本研究旨在探討高中職輔導教師接受焦點解決督導方案之成效，研究目的有：（1）以Kirkpatrick的四層次教育訓練成效評估模式（four-level evaluation model）為架構，瞭解受訓者的課後反應（reaction）、學習效果（learning）、實際行為（behavior）與訓練成果（results）；以及（2）瞭解受訓者對於本訓練方案之相關建議。
研究於初步訓練方案內容形成後，進行專家會議與前導研究，逐漸修正並確定正式方案，最後進行正式研究。正式方案目的為培訓受訓者成為高中職輔導教師焦點解決督導員，進行時間共八日半（51小時），內容主要包括四面向：（1）督導基本概念；（2）學校輔導教師工作內容與學校輔導教師督導三層面；（3）焦點解決督導；以及（4）焦點解決督導應用於高中職輔導教師等相關主題。
研究取向採質化為主、量化為輔，正式研究參與者為15位高中職輔導教師，訓練方案的過程中採用問卷調查（單元課後滿意度問卷、學習效果自陳問卷、準備度評估問卷）、量表（諮商督導能力評量表）測量等方式蒐集量化資料；並採受督者回饋表蒐集質化資料；而於訓練方案結束後，以焦點團體訪談與個別訪談等方式蒐集質化資料。研究資料以t考驗、描述統計與典型一般質化方式進行分析，得出研究結果如下：
一、課後反應：質化結果與量化結果相呼應，顯示受訓者滿意本訓練方案，質化結果進一步探討受訓者滿意課程之緣故，包含（1）講師因素：授課生動且專業豐富；（2）課程內容與形式因素：循序漸進且結合多元形式；以及（3）同儕互動因素：提供支持與互助。
二、學習效果：量化結果顯示顯示受訓者所學與訓練方案目標相符程度高，並支持訓練方案對於受訓者諮商督導能力（包含認知、情意、技能）有統計上的顯著提升。質化結果呼應並進一步顯示受訓者已習得焦點解決督導的相關知能、提升擔任高中職輔導教師焦點解決督導員準備度、重新瞭解並正視輔導教師專業職能與角色定位、瞭解欲擔任高中職輔導教師焦點解決督導員所需知能條件、認同輔導教師接受督導的重要性與重溫焦點解決短期諮商理論與技術。
三、實際行為：受訓者已落實改變於工作領域（實踐焦點解決督導/諮詢，蘊含督導對話與行動的改變、應用焦點解決概念於輔導工作中，提升輔導效能）；以及個人領域（力行焦點解決概念於個人生活，改變原有之生活模式）。
四、訓練成果：學校整體輔導工作效率與人力資源的提升（校內個案服務量穩定成長、行政效率提升與夥伴關係增進、校內系統中夥伴獲得賦能，滾雪球帶動系統中的相互動力、校內教師輔導效能增加帶動案主的正向改變、增加校內焦點解決督導人力）
五、對訓練方案之建議：受訓者對於訓練方案內容、延續訓練方案、課後作業與受訓者先備條件提出相關建議。
研究討論先針對四層次間的關係作探討，共四個部分：（1）相互檢驗、相得益彰—量化與質化結果的綜合討論；（2）觸媒或抑制—影響方案訓練成效之因素；（3）知到行的距離—自學習效果至實際行為間的差異；以及（4）春花秋實、生根發芽—從實際行為到訓練成果。
討論的第二部分為從實踐中探討訓練方案之效益、調整與延伸，亦有四部分：（1）實踐—焦點解決督導的學習與學校輔導教師效能的增進；（2）效益—焦點解決督導與學校文化之適配；（3）調整—從受訓者回饋更貼近實際需要；以及（4）延伸—學校輔導教師督導與教師專業發展評鑑的比較與結合。
最後根據研究結果與討論，對學校輔導教師焦點解決督導方案規劃、高中職學校督導實務、教育當局相關政策以及未來研究四方面提出建議。

關鍵詞：四層次教育訓練成效評估、焦點解決督導、督導員訓練、學校輔導教師督導

The purposes of this study were to (a) examine a Solution-Focused Supervision (SFS) training program using Kirkpatrick’s Four-Level Model of Training Evaluation; and (b) make suggestions for program improvements.
This study used a mixed method design with an emphasis on qualitative analyses. 15 senior high school counselors underwent SFS training and then completed questionnaires (a reaction sheet, learning self-report inventory, readiness assessment sheet, and a supervisee's feedback sheet), and the Supervisory Competence Scale. To evaluate the outcome of the program using the Kirkpatrick’s Four-Level Model, all 15 attended two focus-group interviews. To solicit more detailed feedback, 4 counselors participated in semi-structured interviews.
