음악치료 슈퍼바이지가 지각하는 피드백 수용도, 슈퍼바이저 스타일, 슈퍼바이지 발달수준, 슈퍼비전 작업동맹 간의 구조분석

이경숙

서지반출

국문초록

이 연구는 PLS 구조방정식모형을 통해 음악치료 슈퍼비전에서 슈퍼바이지가 지각하는 피 드백 수용도를 중심으로 슈퍼바이저 스타일, 슈퍼바이지 발달수준, 슈퍼비전 작업동맹 간의 구조적 관계를 확인하였다. 연구대상은 대학원에 재학 중인 예비전문가와 전문가 음악치료 사 슈퍼바이지로 지난 6개월 이내에 슈퍼비전을 받은 경험이 있는 206명이다. 연구결과 첫 째, 슈퍼바이지가 지각하는 슈퍼바이저의 스타일은 슈퍼비전 작업동맹과 피드백 수용도에 직접적으로 유의한 영향을 미치는 변인으로 나타났다. 즉 슈퍼바이지가 슈퍼바이저 스타일 을 높게 지각할수록 피드백 수용도가 높아지며, 슈퍼비전 작업동맹의 매개에 의해 피드백 수용도는 더욱 높아지는 것으로 나타났다. 둘째, 슈퍼바이지 발달수준은 피드백 수용도에 유의한 영향을 미치지 못하고 슈퍼비전 작업동맹에 의해서 피드백 수용도가 높아지는 것으 로 나타났다. 셋째, 슈퍼비전 작업동맹은 슈퍼바이저나 슈퍼바이지 모두에게 피드백 수용도 를 높이는 중요한 매개변인으로 나타났다. 이상의 결과를 종합해 볼 때, 슈퍼바이지 발달수 준은 피드백 수용도에 직접적인 영향을 미치지 못하고 슈퍼비전 작업동맹의 매개에 의해 피드백 수용도가 높아지는 간접효과를 갖는 반면, 슈퍼바이저 스타일은 피드백 수용도에 직․간접효과의 영향을 미친다는 것을 알 수 있다.

영문초록

The purpose of this study is to examine the structural relationships among the related variables of music therapy supervision, such as the supervisory style, developmental level of the supervisees’, and the supervisory working alliance of supervision, with a focus on the feedback acceptance as perceived by the supervisees’. And the second step is to testify Goodness of Fit Index and Path coefficient of structural model by using PLS Structural Equation Model. The study subjects were composed of 206 preprofessionals and professionals, and all of whom received supervision within the past 6 months. The outcome of the study showed that, firstly, the supervisory style was a variable that directly affected the feedback acceptance of the supervisee’s and had an even stronger influence through the mediating effect of the supervisory working alliance. Second, the developmental level of the supervisees’ had not a statistically significant influence on the feedback acceptance. Third, Supervisory working alliance is a significant mediating in the effects of supervisory styles and developmental level of the supervisees’ on supervisees’ feedback acceptance. Based on the results above, it was concluded that the supervisory working alliance is an essential variable to increase the supervisory feedback acceptance.

키워드

피드백 수용도 슈퍼바이저 스타일 슈퍼바이지 발달수준 슈퍼비전 작업동맹 PLS 구조방정식 feedback acceptance supervisory style supervisees’ developmental level supervisory working alliance PLS Structural Equation Model

참고문헌 (59건)

