{"id":6300,"date":"2024-02-15T21:14:43","date_gmt":"2024-02-15T13:14:43","guid":{"rendered":"https:\/\/sprout.scu.edu.tw\/?p=6300"},"modified":"2024-02-15T21:14:58","modified_gmt":"2024-02-15T13:14:58","slug":"%e5%bf%83%e7%90%86%e5%ad%b8%e7%b3%bb%e5%be%90%e5%84%b7%e7%91%9c%e6%95%99%e6%8e%88%e7%99%bc%e8%a1%a8%e6%9c%9f%e5%88%8a%e8%ab%96%e6%96%87","status":"publish","type":"post","link":"https:\/\/sprout.scu.edu.tw\/?p=6300","title":{"rendered":"\u5fc3\u7406\u5b78\u7cfb\u5f90\u5137\u745c\u6559\u6388\u767c\u8868\u671f\u520a\u8ad6\u6587"},"content":{"rendered":"\t\t
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\u3010\u7814\u7a76\u767c\u5c55\u8655\u8a0a\u3011<\/p>\n\n\n\n

\u5fc3\u7406\u5b78\u7cfb\u5f90\u5137\u745c\u6559\u6388\u767c\u8868\u671f\u520a\u8ad6\u6587<\/strong><\/p>\n\n\n\n

\u300c\u7d50\u69cb\u5f0f\u53cd\u601d\u5be6\u8e10\u300d\u7763\u5c0e\u5c0d\u81e8\u5e8a\u5fc3\u7406\u78a9\u58eb\u751f\u53cd\u601d\u80fd\u529b\u4e4b\u8a13\u7df4\u6548\u679c<\/strong><\/p>\n\n\n\n

The Training Effect of Structured Reflective Practice Supervision on the Reflective Competence of Master\u2019s Clinical Psychology Students<\/strong><\/p>\n\n\n\n

\u4f5c\u8005\uff1a\u5f90\u5137\u745c<\/p>\n\n\n\n

\u6559\u80b2\u8207\u5fc3\u7406\u7814\u7a76 (TSSCI)<\/p>\n\n\n\n

\u5377\uff1a46  \u671f\uff1a2<\/p>\n\n\n\n

\u9801\u78bc\uff1a69-93<\/p>\n\n\n\n

DOI\uff1a10.53106\/102498852023064602003<\/p>\n\n\n\n

\u51fa\u7248\u6642\u9593\uff1a2023.06<\/p>\n\n\n\n

\u4e2d\u6587\u6458\u8981<\/strong>\uff1a<\/strong><\/p>\n\n\n\n

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\u82f1\u6587\u6458\u8981\uff1a<\/strong><\/p>\n\n\n\n

The present study examined the efficiency of a structured reflective training in a supervision of clinical psychology practicum, as a reference for the future curriculum planning. Participants included graduate students in a clinical psychology master degree program. Thirteen students were recruited during the part-time practicum of their second year. Twelve students were recruited during the full-time practicum of their third year. A structured approach of reflective training based on L. D. Cooper and A. T. Wieckowski was conducted. Both the quantitative and qualitative learning results were collected. The reflective writings were analyzed using the Linguistic Inquiry and Word Count (LIWC) to understand the psychological changing process of students in the reflective practice. The results show that students\u2019 ratings in the understanding, acceptance and application efficiency of reflective practice were significant progress. Quality results indicated that the course was helpful for personal growth and professional expertise. The findings of LIWC showed that students\u2019 cognitive process words, insight words, causal words, inclusion words increased significantly; tentative words were significantly reduced; social process words and friend words were reduced significantly. In conclusion, the benefits of the structured supervision of reflective practice training in a clinical psychology practicum were encouraging students to explore themselves, aware their own limitations and difficulties. And through the discussion and interaction in the course, the reflective practice training allowed the students to integrate the conceptualization of themselves and clinical cases, face and accept the challenges.<\/p>\n\n\n\n

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