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研究生:郭洪國雄
論文名稱:焦點解決短期諮商訓練--對國中輔導老師諮商效能之分析研究
指導教授:蕭文蕭文引用關係
學位類別:博士
校院名稱:國立彰化師範大學
系所名稱:輔導與諮商學系所
學門:社會及行為科學學門
學類:心理學類
論文種類:學術論文
論文出版年:2004
畢業學年度:92
語文別:中文
論文頁數:233
中文關鍵詞:焦點解決短期諮商諮商訓練諮商效能
外文關鍵詞:Solution-Focused Brief Counseling (SFBC)Counseling trainingcounseling efficiency
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本研究以小班教學的型式,規劃並實施一系列焦點解決短期諮商訓練課程,主要在探討參加此訓練課程的八名國中輔導老師,對於焦點解決短期諮商相關概念的認知程度、接受程度與認知改變,以及相關技術的應用結果,並以訓練期間和訓練結束之後的訪談以及接案逐字稿,做為分析與探討參加訓練的國中輔導老師,參與焦點解決短期諮訓練之諮商效能。
本研究採用焦點解決短期諮商為主要訓練模式,以高雄縣市國中輔導主任或輔導老師為對象,實施六週八個單元,總計二十個小時的訓練課程。本研究課程訓練所採用之焦點解決短期諮商,係以de Shazer (1985)、 Metcalf (1998)、Hawkes, Marsh,& Wilgosh (1998)以及De Jong與Berg (1998)所提出的焦點解決短期諮商之理論依據,設計一套兼重講授、分享、討論、技巧示範、角色扮演以及個案問題解決等之方案設計。訓練的主要目的是要協助參與訓練課程的輔導老師學習1、用正向、積極的態度面對學生的問題,建構解決問題的目標;2、著眼於解決問題的方法而非探討問題的成因;3、重視每一個小小的改變;4、如果方法無效,就做一點和以往不一樣的;5、尋找例外的經驗,即是解決問題的契機;6、運用各種解決問題的技術;7、運用讚美增進學生的自我概念與增強學生的正向行為;8、執行家庭作業以維持八名國中輔導老師的訓練效果。諮商效能係以八名國中輔導老師,於訓練期間與訓練結束之後之訪談逐字稿、訓練期間單元學習檢核表、以及八名輔導老師於八個單元訓練結束後的接案逐字稿與接案自我效能檢核表等資料,了解八名國中輔導老師在接受焦點解決短期諮商之訓練後,對相關概念與技術的理解程度、接受程度與認知改變,以及其諮商效能。
本研究的主要發現如下:(一)本訓練確實有助於增進輔導老師對焦點解決短期諮商的理解程度;(二)本訓練確實有助於提升輔導老師對焦點解決短期諮商的接受程度;(三)本訓練可以澄清並擴增輔導老師原本對焦點解決短期諮商的認知;(四)輔導老師對焦點解決短期諮商之理解與接受程度,隨著訓練的進行呈現提升的趨勢。在輔導老師諮商效能的影響部份:(一)本訓練確實可以增進國中輔導老師未來面對輔導工作之信心指數;(二)本訓練確實可以增進國中輔導老師應用焦點解決短期諮商之有效程度;(三)本訓練確實可以增進國中輔導老師諮商效能;(四)輔導老師對應用焦點解決短期諮商於未來輔導工作之信心指數,隨著訓練的進行呈現提升的趨勢。(五)輔導老師對應用焦點解決短期諮商之諮商效能,隨著訓練的進行呈現提升的趨勢。
最後則根據本研究的結果與發現提出若干建議,提供輔導老師教育訓練、訓練課程的規劃與實施,以及未來研究的參考。

