Abstract

Fostering the development of the therapeutic use of self on behalf of another in counseling trainees involves multiple elements. This article focuses on three domains central to achieving this aim within a particular counselor education program, focusing on our program philosophy of “self as instrument” and the program’s dual role of individual student development and professional gatekeeping responsibility. The article describes, first, the development of students’ use of self and capacities for empathy, attunement, and self-awareness in the clinical skills course; second, academic support for critical thinking and multiple perspectives in the co-curricular “transition to graduate school groups”; and third, the consolidation of relational, cognitive, and theoretical skills in the capstone learning experience of field training, demonstrating trainees’ ability to use these skills judiciously, ethically, and beneficially.

摘要

要促進輔導學員學懂「運用自我」達到治療效果，當中涉及多項元素。本文以一個特定的輔導教育課程為例，集中討論為達成這目標的三個關鍵領域。該課程的理念是「把自我作為工具」，並強調既要促進學生個人發展又要負起專業把關責任這雙重角色。首先，文章描述如何令學生懂得運用自我，以及如何在臨牀技巧學科上建立學生的同理心、「調頻」和自我意識等能力；接着，介紹「與研究院學習接軌」這「聯同課程」如何在學術上建立學生的批判思考能力和多元視角；最後，綜述如何在實習訓練上鞏固學生的關係建立、認知和理論運作技巧，並展示如何以審慎、合乎道德守則和以他人利益為首的態度運用這些技巧。

Abstract

This study explored the mentoring relationship in counselor development and examined how the encounter with mentors influenced the personal and professional development of counselors. Qualitative research methods based on semi-structured and in-depth interviews with professional counselors were used in this study. Two domains, the personal development domain and the professional development domain, were suggested in the examination of the transcripts. Under these two domains were categories that included: The mentor helped the mentee to identify personal strengths; the mentor helped the mentee to explore identity issues; the mentor served as the mentee’s healer, supporter, and encourager; the mentor inspired the career development of the mentee; the mentor played the role of a coach in the mentoring relationship; the mentor influenced the mentee in choosing a specific counseling approach; and the mentor played the modeling role. Findings were discussed in relation to counselor training and future research directions.

摘要

本研究旨在探索師徒關係在輔導員發展中所扮演的角色，並探討與師傅的相遇如何影響輔導員的個人及專業發展。研究以專業輔導者為對象，採取質性研究的深度訪談法進行訪談並收集資料，從訪談逐字稿中歸納了「個人發展」和「專業發展」兩個範疇，在兩個範疇下再歸納為幾個類別，當中包括：「師傅幫助徒弟發掘個人強項」、「師傅幫助徒弟建立專業身分」、「師傅是徒弟的治療師、支持者和鼓勵者」、「師傅啟迪徒弟的事業發展」、「師傅在師徒關係中扮演教練的角色」、「師傅影響徒弟的輔導取向」及「師傅是徒弟的楷模」等。最後，本文根據研究結果，對如何加強輔導訓練課程內容和未來研究方向提出建議。

Abstract

The Division of Counseling and Psychology at Lesley University, U.S., recognizes the importance of training culturally competent counselors. To this end, it engages in ongoing transformation of its curriculum on behalf of a classroom experience that understands the individual within a sociopolitical context. Our pedagogical approach emphasizes the importance of examining students’ identity and position in relation to others in the U.S. and the world. As a result, multicultural, feminist and liberation pedagogy and concerns for social justice have been integrated into the curriculum. Our pedagogical approach encourages awareness, understanding and the development of culturally relevant counseling skills. Safety in the classroom, critical thinking, theoretical exploration, and related activities are central to the development and implementation of our culturally sensitive methods. In teaching to transform, we ask counseling psychology educators and students to look beyond their boundaries and borders in order to develop a more global understanding of counseling philosophy and training.

摘要

美國萊斯利大學（Lesley University）輔導與心理學部正視培養具備多元文化素養輔導員的重要性。為此，該學部不斷改善其課程取向，使學生在課堂上能夠理解社會政治脈絡對個人的影響。教學進路引領學員從美國本土和國際視角探索個人身分和位置。同時，多元文化、女性主義和解放的教育，以及對社會公義的關注，都融入課程之內。教學上重視認知、理解和配合多元文化背景的輔導技巧。為了使學員建立多元文化的觸覺，課堂必須要是個安全的環境，促使學員進行批判思考和理論探索，並參與課內活動。在促進學生轉化方面，我們要求輔導心理老師和學生超越自己的界限和藩籬，以便能對輔導的哲學和訓練有更廣闊的視野和全面的理解。

Abstract

Contemporary graduate training in counseling demands an increased focus on understanding and intervening in the many recognized forms of posttraumatic reactions. From natural disasters to human violence inflicted on a domestic, national, and international scale, traumatic events are currently understood to be normative rather than outside the range of usual human experience. Thus, understanding posttraumatic experience is important for general counseling practitioners as well as for trauma specialists. However, there have been relatively few attempts to integrate several decades of clinical trauma research and interventions into counselor training programs. This article describes the values, structure, and methods associated with trauma training within a graduate counseling program. It also describes some of the necessary general educational factors that support students who engage with this difficult material.

摘要

現今研究院的輔導課程需要培訓學員認識創傷後的不同心理反應和介入方法。無論是天災或人禍，亦不論禍害殃及一地、一國或國際社會，創傷事件已不再被視作超越人類的經驗，反而是人類常有的體驗。因此，了解創傷後的心理體驗對一般的輔導從業員和創傷治療專家都很重要。臨床的心理創傷研究與介入雖然已有數十年歷史，但心理輔導培訓課程卻少有把它整合於課程上。本文介紹將創傷治療培訓整合於研究院心理輔導課程的價值、組織結構和方法，並描述能協助學生面對這類可能令他們難過的創傷治療教材必備的教育條件。