HKIER

Abstract

The purposes of this study were to evaluate the effectiveness of a counseling skill training course, to examine counselor's skills, helpee's self-involvement in relation to counseling outcome, and to investigate changes of both counselor's and helpee's responses within and across counseling sessions. 24 university students majoring in counseling enrolled in a 32 hour's counseling training course and they served as the experimental group. Another 19 non-enrolled students from the same class served as the control group. The training course provided lecture, modeling, role-play, and coaching counseling skills. In addition, each enrolled student was required to conduct and audiotaped four real counseling sessions with highg school students. The effectiveness of the training course was evaluated by a post written test on counseling responses to compare differences on scale scores between the two groups. Counselor's and helpee's verbal responses, and counseling outcome were also evaluated through counseling audiotapes by using Carkhuff's scale and other measures. Major findings in this study were: no significant differences were found on counseling skill improvement between the two groups, although a tendency showed that relational building skills were improved and variations of these skills were minimized among enrolled students after the training course was completed. A high positive correlation existed between counselor's confrontation skill, helpee's self-involvement, and counseling outcome. Counselor's and helpee's responses changed and moved toward higher scores on Carkhuff's scale and helpee's self-involvement scale within each counseling session. Similar results didn't show across counseling sessions. Finally, suggestions about providing counseling training program were addressed, defects in measurement and issues in conducting counseling research were raised.

摘要

本研究旨在探討諮商技巧訓練的效果，接受訓練的大學生諮商員使用的諮商技巧、受輔者自我涉入與諮商效果間的關係、及以探討隨著諮商次數的增加，受訓練的大學生的囗語諮商反應與受輔者反應的變化俏形。24名大學生註冊為期32小 時的諮商技巧訓練課程，作為實驗組。另外19名同系、同班未註冊的大學生為控制組。訓練課程以授課、示範、角色扮演、教導練習諮商技巧為主。此外，受訓學生還要實地進行並且錄音與中學生連續四次的真實諮商談話。本研究的主要發現是：訓練課程結束後，實驗組受試的諮商技巧並沒有在諮商員反應量表的得分上顯著優於控制組的受試，但是實驗組在輔導關係技巧上的平均數略優 於控制組，且變異數略小於控制組。受試學生諮商員的面質技巧與受輔者自我涉入，與諮商效果之間有正相關。在同一諮商談話中，諮商員與受輔者的口語反應，隨著談話的進展，顯示越來越好，但這種變化並未因著諮商談話次數增加而有所不同。本文亦討論到訓練課程的安排及改進、測量工具的檢討，以及進行諮商研究要注意的事宜。