The qualitative interviews found improvements at all four levels of Kirkpatrick’s model. For Reaction level, trainees reported overall satisfaction with the program, and especially appreciated the content and format. For Learning level, trainees demonstrated clear, positive outcomes. Trainees’ readiness to supervise school counselors and ability to conduct self-supervision also increased. Participants successfully reviewed the principles of solution-focused brief therapy (SFBT) and school counselor competencies. This program was helpful in promoting the identity and the professional function of school counselors. For Behavior level, trainees implemented SFS as a supervisor and applied SFBT as a school counselor. They also used SFBT and SFS concepts in their personal lives. Finally, for Results level, both the trainees and their supervisees achieved their supervision goals and felt empowered. Reports showed that clients also felt empowered and mentioned positive changes, indicating the school guidance work became more efficacious.
During the semi-structured interviews, a common pattern of suggestions appeared. First, trainees suggested that the director of counseling should attend this program. Second, the program should have two-levels of training, the first to review prior knowledge, and the second to teach SFS. Finally, the trainees also commented that the program could be extended to include additional sessions and provide supervision for trainees’ use of SFS. The t-test supported the interviews’ Learning results. There was a significant difference in the scores for the Supervisory Competence Scale showing that the trainees improved their knowledge, attitudes, and behaviors at the Learning level. The descriptive statistics results supported the qualitative results for both the Reaction and Learning levels.
The following were discussed based on the results of the study: (a) the facilitating and non-facilitating factors for the trainees to become a SFS supervisor of high school counselors, (b) the suggestions of the trainees for how to revise the training program, and (c) the plausibility of combining the government policy Teacher Evaluation for Professional Development with this SFS training program.

Keywords: school counselor supervision, Solution-Focused Supervision, Kirkpatrick's four-level evaluation model, supervisors' training

一、中文部分