關鍵字:焦點解決短期諮商、諮商訓練、諮商效能
This research is based on a small-sized class model, through a series of Solution-Focused Brief Counseling (SFBC) training programs, to further analyze and evaluate the eight junior high school counseling teachers who are selected to join this program in the changes of acceptance and cognition of SFBC. In addition, combining with related technologies used during and after the training will incorporate with interviews and case studies being reported in order to evaluate the efficiency of the SFBC training program.
This training adapted solution focus as the main model, aimed at the counseling directors and teachers in the Kaohsiung city and county. This six-week, totally eight units for twenty hours training program is on the basis of the solution focus theory by De Shazer (1985), Metcalf (1998), Hawkes, Marsh, Wilgosh (1998), De Jong and Berg (1998), and the device varies in the forms of lecture, sharing, discussion, demonstration, role play and case study.
The main purpose of this training is to help counseling teachers in learning as follows:
1. Face the students’ problem with a positive attitude.
2. Focus on solving the problems instead of finding the root causes.
3. Pay attention to every slight change.
4. If the old measure fails, then try something different as an alternative.
5. Search for usual experience for possibilities of solving the problems.
6. Encourage students’ self-concept and positive behaviors through praise.
7. Maintain the effectiveness of training by assigning work to the trainees.
Counseling efficiency of the eight counseling teachers is evaluated by interview report during and after the training. The evaluation consists of evaluation form which is divided into eight training unit, and the interview report and self efficiency evaluation for the case study after the training is to understand the eight counseling teachers’ changes in awareness, acceptance and cognition for the concepts, skills and the efficiency of the SFBC.
The major findings of this research are as below:
1. This training is to improve counseling teachers’ awareness in SFBC.
2. This training is sure to enhance counseling teachers’ acceptance to SFBC.
3. This training can clarify and expand the level of the cognition in SFBC.
4. The teachers’ awareness and acceptance are tend to improve during the training.
The impact on the counseling efficiency:
1. This training is sure to increase the level of confidence by applying to the skills for junior high school counseling teachers.
2. This training is sure to improve the effectiveness of brief counseling for junior high school counseling teachers.
3. This training can enhance the efficiency of counseling for junior high school counseling teachers.
4. Junior high school counseling teachers’ confidence in applying SFBC to the future cases increase during the training.
5. Junior high school counseling teachers’ efficiency in applying SFBC to the future cases increase during the training.
Finally, the suggestions based on the research results and findings are served as a reference for counseling teacher training, training program design and implementation and the further studies.

Key words: Solution-Focused Brief Counseling (SFBC); Counseling training; counseling efficiency
目 次
中文摘要………………………………………………………………Ⅲ
英文摘要………………………………………………………………………Ⅴ
目次……………………………………………………………………Ⅶ
表次……………………………………………………………………Ⅸ
圖次……………………………………………………………………Ⅹ
附錄次……………………………………………………………….ⅩⅠ
第一章 緒論
第一節 研究動機與目的…………………..……………………1
第二節 研究問題………………………………………..………6
第三節 名詞詮釋……………………………………………..…7
第二章 文獻探討
第一節 焦點解決短期諮商的源起、概念與理論基礎………...9
第二節 焦點解決短期諮商的策略與運用……………………..25
第三節 焦點解決短期諮商相關實證研究……………………..34
第三章 研究方法
第一節 研究設計………………………………………...… 41
第二節 研究對象…………………………………………….42
第三節 研究工具………………………………………….…43
第四節 實施程序……………………….………….…….….47
第五節 資料處理…………………………………………….49
第四章 結果與討論

第一節 輔導老師對焦點解決短期諮商相關概念與技術之理解程度與接受程度………………………………………………………52
第二節 輔導老師對焦點解決短期諮商相關概念與技術之認知改變..113
第三節 輔導老師應用焦點解決短期諮商相關概念與技術之諮商效能………………………………………………………………..123
第四節 輔導老師對訓練課程之回饋與修正………..……166
第五章 結論與建議
第一節 研究發現與結論…………………………………..179
第二節 建議…………………………………………….187



