Abstract

This study examines the format, purpose, relationship, use of authority, and ideal of social work supervision in the cultural context of Hong Kong. A grounded theory approach was used to explore the experiences and views of local supervisors and supervisees, the participants in seven focus groups and forty in-depth interviews, to construct a cultural model within the local context of Hong Kong.

It was found that the format of supervision in Hong Kong is relatively loose. Written agendas and supervisory contracts are seldom used. Both supervisors and supervisees view successful client outcomes as the major purpose of supervision, but supervisors see the process as a rational and systematic tool for safeguarding the standard and quality of service, whereas supervisees hope that supervision will provide emotional support and foster teamwork.

The supervisory relationship is both personal and professional. Tension is reduced by the traditional Chinese cultural values of reciprocity: qing, yuan, and “face.” The use of supervisory authority reflects the political strategy of the British–Hong Kong government — “consensus by consultation and consent” — which was used to reduce conflict and gain acceptance. Supervisory practice in Hong Kong is a combination of, and compromise between, the North American concept, the British system, and the Chinese culture. Four major cultural themes were identified, namely time perspective, concept of space, value orientation, and attitudes. Implications for practice, research, and education were also discussed.

摘要

本研究檢視在香港文化裏，社會工作督導的形式、目標、關係、權力運用和理想方式，並運用紮根理論（Grounded Theory）及7個焦點小組和40個深入面談，探討本地督導者與被導者的經驗和看法，從而建構香港本土的文化模式。

香港的督導方式較北美鬆散，白紙黑字的議程和督導契約很少派上用場。無論督導者及被導者皆視成功疏解案主的問題為督導目標。然而，督導者視督導歷程為理性及有系統的工具，以保證服務質素；被導者則盼望督導能帶來情緒支援，提升團隊協作。

督導關係是既個人又專業的；中國文化價值中的相互關係──包括「情」、「緣」及「面子」，能減輕關係的緊張。督導權力的運用正好反映港英政府「從諮詢和同意中達致共識」的政治策略，藉以減少衝突和增加認受。

香港的督導實踐是北美概念、英式制度和中華文化和衷共濟的結果。本文認定了督導中的四個主要文化課題（包括時間、空間、價值取向、態度），並討論它們對督導實踐、研究和培訓的影響。

Abstract

The need for a common understanding and implementation of an accountable and sustainable curriculum on supervision in counseling is deferred far too long in Hong Kong. This article first distilled experiences from both the United States and Britain, then situated a detailed discussion on the nature of supervision within the context of the current public policy reforms. It then went on to build a set of theoretical and practical assumptions which boldly saw the new curriculum as, at once, input, content, and outcome in context as well as praxis. This new curriculum is currently being road-tested under a supportive supervision scheme in a collaborative effort between a professional association and a team of consultant supervisors and trainers from a university, the first ever introduced in Hong Kong. The scheme aims to build professional capacity in certified supervisors for the counseling profession.

摘要

專業輔導／諮詢服務在香港已有三十多年歷史，但對於英、美一些專業學會對輔導師接受督導的嚴格要求，卻長久未有專注的規劃，原因之一可能與合格督導師的供求失衡情況有關。本文基於在香港研發的一個督導師培訓課程，提出一套嶄新而又完整的理論基礎和實踐導向。課程結構的獨特之處在於綜合了投入和成果、內容與實踐。課程的核心價值是將培訓內容建基於督導師在多種權力運用的演化上，從而提升成為個人道德的一種日常實踐。在香港，這種對專業輔導／諮詢服務中督導培訓的再規劃屬先行者，對解決合格督導師的供求失衡問題能有一定貢獻。

Abstract

As Hong Kong teaching faculties of the Ackerman Institute for the Family, the authors share their experience and reflection on the Ackerman Approach of clinical supervision. The aims of this article are to inform those who are interested in systematic and intensive family therapy training an approach that is available in Hong Kong, and to invite exchange among different family therapy approaches on their training models.

The Ackerman Approach developed four guiding principles of practice: both-and, relational, transparency, and collaboration. Under these principles, a unique model of clinical supervision — transparent, collaborative, gender, power, and culture-sensitive — was developed. The model actively develops a trainee’s ability to understand and intervene at multiple levels of the family’s experience and the personhood of the therapist.

摘要

過去七年，楊震－艾克文進深家庭治療課程訓練了一批本地家庭治療師及家庭治療本地導師。數位本地導師透過本文章，分享她們在艾克文臨床督導模式中的經驗及反思。

艾克文家庭治療有四項介入原則：「容納矛盾」、「重視關係互動」、「治療過程具透明度」及「與家庭並肩」。根據這四項原則，發展出一套獨特的臨床督導方法，特點包括：「高透明度」、「容納學生個人特性」及「醒覺多元文化、性別角色及社會權力不均對家庭產生的影響」。訓練的目的一方面是發展學生了解及以多角度介入家庭經驗的能力，另一方面是增加學生在輔導過程的洞察力，從而加強家庭治療的效能。

摘要

本文記載了一項分析52個香港婚姻故事的嘗試。作者探討這群夫婦對婚姻生活的觀感，尤其是他們對發展夫婦關係的看法，最後鑑定出並討論了七項發展夫婦關係的要素，包括了解配偶、接納配偶、支持配偶和自己、認識和改變自己、對婚姻的重視和委身、有效溝通，以及良好的姻親關係。本文最後討論分析方法、資料的真確性和可信性，以及研究的限制、價值和含義等。

Abstract

This article reports an attempt of analyzing fifty-two marriage stories in Hong Kong. The perceptions of the couples toward their marriage lives are explored, with specific reference to their views of developing marital relationship. Seven elements of developing marital relationship were identified and discussed. They include: understanding spouse, accepting spouse, supporting spouse and oneself, self-understanding and renewal, commitment to marriage, effective communication, and good relationship with relatives. Lastly, the author discussed the method of analysis, the authenticity and creditability of data, and the limitations, values and implications of the research.

摘要

課程改革是教育改革的要項，而成長課則是學校輔導中全方位輔導系統的重點。本文探討課程改革與學校輔導在香港教育改革中的位置，以及它們與教育改革的關係。文章首先討論教育改革和輔導的基本精神，然後討論課程改革與成長課的關係及互相重疊之處，並建議一個融合以上系統的理念架構。最後，本文提出在跨越界限（border crossing）時，教育工作者和輔導人員要留意的地方。

Abstract

One of the important aspects of education reform is curriculum reform, in which the personal growth curriculum is a vital part of the comprehensive guidance system. This article first discusses the role of curriculum reform and school guidance within the overall framework of education reform in Hong Kong. The discussion then focuses on the relationship and overlaps between curriculum reform and personal growth curriculum, and recommends a conceptual framework that incorporates the above systems. The article concludes with some essential points that educators and counseling professionals should take note of when crossing borders.