김계수 (2013). SmartPLS 이용 쉬운 구조방정식모델. 서울: 도서출판청람.
김동민 (2012). 음악치료 집단 수퍼비전에서 수퍼바이지가 지각하는 수치심, 애착유형, 자기효능감, 정서적 유대, 평가불안 간의 관계. 한국음악치료학회지, 14(2), 1-17.
문수정, 김계현 (2000). 상담수퍼비전 교육내용 요구분석. 상담자의 경력수준을 중심 으로. 한국심리학회지: 상담 및 심리치료, 12(1), 1-18.
박혜미 (2011). 음악치료 전공생들의 실습교육 및 슈퍼비전에 대한 만족도 분석 연 구. 음악치료교육연구, 8(1), 61-81.
심흥섭 (1998). 상담자 발달수준 평가에 관한 연구. 숙명여자대학교 미간행박사학위 논문.
손은정, 유성경, 강지연, 임영선 (2006). 수퍼비전 작업 동맹과 상담자 경력 수준이 역할 어려움과 수퍼비전 만족도에 미치는 영향. 한국심리학회지: 상담 및 심리치 료, 18(4), 695-711.
송은화, 정남운 (2005). 수퍼비전 교육내용 요구도와 실태, 만족도 연구. 한국심리학 회지: 상담 및 심리치료, 17(2), 317-334.
이경숙 (2014). 음악치료 슈퍼바이지가 지각하는 슈퍼비전 만족도 관련변인들 간의 구 조분석. 숙명여자대학교 미간행 박사학위논문.
이유진 (2014). 수퍼바이저 스타일과 수퍼비전 작업동맹이 수퍼바이지 피드백 수용도 에 미치는 영향. 숙명여자대학교 미간행 석사학위논문.
홍지영 (2005). 수퍼바이저 스타일이 수퍼비전 과정과 성과에 미치는 영향. 홍익대학 교 미간행 박사학위논문.
Alderfer, C., & Lynch, B. (1986). Supervision in two dimensions. Journal of Strategic and Systemic Therapies, 5, 70–73.
AnJanette A. Nease, B.O. & Miguel A. (1999). Relationships among feedback sign, self-efficacy, and acceptance of performance feedback. Journal of Applied Psychology, 84(5), 806-814.
Bahrick, A. S. (1990). Role induction for counselor trainee: Effects on the supervisory working alliance. Dissertation Abstract International, 51, 1484B
Bagozzi, R., & Yi, Y. (1988). On the evaluation of structural equation models. Journal of the Academy of Marketing Science, 16(3), 396-402.
Bernard, J. L. (1975). Dye process in dropping the unsuitable clinical student. Professional Psychology, 6, 275-278.
Bernard, J. M., & Goodyear, R. K. (2004). Fundamental of clinical supervision. Boston: Perason Education.
Bernard, J. M., & Goodyear, R. K. (2009). Fundamental of clinical supervision. (4th. Ed). Boston, MA: Allyn & Bacon.
Bordin, E. S. (1983). A working alliance based model of supervisor. The Counseling Psychologist, 11, 35-42.
Bruscia, K., & Maranto, C. D. (1988). Academic and clinical training programs. In C. D. Maranto and K. Bruscia (Eds.), Methods of teaching and training the music therapist. Philadelphia, PA: Temple University, Esther Boyer College of Music.
Cassidy, C. H. (2013). The relationship between perceived supervisory roles, working alliances, and students’ self-efficacy in sppech-language pathology practicum experiences. American Speech-Language-Hearing Association, 91-139.
Cohen, J.(1988), Statistical power analysis for the behavioral sciences (2nd Ed). Hillsdale, NJ: Lawrence Erlbaum Associates.
Dewald, P. A. (1997). The process of supervision in psychoanalysis. In C. E. Watkins, Jr. (Eds.). Handbook of psychotherapy supervision (pp. 31-43). New York: John Wiley & Sons, Inc.
Dileo, C. (2001). Ethical issues in supervision. In M. Forinash (Eds.). Music therapy supervision. (pp. 19-38). Gilsum, NH: Barcelona.
Farnan, L. (2001). Competency-based approach to intern supervision. In M. Forinash (Eds.). Music therapy supervision. (pp. 117-134). Gilsum, NH: Barcelona.
Fernando. D. M., & Hulse-Killacky. D. (2005). The relationship of supervisory styles to satisfaction with supervision and the perceived self-efficacy of master's level counseling students. Counselor Education and Supervision. 44, 293-304.
Fornell, C., & Larcker, D. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18, 39-50.
Friedlander, M. L., & Ward, L. G. (1984). Development and validation of the supervisory styles inventory. Journal of Counseling Psychology, 31(4), 541-557.
Gnilka, P. B., Chang, C. Y., & Dew, B. J. (2012). The relationship between supervisee stress, coping resources, the working alliance, and the supervisory working alliance. Journal of Counseling & Development, 90, 63-70.
Hanser, S. B. (2001). A systems analysis approach to music therapy practice. In M. Forinash (Eds.). Music therapy supervision. (pp. 87-97). Gilsum, NH: Barcelona.
Haynes, R., Corey, G., & Moulton, P. (2006). 상담 및 조력전문가를 위한 수퍼비전 의 실제 (김창대, 유성경, 김형수, 최한나 역). 서울: 시그마프레스.(원서출판 2003 년 출판)
Hoffman, M. A., Hill, C. E., Holmes, S. E., & Freitas, G. F. (2005). Supervisor perspective on the process and outcome of giving easy, difficult, or no feedback to supervisees. Journal of Counseling Psychology, 52, 3-13.
Hogan, R. A. (1964). Issues and approaches in supervision. Psychotherapy: Theory, Research and Practice, 1, 139-141.
Horvath, A. O., & Greenberg, L. S. (1989). Development and validation of the WAI. Journal of Counseling Psychology, 36, 223-233.
Ilgen, D. R., Fischer, C. D. & Taylor, M. S. (1979). Consequences of individual feedback on behavior in organizations. Journal of Applied Psychology, 64(4), 349-371.
