The Wizard of Oz of School Counselors: Participating in the Training Program of Dual Emotional Regulation Study

• Main Authors: Ho, Pei-Ju, 何佩儒
• Other Authors: Wang, Li-Fei
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/yzh3p2

碩士 === 國立臺灣師範大學 === 教育心理與輔導學系 === 105 === The purpose of this study is to explore the experience of school counselors of junior high school and elementary school participating in the training program of "Dual Emotional Regulation (DER)” study. Four school counselors participating in the training program were invited to conduct semi-structured interviews and the data was analyzed by categorical-content model to cross-case significant topics to present the change of participants‘ adjustments of their strategies. The results of the study are as follows: 1. Predicament and adjustment in school system The study found that school counselors of junior high school and elementary school faced with the dilemma of “not be understood by guide teachers ", and the school counselors of elementary school are also faced with the dilemma of "not be supported by school administrative system” They are eager to be supervised because of consciously lack of group practice and supervision experience. After DER training, the school counselors can adjust their system contradictions in the school system. Learning experience in DER group supervision make school counselors accept gradual growth, to perceive the small progress in the surrounding system, and escape their self-blame, to be firm in his own direction, and to act more bravely when confronted with difficulties. The on-going assessment of counseling effectiveness and system is essential in the ecological cooperation. Through the assessment, school counselors can invite guidance teachers to enter into cooperation, and to form a consensus of cooperation in the process of dialogue and assessment. In the process of systematic cooperation, school counselors and guide teachers break through each other's myths and perspective. 2.The relevant factors that influence of adjustment after DER group supervision The study found that the learning elements of DER group supervision included six themes: (1) to break through in a receptive environment; (2) to enhance the guidance and leadership skills of the group through theoretical and practical exercises and supervision; (3) can accumulate and develop their own group characteristics in the repeated and deepened DER architecture;(4) Basic psychological needs to meet to enhance self-efficacy; (5) to see demonstration from the supervision and partners , (6) immediate feedback to enhance the group cohesion and become a cross-school resource network. 3. The significance and value of DER Group supervision to participants The experience of the training program of DER study enables participants to rethink their own role as a reposition in the system, and use the theory of Learning in the Group supervision to change the important people of the surrounding ecosystem. The training program of DER study make school counselors more stable and forward.