The difference between the pretest and posttest scores on the learning self-report inventory was also significant. Moreover, this SFS training program enhanced the trainees’ readiness to supervise school counselors, ability to conduct self-supervision, and also simultaneously increased their competencies as a school counselor. For the Behavior level, trainees implemented SFS as a supervisor. They additionally internalized the concepts of the solution focused approach into their work and changed behaviors in their personal lives. Finally, for the Results level, both the trainees and their supervisees achieved their supervision goals and felt empowered during the process of supervision. The clients of supervisees also reported positive changes. All trainees indicated their school counseling work and communication with staff became more efficacious. This study supports the SFS model as an effective and highly practical model, and fits campus culture in Taiwan. Based on these findings, the study discusses the factors present in this SFS training program that either facilitated or hampered learning, and provides suggestions for SFS training, government policies for the supervision system in school, and future studies.