臨床督導具有其評量、把關，以及協助受督導者的專業能力發展等重要功能，而督導歷程中的不同因素與督導成效之間的關聯，一直是督導相關研究中的重要議題。本研究旨在探討臺灣的實習臨床心理師所知覺到的督導關係，與兩個督導成效指標—督導滿意度及實習生自我效能感之間的關聯，以作為相關教育訓練與督導實務之參考。本研究使用問卷調查法，調查68名在醫院進行全職實習的實習臨床心理師，在實習結束後所知覺到的督導關係、督導滿意度，以及自我效能感，同時蒐集相關的背景變項。本研究結果發現（一）實習臨床心理師的年齡與督導關係間具正相關；（二）督導關係與督導滿意度之間具有正相關；（三）督導關係與自我效能感之間具有正相關；（四）督導關係中的「安全基礎」對於督導滿意度的解釋力最高、「結構化」次之；（五）督導關係中的「反思性教育」對自我效能感具解釋力。根據研究結果，研究者於文中提供臨床應用之建議，以提升實習臨床心理師對於督導的滿意程度，以及在臨床工作上的自我效能感。

Clinical supervision has the important functions of evaluating, monitoring, and helping to develop the professional ability of the supervisee. The relationship between the different factors of supervision process and the effectiveness of supervision has always been an important issue in related research. The purpose of this study is to explore the relationship between the supervisory relationship that perceived by interns of clinical psychology in Taiwan and the two indicators of supervision’s effectiveness- the supervisory satisfaction and intern’s self-efficacy, as a reference for relevant educational training and supervision practice. Three questionnaires were used to collect research data: Short Version of the Supervisory Relationship Questionnaire, Supervisory Satisfaction Questionnaire, and Self-Efficacy Inventory. 68 clinical psychology interns who has completed full-time internship were recruited in this study. The results of study show that (1) there are only positive correlations between age and supervision were found in the background variables; (2) there is a positive correlation between the supervisory relationship and the supervisory satisfaction; (3) there is a positive correlation between the supervisory relationship and intern’s self-efficacy ; (4) The safe-base factors in supervisory relationship have the highest explanatory power for the supervisory satisfaction, followed by the structure factors. (5) The reflective education factors in supervisory relationship have the significant explanatory power for intern’s self-efficacy.

謝誌................................................................i
摘要...............................................................ii
Abstract..........................................................iii
目錄...............................................................iv
表目錄............................................................vii
圖目錄...........................................................viii
第一章 緒論.........................................................1
第一節 研究背景與動機................................................1
第二節 研究目的與問題................................................4
第三節 名詞定義......................................................4
第二章 文獻探討......................................................6
第一節 督導關係......................................................6
第二節 督導滿意度...................................................15
第三節 自我效能感...................................................18
第四節 影響督導歷程的背景因素........................................22
第三章 前導研究.....................................................24
第一節 研究方法.....................................................24
第二節 研究結果.....................................................26
第四章 正式研究.....................................................28
第一節 研究方法.....................................................28
第二節 研究結果.....................................................33
第五章 綜合討論與建議................................................42
第一節 研究結果與討論................................................42
第二節 臨床應用與研究限制............................................47
參考文獻...........................................................49

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