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open access
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ISSN : 1229-0688
성찰적 수퍼비전 접근은 기술 훈련에 중점을 두는 교육적 수퍼비전 모델의 대안으로 조력전문분야에서 주목받아왔다. 그러나 상담분야에서 이 접근에 대한 논의는 미미하다. 이에 본 연구에서는 상담 및 관련분야의 문헌고찰을 통해 성찰적 수퍼비전 접근의 주요 특징을 도출하고 방법을 논의함으로써 성찰적 상담수퍼비전 모델 구축을 위한 이론적 토대를 제시하고자 했다. 구체적으로, 성찰적 수퍼비전 접근의 인식론적 기초로서 사회구성주의 관점과 수퍼비전의 적용 원리를 살펴보았다. 그리고 성찰능력 함양이 수퍼비전의 주요 목표로 포함되어야 하며 초기 훈련과정의 수퍼비전에서부터 도입해야 할 필요성을 논의했다. 또한 수퍼비전이 성찰학습이 이루어지는 장으로 기능할 수 있도록 수퍼비전 관계와 과정에 초점을 두어야 한다는 점을 밝혔다. 아울러 수퍼바이지 개개인의 특성과 요구에 맞게 수퍼비전 방식을 조율하는 것이 중요하다는 점을 강조했다. 마지막으로 성찰능력 함양을 위한 구조화된 방법으로서 질문하기와 IPR, 일지쓰기를 살펴보았다.
The reflective supervision approach has received increased attention from helping professionals as an alternative to the educational supervision focusing on skill training. However, scant attention has been given to this topic in the counseling field. Based on an extensive review of the literature in counseling and related fields, this study attempted to identify the characteristics commonly found among the reflective supervision approaches, offering a theoretical foundation to build a model for the reflective counseling supervision. Specifically, this study examined the social constructivist perspective as the epistemological foundation for the reflective supervision. Three propositions are discussed: (a) the improvement of supervisees' ability to reflect should constitute a major goal for supervision and the training for reflection should begin early; (b) the supervision relationship and process need attention to enable supervision to function as a place for reflection; and (c)the individual supervisee's characteristics and needs are important factors in determining desirable supervision styles and methods, which warrant further attention. Discussion is then providedregarding the structured methods including questioning, IPR, and journal writing.
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