王文秀（1998）。諮商師被督導經驗對其諮商挫折之因應及其專業成長之影響研究。中華輔導學報，6，1-34。
王麗斐、杜淑芬（2009）。臺北市國小輔導人員與諮商心理師之有效跨專業合作研究。教育心理學報，41（S），295-320。
王麗斐、杜淑芬、羅明華、楊國如、卓瑛、謝曜任（2013）。生態合作取向的學校三級輔導體制：WISER模式介紹。輔導季刊，49（2），4-11。
朱素芬（2009）。高中職輔導教師之督導者專業知能的研究。國立暨南大學輔導與諮商研究所碩士論文。
吳秀碧（1995）。當今台灣督導工作的實施及未來發展方向。國立彰化師範大學主辦「輔導工作國際比較學術研討會」發表之論文（彰化）。
吳武雄、許維素、賴念華（1997）。高中輔導老師角色認定之初探。諮商與輔導，134，40-42。
吳芝儀（2005）。我國中小學校輔導與諮商工作的現況與挑戰。教育研究月刊， 134，23-40。
吳姿瑩（2005）。國民中學輔導教師角色認同與角色實踐之研究。國立台灣師範
大學教育心理與輔導學系碩士論文。
周麗玉（1997a）。國中輔導主任的行政督導與專業督導角色（上）。諮商與輔導，140，7-11。
周麗玉（1997b）。國中輔導主任的行政督導與專業督導角色（下）。諮商與輔導，141，13-15。
林巧雲（2009）。我國師資培育教育實施成效之研究-四層次評鑑模式的應用。國立臺北教育大學教育政策與管理研究所碩士論文。
林伯安（2010）。教學輔導教師培訓方案之成效評估研究。國立臺灣師範大學教育政策與行政研究所碩士論文。
林家興（2002）。中學輔導教師與專業輔導人員工作內容的時間分析。教育心理學報，33（2），23-39。
林家興、洪雅琴（2002）。專業輔導人員參與國中輔導工作的概況與成效。教育心理學報，34（1），83-102。
柯雅瓊（2008）。國中輔導教師受督需求之研究。國立台灣師範大學教育心理與輔導學系碩士論文。
洪莉竹（2005）。創造學校輔導人員的專業定位專業學校諮商師的角色與功能。教育研究月刊，134，11-22。
胡幼慧（1996）。質性研究：理論、方法及本土女性研究實例。台北：巨流圖書。
徐西森（2003）。諮商督導能力評量表之編製研究---以系統取向督導模式（SAS）為架構。國立彰化師範大學輔導與諮商研究所博士論文。
徐西森、黃素雲（2007）。諮商督導理論與研究。台北：心理。
徐宗國（1997）。質性研究概論。台北：巨流圖書公司。
徐雨堤（2009）。高中職輔導教師角色知覺、角色踐履與專業承諾之研究。國立彰化師範大學輔導與諮商研究所碩士論文。
徐堅璽、吳英璋（2003）。校園中輔導專業人員之角色功能：淺談國中輔導教師、心理師、社工師在教改潮流下的合作基礎。學生輔導，85，8-21。
高敬文（1996）。質化研究的方法。台北：師大書苑。
張安民（2007）。高中職校輔導教師作業績效之研究。國立彰化師範大學輔導與諮商研究所碩士論文。
張麗鳳（2005）。我國中小學輔導工作的回顧與前瞻。現代教育論壇，15，17-35。
張麗鳳（2008）。輔導教師專業組織發展與學校輔導工作。輔導季刊，44（3），45-51。
教育部（1985）。職業學校學生輔導辦法。台北：教育部。
教育部（2001）。高級中學學生輔導辦法。台北：教育部。
教育部（2007）。高級中等以下學校教師專業發展評鑑手冊。台北：教育部。取自教育部網站：http://www.ntnu.edu.tw/fp/teacher/tool/Handbook.pdf，2014年7月4日。
教育部（2009）。中小學教師專業發展評鑑人員參考手冊。台北：教育部。
教育部（2010）。推動中小學教師專業發展評鑑參考手冊。台北：教育部。
許育光（2011）。碩士層級實習學校諮商員督導團體之關切議題、學習因素與參與經驗分析。中華輔導與諮商學報，31，61-100。
許維素（1997）。輔導教師專業角色發展歷程之研究。國立台灣師範大學教育心理與輔導學系博士論文。
許維素（2001）。高中輔導教師推展學校輔導工作的行動發展歷程分析。暨大學報，5（1），1-30。
許維素（2005）。輔導教師學校系統觀的重要性。輔導季刊，41（3），72-74。
許維素（2009）。焦點解決督導構成要素之研究。教育心理學報，41（2），475-496。
許維素（2012）。高中職輔導教師督導員訓練方案暨成效之相關研究---以焦點解決取向為基。行政院國家科學委員會專題研究成果報告（編號：NSC99-2410-H-003-037-MY2），未出版。
許維素（2013a）。我的密蘇里遊學反思：臺灣學校輔導專業發展的發想（一）。諮商與輔導，329，52-56。
許維素（2013b）。我的密蘇里遊學反思：臺灣學校輔導專業發展的發想（三）。諮商與輔導，331，48-55。
許維素（2014）。焦點解決短期治療-理論與實務。台北：心理。
許維素、蔡秀玲（2008）。高中職輔導教師焦點解決團體督導成效之研究。教育心理學報，39（4），603-622。
許維素、蔡秀玲（2011）。高中職輔導教師學習焦點解決短期諮商效果之初探研究。全球心理衛生E學刊，2（1），1-19。
許駿煒（2000）。高科技產業員工教育訓練成效評估之個案研究。國立台北科技大學技術及職業教育研究所碩士論文。
郭秝語（2012）。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。臺灣師範大學教育心理與輔導學系碩士論文。
陳向明（2002）。社會科學質的研究。台北市：五南。
陳秉華（1999）。邁向專業—台灣輔導界發展的回顧與前瞻。Asian Journal of
Counseling, 6(2), 21-48.