參考文獻
中文………………………………………………………………193
英文………………………………………………………………196

附錄………………….…………………………………………206


























表 次
表2-1 「傳統」取向與「焦點解決」取向學校諮商之比較…………….……..17
表3-1 參與訓練之八名輔導老師的背景資料摘要表……………………….…42
表4 -1 輔導老師對焦點解決短期諮商精神之理解程度………………………..54
表4 -2 輔導老師對焦點解決短期諮商基本概念之理解程度…………………..55
表4 -3 輔導老師對焦點解決短期諮商技術之理解程度………………………..56
表4 -4 輔導老師對焦點解決短期諮商整體訓練之理解程度…………………..57
表4 -5 輔導老師對焦點解決短期諮商精神之接受程度………………………..59
表4 -6 輔導老師對焦點解決短期諮商基本概念之接受程度…………………..60
表4 -7 輔導老師對焦點解決短期諮商技術之接受程度………………………..62
表4 -8 輔導老師對焦點解決短期諮商整體訓練之接受程度…………………..63
表4 -9 訓練前、訓練期間與訓練後對焦點解決短期諮商概念的認知差異…114
表4 -10 八名輔導老師參加焦點解決短期諮商訓練前後對國中生認知的改變………………………………………………………….…………..…118
表4 -11 輔導老師應用焦點解決短期諮商精神之信心指數………….…….…124
表4 -12 輔導老師應用焦點解決短期諮商基本概念之信心指數…………..…125
表4 -13 輔導老師應用焦點解決短期諮商技術之信心指數…………………..127
表4 -14 輔導老師應用焦點解決短期諮商精神、概念與技術之信心指數…..128
表4 -15 訓練結束後八名國中輔導老師接案內容暨相關技術應用摘要表…..131
表4 -16 八名國中輔導老師應用各種技術統計…………………………..……133

















圖 次
圖4 -1 八個單元理解程度與接受程度之曲線圖……………………………….65
圖4 -2 八名國中輔導老師應用焦點解決短期諮商於未來輔導工作的信心指數趨勢圖…………………………………………………………………….129
圖4 -3 八名國中輔導老師應用焦點解決短期諮商有效程度之平均數………130
































附 錄 次
附錄一 研究說明及同意書……………………………………………………206
附錄二 焦點解決短期諮商取向之諮商教育訓練……………………………207
附錄三 焦點解決短期諮商訓練單元內容……………………………………208
第一單元:踏上新旅程—認識焦點解決短期諮商…………………………..208
第二單元:輔導新視野--焦點解決短期諮商的基本概念……………………209
第三單元:蔽日總有雲開時—例外架構的思惟與語言………………………210
第四單元:從水晶球透視美麗人生--假設架構的思惟與語言………………211
第五單元:數字會說話—量尺架構的思維與語言……………………………214
第六單元:讚美的魔力—激勵架構的思維與語言……………………………215
第七單元:成功大補帖—關係架構和行動架構的思維與語言………………216
第八單元:回顧與展望—換個腦袋再出發……………………………………218
附錄四 焦點解決短期諮商國中輔導老師訓練手冊…………………………220
附錄五 訓練期間訪談大綱……………………………………………………236
附錄六 訓練結束後之個別訪談大綱…………………………………………238
附錄七 輔導老師單元學習檢核表……………………………………………239
附錄八 輔導老師接案自我效能檢核表………………………………………247
參考文獻
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二、英文部分
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Anonymous (1996). Reclaiming her story: Ericksonian solution-focused therapy for sexual abuse. Adolescence, 31, 499.
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Basile S. K. (1996). A guide to solution-focused brief therapy. Counseling and Human Development, 29(4), 1-10.
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Berg, I. K., & De Jong, P. (1996). Solution-building conversations: Coconstructing a sense of competence with clients. Families in Society, 77, 376-391.
Berg, I. K., & Miller, S. D. (1992). Working with the problem drinker: The solution-focused brief therapy approach. Milwaukee, WI: Brief Family Therapy Center.
Berg, I. K. & Reuss, N. H. (1997). Solutions step: A substance abuse treatment manual. W. W. Norton&Company.
Bertolino, B. (1999). Therapy with troubled teenagers. New York: John Wiley.
Beyebach, M., Sanchez., M. S., de Miguel, J. A., de Vega, M. H., Hernandez., C., Morejon, A. R. (2000). Outcome of solution-focused therapy at a university family therapy center. Journal of Systemic Therpaies, 19(1), 116-128. Abstract retrieved, 2000, from PsycINFO Database.
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