| Summary: | 碩士 === 國立嘉義大學 === 輔導與諮商學系研究所 === 101 === Abstract
Among the 1563 counseling psychologists in Taiwan, it is estimated that the majority provides professional counseling services at college settings. As the diversity of the cultural background among students increased by over 300% since the Psychologist Act was established, the challenge for college counselors to provide professional services is greater than ever, thus it is obvious that there is a need to define a standard for college counselors regarding professional competencies.
Three certified counselors with over three years of working experience as college counselors were invited to participate in this study by qualitative measures. Cross case and content analysis methods were adopted to analyze data obtained from semi structured interviews. The four main purposes of this study were to discover (1) how college counselors perceive their learning experience while enrolled in counselor education programs; (2) what are the competencies required for their profession including how they handle student problems; (3) what their duties and responsibilities are; and (4) provide practical suggestions on better preparing future college counselors and determine necessary competencies for college counselors.
Research findings are as follows:
1. Formal training experiences which are perceived to be beneficial towards the development of college counselors include multicultural awareness, gender awareness, career counseling, counseling simulations and drills, practicum and internship, supervision, and understanding the workplace environment in advance. Attending seminars, workshops and conferences were perceived as the most beneficial informal training.
2. Professional knowledge should include areas relating to problems students seek counseling for, such as schoolwork, interpersonal relationships, sexual orientation, domestic issues, emotional issues, self-exploration, foreign student adjustments, and career planning issues. Professional skills should include counseling, class guidance, administrative and coordination skills. Professional attitude include constant learning, self-caring, cooperative and reflections on a regular basis.
3. College counselors are required to handle a great deal of administrative affairs aside from providing counseling services, which could be frustrating as the workload of administrative affairs is usually much greater than both direct and indirect counseling services.
4. Counselor education programs could better prepare future college counselors by enhancing training in regards to multiculturalism, social context, gender awareness, and career counseling. Increasing requirements on the minimal credits required for graduation or determine more obligatory courses might be a way to broaden professional knowledge of students. More experiential training and case studies should be conducted during classes or by arranging more relevant seminars or workshops. Also, the fostering of a constant learning and responsible attitude is much needed for this profession.
Based on the findings of this study, professional competencies which are categorized into knowledge, skills and attitudes were proposed, and practical suggestions were made to better prepare future college counselors.
Keywords: College Counselor, Professional Competency, Counselor Education
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