陳金燕（1990）。與其落實評鑑不如落實督導制度。輔導月刊，26（9-10），8-12。
陳靜芬（2008）。中學輔導人員專業能力重要程度與具備程度之調查研究。國立臺灣師範大學教育心理與輔導學系碩士論文。
彭淑婷（2012）。國民中學輔導教師督導員訓練方案之成效評估。國立臺灣師範大學教育心理與輔導學系碩士論文。
程小蘋、林杏足（2003）。國中輔導教師對青少年個案身心特徵、晤談問題及諮商作法之知覺分析。彰化師大輔導學報，25，133-174。
黃志傑（2010）。中等學校輔導工作現況初探與未來展望。諮商與輔導，294，2-7。
黃政昌（2000）。國內諮商督導研究之現況分析。諮商與輔導，178，10-16。
楊雅雯（2009）。焦點解決團體督導對高中職輔導教師之賦能內涵研究。國立臺灣師範大學教育心理與輔導學系碩士論文。
楊雅雯、許維素、蔡秀玲（2009）。焦點解決團體督導對高中職輔導教師之賦能內涵研究。台灣輔導與諮商學會主辦「台灣輔導與諮商學會2009年會暨國際學術研討會」發表之論文（台北）。
劉淑慧（1987）。助人工作者職業倦怠量表之編製與調查研究。國立台灣教育學院輔導研究所（國立彰化師範大學輔導與諮商學系）碩士論文。
劉福鎔、林清文（2008）。高中職輔導教師專業承諾影響因素模式驗證之研究。輔導與諮商學報, 30（1），17-40。
劉焜輝（2005）。問題一籮筐—學校輔導教師自廢武功。諮商與輔導，238，1。
潘淑滿（2003）。質性研究：理論與應用。台北：心理。
蕭 文（1998）。輔導證照制度之建立與學校輔導人員角色之定位。高雄師範大學輔導研究所主辦「二十一世紀諮商員教育與督導研討會論文彙編」發表之論文（高雄）。
謝曜任（2013）。從WISER模式談專任輔教師的角色與功能。輔導季刊，49（3），13-18。
鍾思嘉（2003）。大家談—心理師法與學校輔導工作座談會學生輔導。學生輔導，85，164-178。
簡宏江（2012）。來場教練對話: 焦點解決教練領導理論在學校行政上之應用。育達科大學報，31，1-22。
蘇盈儀（2006）。自我覺察督導模式在同儕督導上之應用：以國民中學輔導工作人員為對象。國立彰化師範大學輔導與諮商學系碩士論文。
許維素譯（2013）。建構解決之道的會談：焦點解決短期治療（第二版）。台北：心理。De Jong, P., & Berg, I. K. (2012). Interviewing for solutions (4th ed.). California, CA: Brooks/Cole

二、英文部分
A. Bates, R., Holton III, E. F., Seyler, D. L., & Carvalho, M. A. (2000). The role of interpersonal factors in the application of computer-based training in an industrial setting. Human Resource Development International, 3(1), 19-42.
American School Counselors Association. (1981). The practice of guidance and counseling by school counselors. School Counselor, 29, 7-12.
American School Counselor Association. (2009). The role of the professional school counselor. Retrieved March 12,2013 from
http://www.schoolcounselor.org/asca/media/asca/home/RoleStatement.pdf
American School Counselor Association. (2010). ASCA school counselor competencies. Retrieved March 12,2013 from
http://www.schoolcounselor.org/asca/media/asca/home/SCCompetencies.pdf
American School Counseling Association. (2012). The ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Auther.
Bakes, A. (2007). Developing a regional supervision training program for school counselors. Paper presented at the Association for Counselor Education and Supervision Conference, Columbus, OH.
Bates, R. (2004). A critical analysis of evaluation practice: The Kirkpatrick model and the principle of beneficence. Evaluation and Program Planning, 27(3), 341-347.
Bambling, M., King, R., Raue, P., Schweitzer, R., & Lambert, W. (2006). Clinical supervision: Its influence on client-rated working alliance and client symptom reduction in the brief treatment of major depression. Psychotherapy Research, 16(3), 317-331.
Bartlett, W. E. (1983). A multidimensional framework for the analysis of supervision of counseling. The Counseling Psychologist, 11(1), 9-17.
Bateson, G., & Bateson, M. C. (1972). Steps to an ecology of mind: Collected essays in anthropology, psychiatry, evolution, and epistemology. Chicago, IL:The university of chicago press.
Benshoff, J. M. (1994). Peer supervision in counselor training. The Clinical Supervisor, 11(2), 89-102.
Berg, I. K. (1994). Family-based services: A solution-focused approach. New York, NY: W. W. Norton & Company.
Bernard, J. M., & Goodyear, R. K. (2004). Fundamentals of clinical supervision (3rd ed.). Boston, MA: Ally and Bacon.
Bernard, J. M., & Goodyear, R. K. (2013). Fundamentals of clinical supervision (5th ed.). Upper Saddle River, NJ: Pearson Education Inc.
Bliss, E. V., & Bray, D. (2009). The smallest solution focused particles: Towards a minimalist definition of when therapy is solution focused. Journal of Systemic Therapies, 28(2), 62-74.
Borders, L. D. (2012). Dyadic, triadic, and group models of peer supervision/consultation: What are their components, and is there evidence of their effectiveness? Clinical Psychologist, 16(2), 59-71.
Borders, L. D., & Leddick, G. R. (1987). A nationwide survey of supervision training. Counselor Education and Supervision, 27(3), 271-283.
Borders, L. D., & Usher, C. H. (1992). Post‐degree supervision: Existing and preferred practices. Journal of Counseling & Development, 70(5), 594-599.
Borders, L. D., Bernard, J. M., Dye, H. A., Fong, M. L., Henderson, P., & Nance, D. W. (1991). Curriculum guide for training counseling supervisors: Rationale, development, and implementation. Counselor Education and Supervision, 31(1), 58-80.