Karpenko, V., Gidycz, C. A. (2012). The supervisory relationship and the process of evaluation: Recommendations for supervisors. The Clinical Supervisor, 31. 138-158.
Ladany, N., Ellis, M., & Friedlander, M. L. (1999). The supervisory working alliance, trainee self-efficacy, and satisfaction. Journal of Counseling & Development, 77, 447-455.
Ladany, N., Mori, Y., & Mehr, K. (2013). Effective and ineffective supervision. The Counseling Psychologist, 41(1), 28-47.
Ladany, N., Walker, J. A., & Melincoff, D. S. (2001). Supervisory style: Its relation to the supervisory working alliance and supervisor self-disclosure. Counselor Education and Supervision, 40, 263-275. Loganbill, C., Hardy, E., & Delworth, U. (1982). Supervision: A conceptual model. The Counseling Psychologist, 10(1), 3-42.
McClain, F. J. (2001). Music therapy supervision: A review of literature. In M. Forninash (Eds.). Music therapy supervision. (pp. 9-17). Gilsum, NH: Barcelona.
McNeil, B. W., Stoltenberg, C. D., & Pierce, R. A. (1985). Supervisee's perceptions of their development: A test of the counselor complexity model. Journal of Counseling Psychology, 32, 630-633.
Norcross, J.C., & Halgin, R.P. (1997). Integrative approaches to psychotherapy supervision. In C.E. Watkins, Jr. (Eds.). Handbook of psychotherapy supervision (pp. 203-222). New York: John Wiley & Sons, Inc.
Odell-Miller, H., & Richards, E. (2009). Supervision of music therapy. A theoretical and practical handbook. London: Routledge.
Pedersen, I. N. (2009). Music therapy supervision with students and professionals: The use of music and analysis of countertransference experiences in the triadic field. In H. Odell-Miller & E. Richards (Eds.), Supervision of music therapy: A theoretical and practical handbook (pp. 45-66). London: Routledge.
Phelps, D. L. (2013). Supervisee experiences of corrective feedback in clinical supervision: A consensual qualitative research study. (doctoral dissertation). Marquette University, Milwaukee, WI.
Skovholt, T. M., & Rønnestad, M. H. (2003). Struggles of the novice counselor and therapist. Journal of Career Development, 30(1), 45-58.
Stenack, R. J., & Dye, H. A. (1982). Behavioral descriptions of counseling supervision roles. Counselor Education and Supervision, 21, 295-304.
Stoltenberg, C. D., & Delworth. U. (1987). Supervising counselors and therapist: A Developmental approach. San Francisco: Jossey-Bass.
Stoltenberg, C. D., McNeil, B., & Delworth. U. (1998). IDM supervision: An integrated developmental model for supervision counselors and therapists. San Francisco, CA: Jossey-Bass.
Tanguay, C. L. (2008). Supervising music therapy interns: A survey of AMTA national roster internship directors. Journal of Music Therapy, 45(1), 52-74.
Taylor, M. S., Fisher, C. D., & Ilgen, D. R. (1984). Individuals' reactions to performance feedback in organizations: A control theory perspective, In K. Rowland & G. Ferris (Eds.), Research in personnel and human resources management (Vol. 2, pp. 81-124). Greenwich, CT: JAI Press.
Tenenhaus, M., Vinzi, V. E., Chatelin, ZY. M., and Lauro, C.(2005). PLS path modeling. Computational Statistics & Data Analysis, 48(1), 159-205.
Tenenhaus, M. (2008). Component-based structural equation modelling, Total Quality Management & Business Excellence, 19(8), 871-886.
Terranova-Nirenberg, J. (2013). A quantitative study investigating supervisory style, satisfaction with supervision and self-efficacy among female clinical training supervisees. (doctoral dissertation). Capella University, Minneapolis, MN.
Thomas, C. B. (2001). Student-centered internship supervision. In M. Forinash (Eds.). Music therapy supervision. (pp. 135-148). Gilsum, NH: Barcelona.
Tryon, G. S. (1996). Supervisee development during the practicum year. Counselor Education and Supervision. 35(4), 287-295.
Webster’s Online Dictionary (2014). http://www.websters-online-dictionary.net /search.php?word=feedback.
Wetzels, M., Odekerken-Schroder, G. & van Oppen, C. (2009). Using PLS path modeling for assessing hierarchical construct models: Guidelines and empirical illustration, MIS Quarterly, 33(1), 177-195.
Wheeler, B. L., & Williams, C. (2012). Students’ thoughts and feeling about music therapy practicum supervision. Nordic Journal of Music Therapy, 21(2), 111-132.
Young, T., Lambie, G., Hutchinson, T., & Thurston-Dyer, J. (2011). The integration of reflectivity in developmental supervision: Implications for clinical supervisors. The Clinical Supervisor, 30, 1-18.

구매하기 (5,000)

장바구니

국문초록

영문초록

목차

키워드

참고문헌 (59건)