本研究旨在探討受督者自覺諮商情境相關情緒在督導中情緒覺察的歷程。主要的研究問題包括：在諮商督導中，當受督者提及諮商情境相關的情緒，督導者協助受督者覺察情緒的歷程由哪些階段與範疇組成？受督者諮商相關情緒的覺察歷程在不同次督導晤談中或者在不同督導配對中有何異同？受督者覺察諮商相關情緒之後有何收穫，以及督導者如何協助受督者覺察諮商相關情緒。本研究邀請三名碩士以上學歷，有7年以上督導實務經驗，且在督導中重視情緒覺察的合格諮商心理師為督導者，並就她們目前督導的諮商員中，邀請三位願意開放自己經驗被研究者為受督者，三位受督者除一位為大學學歷之外，其餘兩位為博士層級研究生，均具有5年以上諮商實務經驗，共形成三組督導配對。本研究所蒐集的資料包括三組督導配對連續六次的督導晤談錄音、每位督導者與受督者的一次初次訪談、每位受督者每次督導後的事後訪談、以及督導者與受督者一至三次的回顧訪談。本研究以情緒覺察事件為研究焦點，以發現式取向的改變歷程研究為研究取向，資料分析方法則採用紮根理論的開放性譯碼與主軸譯碼分析。
研究結果發現：受督者自覺諮商情境相關情緒在督導中的情緒覺察歷程主要會經歷「預備探索情緒」、「情緒體驗探究」及「情緒確認與領悟」三大階段。在預備探索情緒階段，包括「對被引發的情緒感到困惑」與「主動提及諮商互動與被引發的感受」兩個範疇。在體驗探究階段，則可分為「情緒再體驗」與「認知探究」兩個範疇，情緒再體驗又包括正視感受、感受喚起，以及感受分化三個次範疇，認知探究則包括探索與案主人際互動中情感經驗的關連、探索受督者背後的假設或信念，以及探索與受督者個人經驗或議題的關連。情緒確認與領悟階段，包括確認自己內在感受，以及洞察情緒背後的源由。受督者在覺察諮商情境相關情緒之後的收獲包括：情緒釋懷、接納自己的現況、能力感、增加情緒處理能力，以及促進專業統整等方面。督導者協助受督者覺察諮商情境相關情緒的主要督導介入包括提供安全與支持、情緒辨識與聚焦、情緒澄清與確認，以及情緒與認知的連結。
最後，依據研究結果，對督導實務與訓練、諮商員教育，以及未來研究提出具體建議。

The purposes of the study were to analyze the supervisee’s emotion awareness process, the supervisor’s interventions, and also the effects of emotion awareness. Tree dyads of supervisors and supervisees were participated in the study. The supervisory processes were recorded and transcribed in six times. Moreover, three supervisees were interviewed to understand their personal experiences. Qualitative analysis was applied to the collected data. The results of the analysis were as follow:
1. The supervisee’s emotion awareness process included tree stages: position to explore, experience and probe, and insight.
2. In the stage of position to explore, the supervisees were confused about their feelings, stated the feelings caused by client, and described the specific scenes and her reactions at that time.
3. In the stage of experience and probe, the supervisee would acknowledge the feelings, have emotions arousal, differentiate the feelings. Sometimes, the supervisee would probe their beliefs, explore the relationship between emotions and client’s dynamic or supervisee’s personal issues.
4. In the stage of insight, the supervisee would validate the emotions, recognize the link between feelings and client’s dynamic, aware the core belief, or aware the personal issue.
5. The effects of emotion awareness included of letting go the emotions, self-acceptance, feeling competence, increasing the ability to contain emotions and empathy, and also helping the integration of theory and practice.
6. The functions of the supervisor’s interventions were to provide safe and holding, focus on the emotions, clarify the emotions and get the validation, and expand the link between emotion and cognition.
According to the results of the study, suggestions for supervision, counseling education, and future research were provided.

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