Boyd, J. D. (1978). Counselor supervision: Approaches, preparation, practices. Florence, KC: Taylor & Francis, Inc.
Bridgeland, J., & Bruce, M. (2011). 2011 National survey of school counselors: Counseling at a crossroads. College Board Advocacy & Policy Center. Retrieved March 12,2013 from
http://www.civicenterprises.net/MediaLibrary/Docs/counseling_at_a_crossroads.pdf
Burns, K. (2008). Ten minute talk: Using a solution-focused approach in supervision. Solution News, 3(3), 12-18.
Callahan, J. L., Almstrom, C. M., Swift, J. K., Borja, S. E., & Heath, C. J. (2009). Exploring the contribution of supervisors to intervention outcomes. Training and Education in Professional Psychology, 3(2), 72-77.
Cantwell, P., & Holmes, S. (1994). Social construction: A paradigm shift for systemic therapy and training. Australian and New Zealand Journal of Family Therapy, 15(1), 17-26.
Casemore, R. (2009). It is all in the relationship: Exploring the differences between supervision training and counseling training. In P. Henderson (Ed.), Supervisior training: Issues and approaches (pp. 15-25). London: Karnac.
Chen-Hayes, S. (2007). The ACCESS questionnaire: Assessing K-12 school counseling programs and interventions to ensure equity and success for every student. Counseling and Human Development, 39, 1-10.
Cheon, H.-S., Blumer, M. L., Shih, A.-T., Murphy, M. J., & Sato, M. (2009). The influence of supervisor and supervisee matching, role conflict, and supervisory relationship on supervisee satisfaction. Contemporary Family Therapy, 31(1), 52-67.
Cigrand, D. L., & Wood, S. M. (2011). School counseling and solution-focused site supervision: A theoretical application and case example. Journal of School Counseling, 9, 1-29.
Claiborn, C. D., Etringer, B. D., & Hillerbrand, E. T. (1995). Influence processes in supervision. Counselor Education and Supervision, 35(1), 43-53.
Crockett, S. A., Byrd, R., Erford, B. T., & Hays, D. G. (2010). Counselor education and supervision golden anniversary publication pattern review: Author and article characteristics from 1985 to 2009. Counselor Education and Supervision, 50(1), 5-20.
Crutchfield, L. B., & Borders, L. D. (1997). Impact of two clinical peer supervision models on practicing school counselors. Journal of Counseling & Development, 75(3), 219-230.
Cunanan, E. D., & McCollum, E. E. (2006). What works when learning solution-focused brief therapy. Journal of Family Psychotherapy, 17(1), 49-65.
De Jong, P., & Berg, I. K. (2012). Interviewing for solutions (4th ed.). California, CA: Brooks/Cole.
De Jong, P., Kelly, S., Berg, I. K., & Gonzales, L. (2012). Building strengths-based tools for child protection practice: A case of “parallel process.” Unpublished manuscript. Retrieved March 12, 2013 from http://www.sfbta.org/trainingLinks.html.
De Shazer, S. (1991). Putting difference to work (p. 182). New York, NY: WW Norton.
Devlin, J. M., Smith, R. L., & Ward, C. A. (2009). An Adlerian alliance supervisory model for school counseling. Journal of School Counseling, 7(42), 1-23.
Dixon, N. M. (1990). The relationship between trainee responses on participant reaction forms and posttest scores. Human Resource Development Quarterly, 1(2), 129-137.
Dunn, R. L. (2004). The knowledge and competencies of effective school counselor supervision. (Unpublished doctoral dissertation), Ohio State University, OH.
Erford, B. T. (2007). Transforming the school counseling profession (2nd ed.). Ohio, OH: Pearson Merrill Prentice Hall.
Foster, L. H., Young, J. S., & Hermann, M. (2005). The work activities of professional school counselors: Are the national standards being addressed.Professional School Counseling, 8(4), 313-321.
Franklin, C., & Streeter, C. (2003). Solution-focused accountability schools for the twenty-first century: An evaluation of Garza high school. The University of Texas at Austin: Hogg Foundation for Mental Health.
Glaes, J. M. (2010). Implementing an ASCA-informed school counselor supervision model: A qualitative field-based study. (Unpublished doctoral dissertation), Western Michigan University, MI.
Goodyear, R. K., & Bernard, J. M. (1998). Clinical supervision: Lessons from the literature. Counselor Education and Supervision, 38(1), 6-22.
Gysbers, N. C., & Henderson, P. (2001). Leading and managing comprehensive school guidance programs. ERIC Clearinghouse on Counseling and Student Service, University of North Carolina at Greensboro.
