摘要
本研究旨在探討焦點解決督導對高中職輔導教師輔導自我效能內涵之影響。本研究邀請接受過焦點解決督導的五位高中職輔導教師進行個別事後訪談，以半結構式深度訪談蒐集資料。訪談資料以質性研究開放性編碼進行資料分析，並參考輔導教師自我效能相關文獻加以歸納。研究結果發現，焦點解決督導能提升高中職輔導教師六大向度二十三小類別之輔導自我效能，且輔導自我效能內涵之間呈現動態循環的發展關係，整理如下：
ㄧ、輔導工作價值效能：包括更認同及肯定個人專業角色、更認同及肯定輔導工作的價值及助益等二類。
二、輔導工作推展效能：包括更有效能的推展輔導工作、能轉化不利輔導工作推展的影響等二類。
三、資源系統合作效能：包括更有系統觀的成功運作資源系統合作、能利用諮詢與教師及家長創造正向合作關係、能促使教師及家長建構有效解決學生問題策略、能創造學生正向人際互動經驗等四類。
四、諮商技巧與歷程效能：包括能轉正向眼光解讀個案、能強化個案的優勢資源及能力、能與個案建立正向合作的諮商關係、能與個案合作訂定合理的解決目標、能與個案合作訂定可行的行動方案、能重建個人後續諮商能量及方法、能提升個案改變動力與方法、更相信個案是解決自己問題的專家、更有信心運用SFBT專業知能與諮商技巧協助個案、對整個諮商歷程的進行更有方向性等十類。
五、困難危機個案處理效能：包括增進辨識及處理困難或危機個案的專業知能、能提升處理非自願個案的專業知能等二類。
六、自我價值覺察效能：包括更能覺察及尊重人的多元價值、能檢視並避免個人主觀因素影響個案、更能肯定自我價值等三類。

Abstract
The purpose of this study was to examine the effect of counseling self-efficacy connotations of solution-focused supervision on senior high school counselors. Five senior high school counselors, who had accepted the solution-focused supervision before, were invited to conduct an individual post-interview. The collected data collected through semi-structured in-depth interview were analyzed by the open coding, and integrated the results based on literature of counseling self-efficacy connotations of school counselors. The study found that solution-focused supervision increased these senior high school counselors in six dimensions and twenty three categories of counseling self-efficacy connotations, and the development of dynamic circulation appeared among these counseling self-efficacy connotations, which were listed as below:
1. The value of counseling work dimension consists of two categories which were ‘more recognition and affirmation of the individual’s professional role’, and ‘more recognition and affirmation of the value and benefits of counseling work’.
2. The promotion of counseling work dimension consists of two categories which were ‘more effective promotion of counseling work’, and ‘transformed the influences of the adversities faced in promoting counseling work’.
3. The resource scheme cooperation dimension consists of four categories which were ‘more systematic in operating the resource scheme cooperation’, ‘using consultation as a way to create a positive and cooperative relation between teachers and parents’, ‘encouraging teachers and parents to come up with an effective strategy to solve students' problems’, and ‘enabling students to have a positive interpersonal experience’.
4. Counseling skills and process dimension consist of ten categories which were ‘positive interpretation of the client’s situation’, ‘strengthening the advantages and the abilities of the client’, ‘establish a positive and cooperative relationship with the client’, ‘cooperation with the client in setting a feasible solution’, ‘cooperation with the client in setting a viable action plan’, ‘reconstruction of one’s energy and method in the follow-up counseling’, ‘enhancing the client’s motivation and method to changes ‘, ‘more convinced that the client as the expert to solve his or her own problems’, ‘more confident in using the SFBT knowledge and counseling skills to assist clients’, and ‘more directional in conducting the counseling process’.
5. Helping clients of difficulty and in crisis dimension consist of two categories which were ‘enhance the professional knowledge of the ability to identify and deal with difficult clients or clients in crisis’, and ‘enhance the professional knowledge of the ability to deal with involuntary clients’.
6. Self-worth awareness dimension consists of three categories which were ‘more aware and respect the diversified values of people’, ‘able to scrutinize and avoid subjective factors that influence the client’, and ‘higher recognition of self-worth’.
Finally, based on the research results and the discussions made on the study, concrete suggestions are provided for senior high school counselors, supervisors of senior high school counselors, authorities concerned and for future research as well.

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