수퍼비전 회기 평가도구 개발 및 타당화 연구
Development and Validation of Supervision Session Evaluation Questionnaire
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초록
본 연구는 수퍼비전 회기를 상담 수련생의 관점에서 평가할 수 있는 수퍼비전 회기 평가 도구를 개발하고 타당화 하려는 목적으로 수행되었다. 수퍼비전 회기 평가도구를 개발하기 위해 우선 문헌연구 및 기존의 수퍼비전 척도들을 검토하여 수퍼비전 관계요인, 상담 지식 및 기술 요인, 그리고 수퍼비전 구조화의 3 요인을 구성요인으로 잡고 총 36개의 예비문항들을 만들었다. 선정된 예비문항에 대해 3명의 상담전문가들에게 문항의 내용타당도를 검토 받아 예비 질문지를 만들었다. 그리고 수퍼비전 경험이 있는 상담자 109명을 대상으로 예비 수퍼비전 회기 평가지를 실시하였다. 이들의 응답 결과에 기초하여 문항의 앙호도를 검토하였고, 탐색적 요인분석과정을 통해 최종 20개 문항의 수퍼비전 회기 평가질문지를 제작하였다. 확인적 요인분석을 통해 수퍼비전 회기 평가가 본 연구에서 선정한 3요인 구조임을 확인하였으며, 수퍼비전 만족도 질문지(Ladany, Hill, & Nutt, 1996)와의 상관분석을 통해 공인타당도를 확인하였다. 본 연구에서 개발된 수퍼비전 회기 평가지는 추후의 수퍼비전 연구 및 수퍼비전 성과 측정에 높은 활용도를 보일 것으로 기대된다.
Abstract
The purpose of this study is to develop and validate the Supervision Session Evaluation Questionnaire(SSEQ). There has been increasing need for “good supervision” as the counseling field is expanded. We examined the supervision literature on the outcome studies and the instruments developed in Western cultures. Based on the literature review, we defined the “good supervision” as fulfilling the two primary goals of supervision; 1) enhancing the counselor's professional development and 2) protecting the client's welfare. To fulfill these fundamental goals in supervision session, supervisors are expected to assume several different roles. Outcome studies in supervision indicated that supervisee tend to consider two aspects for their satisfaction in supervision session; one is supervisory relationship and the other teaching counseling knowledge and techniques. Also, the factor of structuring supervision is another factor to be considered for assessing the quality of supervision. In the present study, we developed the SSEQ with three dimensions of good supervision; 1) supervision relationship, 2) counseling knowledge and techniques, and 3) structuring supervision. We conducted descriptive analysis on each items, an exploratory factor analysis, and a confirmatory factor analysis to validation of the SSEQ. One hundred and nine counselors participated in the study and the final SSEQ with 20 items (9 for supervision relatinship, 5 for counseling knowledge and technique, and 6 for structuring supervision). Limitation of the study and the suggestion for future studies were made.
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