Gysbers, N. C., & Henderson, P. (2006). Developing and managing your school guidance and counseling program: American Counseling Association.
Gysbers, N. C., & Henderson, P. (2012). Developing and managing your school guidance and counseling program, Alexandia, VA.
Hawkins, P., & Shohet, R. (2012). Supervision in the helping professions (5th ed). New York, NY: Open University Press.
Hersey, P. and Blanchard, K. H. (1969). Management of organizational behavior – Utilizing human resources. New Jersey, NJ: Prentice Hall.
Holloway, E. (1995). Clinical supervision: A systems approach. Oaks, CA: Sage.
Hsu, W. S., & Kuo, B. C. H. (2013). Solution-Focused Supervision with school counselors in Taiwan. In F. N. Thomas (Ed.), Solution-focused supervision : A resource-oriented approach to developing clinical expertise (pp. 194-204). New York, NY: Springer.
Juhnke, G. A. (1996). Solution-focused supervision: Promoting supervisee skills and confidence through successful solutions. Counselor Education and Supervision, 36, 48-57.
Kassan, L. D. (2010). Peer supervision groups: How they work and why you need one. New York, NY: Jason Aronson
Keys, S. G., Bemak, F., Carpenter, S. L., & King‐Sears, M. E. (1998). Collaborative consultant: a new role for counselors serving at‐risk youths. Journal of Counseling & Development, 76(2), 123-133.
Kim, J. S., & Franklin, C. (2009). Solution-focused brief therapy in schools: A review of the outcome literature. Children and Youth Services Review, 31(4), 464-470.
Kirkpatrick, D. L. (1979). Techniques for evaluating training programs. Classic writings on instructional technology, 1, 231-241.
Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs:The four levels (3rd ed.). California, CA: Berrett-Koehler.
Koob, J. J. (1998). The effects of solution-focused supervision on the perceived self-efficacy of developing therapists. (Unpublished doctoral dissertation), Marquette University, Milwaukee, WI.
Koob, J. J. (2002). The effects of solution-focused supervision on the perceived self-efficacy of therapists in training. The Clinical Supervisor, 21(2), 161-183.
Kornett, B. A. (2004). Assessing training effectiveness: International deployment of six sigma methods and lean concepts supported by knowledge management. (Unpublished doctoral dissertation), Walden University, Minneapolis, Minnesota, MN.
Lakeman, R., & Glasgow, C. (2009). Introducing peer‐group clinical supervision: An action research project. International journal of mental health nursing, 18(3), 204-210.
Lambie, G. W. (2007). The contribution of ego development level to burnout in school counselors: Implications for professional school counseling. Journal of Counseling & Development, 85(1), 82-88.
Lawson, H. A. (2003). Pursuing and securing collaboration to improve results. Yearbook of the National Society for the Study of Education, 102(2), 45-73.
Lewis, J., Lewis, M., Daniels, J., & D’Andrea, M. (2002). Community counseling: Empowerment strategies for a diverse. London: Brooks/Cole.
Liles, R. G., & Wagner, M. (2010). The CACREP 2009 standards: Developing a counselor education program assessment.
Lin, Y.-C. (2012). On-line supervision of school counselors: effects on case conceptualization skills and self-efficacy. (Unpublished doctoral dissertation), University of Iowa, IA.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry (Vol. 75). Nwe York, NY: Sage.
Littrell, J. M., Lee‐Borden, N., & Lorenz, J. (1976). A developmental framework for counseling supervision. Counselor Education and Supervision, 19(2), 129-136.
Loganbill, C., Hardy, E., & Delworth, U. (1982). Supervision: A conceptual model. The Counseling Psychologist, 10(1), 3-42.
Lowe, R. (2000). Supervising self‐supervision: Constructive inquiry and embedded narratives in case consultation. Journal of Marital and Family Therapy, 26(4), 511-521.
Luke, M., & Bernard, J. M. (2006). The school counseling supervision model: An extension of the discrimination model. Counselor Education and Supervision, 45(4), 282-295.
Marek, L. I., Sandifer, D. M., Beach, A., Coward, R. L., & Protinsky, H. O. (1994). Supervision without the problem: A model of solution-focused supervision. Journal of Family Psychotherapy, 5(2), 57-64.
McCarthy, P., DeBell, C., Kanuha, V., & McLeod, J. (1988). Myths of supervision: Identifying the gaps between theory and practice. Counselor Education and Supervision, 28(1), 22-28.
McMahon, M., & Patton, W. (2001). Clinical supervision: The perceptions andexperiences of school counselors in Australia. International Journal for the Advancement of Counselling, 23(3), 201-214.
Meyer, R. J. (1978). Using self‐supervision to maintain counseling skills: A Review. The Personnel and Guidance Journal, 57(2), 95-98.
Milne, D. (2007). An empirical definition of clinical supervision. British Journal of Clinical Psychology, 46(4), 437-447.
Milne, D. L., Sheikh, A. I., Pattison, S., & Wilkinson, A. (2011). Evidence-based training for clinical supervisors: a systematic review of 11 controlled studies. The Clinical Supervisor, 30(1), 53-71.
Missouri Department of Elementary and Secondary Education. (2008). School counseling competencies. Retrieved March 12,2013 from
http://www.missouricareereducation.org/doc/counselored/Counselor_Competencies.pdf
Monk, G., & Sinclair, S. L. (2003). Toward discursive presence: Advancing a social constructionist approach to self-supervision. The Clinical Supervisor, 21(2), 109-128.
Morgan, M. M., & Sprenkle, D. H. (2007). Toward a common‐factors approach to supervision. Journal of Marital and Family Therapy, 33(1), 1-17.
Morrissette, P. J. (2013). Self supervision: A primer for counselors and human service professionals. New York, NY: Routledge.
Murphy, S., & Kaffenberger, C. (2007). ASCA national model: The foundation for supervision of practicum and internship students. Professional School Counseling, 10(3), 289-296.
National Institute for Occupational Safety and Health. (1999). A model for research on training effectiveness. Cincinnati, OH: National Institute for Occupational Safety and Health.
Nelson, T. S., & Thomas, F. N. (2007). Handbook of solution-focused brief therapy: Clinical applications. Kentucky, KY: Routledge.
Newstrom, J. W. (1995). Review of evaluating training programs: the four levels by D.L. Kirkpatrick. Human Resource Development Quarterly, 6, 317-319.
Norman, H., Pidsley, T., & Hjerth, M. (2003). Solution focused reflecting teams - SFRTeams. Retrieved March 12,2013 from http://www.sfwork.com/solworld/downloads/SFRTeamPrimer0(2)pdf
Oberman, A. (2005). Effective clinical supervision for professional school counsellors. Guidance & Counselling, 20(3), 147-151.
Ockerman, M. S., Mason, E., & Chen-Hayes, S. F. (2013). School Counseling Supervision in Challenging Times: The CAFE Supervisor Model. The Journal for Counselor Preparation and Supervision, 5(2), 44-57.
O'Hanlon, B., & Wilk, J. (1987). Shifting contexts: The generation of effective psychotherapy. New York, NY: Guilford Press.
Page, B. J., Pietrzak, D. R., & Sutton, J. M. (2001). National survey of school counselor supervision. Counselor Education and Supervision, 41(2), 142-150.
Pearson, Q. M. (2006). Psychotherapy-driven supervision: Integrating counseling theories into role-based supervision. Journal of Mental Health Counseling, 28(3), 241-252.
Pichot, T. (2012). Leading a team from a solution-focuesd perspective. In F. N. Thomas (Ed.), Solution-focused supervision : a resource-oriented approach to developing clinical expertise (pp. 215-224). New York, NY: Springer.
Pond, C., Storm, C., & Todds, T. (1997). Highlighting success in groups: Empowering and energizing supervisees. The reasonably complete systemic supervisor resource guide, 165-167.
Prout, H. T., & Brown, D. T. (2007). Counseling and psychotherapy with children and adolescents: Theory and practice for school and clinical settings（4th ed）. New York, NY: John Wiley and Sons.
Remley, T. P., Benshoff, J. M., & Mowbray, C. A. (1987). A proposed model for peer supervision. Counselor Education and Supervision, 27(1), 53-60.
Roberts, E. B., & Borders, L. D. (1994). Supervision of school counselors: Administrative, program, and counseling. School Counselor, 41(3), 149-157.
Rudes, J., Shilts, L., & Berg, I. K. (1997). Focused supervision seen through a recursive frame analysis. Journal of Marital and Family Therapy, 23(2), 203-215.
Russell, R. K., & Petrie, T. (1994). Issues in training effective supervisors. Applied and Preventive Psychology, 3(1), 27-42.
Shelton, S., & Alliger, G. (1993). Who’s afraid of level 4 evaluation? A practical approach. Training and Development, 47(6), 43-46.
Solution Focused Brief Therapy Association. (2013). Solution focused therapy treatment manual for working with individuals (2nd ed.).Solution Focused Brief Therapy Association.
Spence, S. H., Wilson, J., Kavanagh, D., Strong, J., & Worrall, L. (2001). Clinical supervision in four mental health professions: A review of the evidence. Behaviour change, 18(3), 135-155.
Stark, M. (2012). Supervising practicum students: SF supervision as a cure for negative thinking. In F. N. Thomas (Ed.), Solution-focused supervision : a resource-oriented approach to developing clinical expertise (pp. 230-239). New York, NY: Springer.
Stewart, N. R., Winborn, B. B., Johnson, R. G., & Burks, H. M. (1978). Systematic counseling. Englewood Cliffs, NJ: Prentice Hall, Inc.
Stinchfield, T. A., Hill, N. R., & Kleist, D. M. (2010). Counselor trainees’ experiences in triadic supervision: A qualitative exploration of transcendent themes. International Journal for the Advancement of Counselling, 32(4), 225-239.
Stoltenberg, C. D., & McNeill, B. W. (2009). IDM supervision: An integrative developmental model for supervising counselors and therapists. Kentucky, KY: Taylor & Francis US.
Studer, J. R. (2005). Supervising school counselors-in-training: A guide for field supervisors. Professional School Counseling, 8(4), 353.
Sutton, J. M., & Page, B. J. (1994). Post-degree clinical supervision of school counselors. School Counselor, 42(1), 32-39.
Taylor, L. (2010, November). Workshop manual for training trainers and supervisors. 2010 SFBTA Conference, Banff, Canada.
Thomas, F. N. (1996). Solution-focused supervision: The coaxing of expertise. In S. D. Miller, M. A. Hubble & B. L. Duncan (Eds.), Handbook of solution-focused brief therapy (pp. 128-151). San Francisco, SF: Jossey-Bass.
Thomas, F. N. (2013). Solution-focused supervision : a resource-oriented approach to developing clinical expertise. New York, NY: Springer.
Thomas, S. R. (2005). The school counselor alumni peer consultation group.Counselor Education and Supervision, 45(1), 16-29.
Todd, T. C. (1997). Self-supervision as a universal supervisory goal. In T. C. Todd & C. L. Storm (Eds.), Thecomplete systemic supervisor: Context, philosophy, and pragmatics (pp. 17–25). Boston, MA: Allyn & Bacon.
Triantafillou, N. (1997). A solution-focused approach to mental health supervision. Journal of Systemic Therapies, 16, 305-328.
Tromski‐Klingshirn, D. M., & Davis, T. E. (2007). Supervisees' perceptions of their clinical supervision: A study of the dual role of clinical and administrative supervisor. Counselor Education and Supervision, 46(4), 294-304.
Ungar, M. (2006). Practicing as a postmodern supervisor. Journal of Marital and Family Therapy, 32(1), 59-71.
Vallance, K. (2004). Exploring counsellor perceptions of the impact of counselling supervision on clients. British Journal of Guidance & Counselling, 32(4), 559-574.
Vargas, H. L., & Wilson, C. M. (2011). Managing worldview influences: Self-awareness and self-supervision in a cross-cultural therapeutic relationship. Journal of Family Psychotherapy, 22(2), 97-113.
Veninga, R., & Spradley, J. (1981). How to cope with job burnout. In Reader's Digest(pp. 109-112). Pleasantville, NY: Reader's Digest.
Wang, G., Dou, Z., & Li, N. (2002). A system approach to measuring return on investment for HRT intervention. Human Resource Development Quarterly, 13(2), 203-224.
Wagner, C. A., & Smith, J. P. (1979). Peer supervision: Toward more effective training. Counselor Education and Supervision, 18(4), 288-293.
Waskett, C. (2006). The pluses of solution-focused supervision. Counselling and Psychotherapy Journal, 6(1), 9-11.
Wetchler, J. L. (1990). Solution-focused supervision. Family Therapy: The Journal of the California Graduate School of Family Psychology, 17(2), 129-138.
Wheeler, S., & Richards, K. (2007). The impact of clinical supervision on counsellors and therapists, their practice and their clients. A systematic review of the literature. Counselling and Psychotherapy Research, 7(1), 54-65.
Wilkerson, K. (2006). Peer supervision for the professional development of school counselors: Toward an understanding of terms and findings. Counselor Education and Supervision, 46(1), 59-67.
Wood, C., & Rayle, A. D. (2006). A model of school counseling supervision: The goals, functions, roles, and systems model. Counselor Education and Supervision, 45(4), 253-266.
Žorga, S., Dekleva, B., & Kobolt, A. (2001). The process of internal evaluation as a tool for improving peer supervision. International Journal for the Advancement of Counselling, 23(2), 151-162.