諮商師性別偏見對不同性別個案...

II

The influence of counselors sex bias on case

conceptualization

Abstract

The study explored when counselors were faced with male/female clients,

whether or not they set a different standard of mental health, used different

treatments, form different conceptualization, or interpreted the client in a

different way. By means of analyzing case conceptualization questionnaires

from 18 counselors, the researcher made the following conclusions:

1. Counselors assessments of problems: Male clients career issue tended to

be considered the key issue. Female clients problems were apt to be

viewed as the self issue.

2. Male clients counselors focused on instrumental exploration, setting the

career assurance as the goal; female clients counselors concentrate on

self-improvement, taking the self-efficacy enhancement as the objective.

3. In working orientation aspect, female clients counselors are willing to

lead the clients to see their position in the mainstream frame in systematic

view.

4. Counselors expect male clients for more improvement than female clients.

5. The sex bias in case conceptualization is as follows

(1) Counselors refer to the sex-role schema as the basis of

conceptualization and strategies-froming.

(2) Male clients have restricted self-exploration in counseling sessions.

(3) Female clients career issues might not be dealt with in an aggressive

process.

key words: mental counselors, sex bias, case conceptualizaiton

III

01

05

05

07

14

23

29

57

60

62

63

65

68

IV

71

76

80

- 83

89

90

99

104

109

117

V

2-1 09

2-2 12

2-3 16

2-4 Loganbill Stoltenberg 30

2-5 Stevens Morris 33

2-6 199940

2-7 43

2-8 200152

2-9 54

3-1 61

3-2 62

4-1 71

4-2 74

4-3 79

4-4 80

4-5 84

2-1 10

2-2 21

3-1 66

1

(social justice

Constantine, Hage, Kindaichi & Bryant, 2007

(stereotype)

2

(gender bias) 1970

20012002Danzinger & Welfel, 2000;

Seem & Johnson, 1998

(social construction)


Gilbert, 1980; Worell Remer, 1992; Gilbert & Scher,

1999/2008

Danzinger Welfel2000

3

Cook, Warnke, & Dupuy, 1993

1997

(double binds

2004

Helms Cook

1999

2004Danzinger Welfel2000

Yalom

1995/2001, p105

4

2001

Constantine 2007

Abreu2000

5

1.

2.

3.

(sex bias)

(counselor)

6

(case conceptualization)

7

(sex)

/Bem, 1993;

Gilbert & Scher, 1999/2008---

(sex)

---(gender)

Gilbert & Scher, 1999/2008

Sherif1982

Brannon, 2008

8

Deaux & LaFrance, 1998 Gilbert & Scher,

1999/2008

Burr, 1998/2002

(gender socialization)

1999Keller

1992

Gilbert & Scher,

1999/2008


Scher, 1994 Gilbert & Scher,

1999/2008

9

Gilbert Scher1999/2008

2-1

2-1

43~47Gilbert & Scher

1999/2008

Gilbert & Scher,

1999/2008

10

(gender

differentiation)

Pogrebin1983

Maccoby Jacklin1974

2-1

2-1

11

1999

(instrumental traits)

(expressive traits)

2005Brannon2008

true

womanhood---

pietypuritysubmissivenessdomesticity

masculinity

2-2

12

2-2

piety

purity

submissiveness

domesticity

No sissy stuff

The big wheel

The sturdy oak

Give em hell

Gender: Psychological Perspectives (5th ed.; p.50), by L.

Brannon, 2008, New York, Pearson Education.

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Freud

(castration anxiety)

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Brannon, 2008

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1988222-223 2003

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behaviourism

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(intrapsychic)

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2-3

2-3

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1999/2008Weisstein1968

Psychology Constructs the Female

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1972(Women and Madness)

Chesler

BrovermanBrovermanClarksonRosenkrantzVogel1970

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and Clinical Judgments of Mental Health)Broverman

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2001

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Scher(1999/2008)

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Deaux Major 1987


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Gilbert & Scher(1999/2008) 225

22

Falvey,

Bray & Hebert, 2005

Cook Warnke Dupuy1993

2006

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Helms Cook1999

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1997

Morrow

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1999Cook, Warnke & Dupuy, 1993; Knudson-Martin & Laughlin,

23

2005; Seem & Johnson, 1998; Sesan, 1988

Seem Johnson1998

:

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Danzinger

& Welfel, 200020011999

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Danzinger &

24

Welfel, 2000

Cook, Warnke

& Dupuy,1993

1997

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Knudson-Martin Laughlin

2005

2004 Nolen-Hoeksema1998

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Bepko, 1989;

Perlick, & Silverstein,1994; Meth, 1990; Pearson, 1993;

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(1995)

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Johnson1998 210

Seem Johnson

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Sesan1988 192

Werner-Wilson, Zimmerman & Price, 1999

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Sesan

27

APA1975

Sesan

Sesan 1988

1998

Fromm1967

Fromm, 1967:201

20052004

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28

Danzinger Welfel2000 147

Roberson Fitzgerald1990 47

Cook, et al.,1993

1997

1999

2001 58

29

Pengilly1988 1954 Pepinsky

Pepinsky 1999

Pepinsky& Pepinsky1954

Falvey, Bray & Hebert,

2005

LoganbillStoltenberg1983

30

2-4

2-4 LoganbillStoltenberg

The case conceptualization formatA training device

for practicum. By Loganbill, C., & Stoltenberg, C, 1983,

Counselor Education and Supervision, 223, 235-241.

Pengilly1988

1.

2.

3.

a. b c. d.

e.f. g.

a. b.c.

d. e.

a. b.c.

d. e. f.

.

31

/

1999

Benard1979

1.2.

3.4.5.

1.

2.3.

4.

5.1.

2.3.

4.5.6.7.

1999

CormierCormier1991

CormierCormier

Cormier Cormier

assessment

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Stevens Morris1995 Loganbill Stoltenberg

Biggss1988

2-5

33

2-5 Stevens Morris

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

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A format for case Conceptualization. by StevensM.J.&

MorrisS.J., 1995, Counselor Education and Supervision3582-94.

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Stevens Morris

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Holloway1995

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Berman1997

what the client is like

why the client is like this

35

Meier1999

WillsSanders1997

Constantine2001

Sperry2005

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WHY

HOW

Sperry2005

1.

36

2.

3.

Sperry2005

(pattern analysis)

case

conceptualization

2003199919941996

1995(case conceptualization)

(conceptualization)

1991

1994

Loganbill Stoltenberg, 1983Cormier& Cormier, 1991

Abbey, Hunt, & Weister, 1985

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1.

2.3.

4.

1995Bernard, 1981;

Biggs,1988; Lanning, 1996; Morran, Kurpius, Brack & Brack, 1995

1.

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1995

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2.3.

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6.7.

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3.4.5.

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2-6 1999

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2

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4

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6

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8

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2000

2003

2002

2009

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2-7

43

2-7 Loganbill

Stoltenberg

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Stevens

Morris

Bernard Cormier

Cormier

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1995

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2

3

4

5

6

7

8

9

44

2-7

Loganbill Stoltenberg1983 Cormier Cormier1991

Bernard19791995

Stevens Morris19951999

Berman, 1997

(treatment planning)Falvey, Bray &

Hebert, 2005

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2001

Pengilly1988

2001Loganbill

Stoltenberg1983

Bernard1979

19891999Murdock1991

1995

Sperry

2005)

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Sperry2005

Falvey,2001

Sperry2005)

Berman1997

Cormier Cormier1991

Murdock1991

Murdock

Murdock

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3.

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5.

6.

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Sansburay1982

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Hieber Noor 1988 Hieber Johnson

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Gentry1995

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Sansbury1982

MartinMartinMeyer Slemon1986

MartinSlemon Hallberg

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Cummings, Hallberg Martin 1990 1989

Myfield, Kardash Kivligham1999 4 5

Stoltenberg1988

50

199920012001

Stoltenberg

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1992

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--

1994

between the counseling sessions

(in the counseling

sessions)

1997

1999

51

1999Borders Fong

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Bernard1979

Stoltenberg1988

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1999

1992

1999

2001

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2.

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2-8 2001

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2.

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Bernard1979

1999Anderson1982,1985

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1991 Martin1984

Martin 1989 Martin1990

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12

3

FalveyBray Hebert2005

Constantine2001

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2-9

(Constantine & Ladany, 2000)

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Constantine, 2001; Constantine &

Ladany, 2000 ;Ladany, Inman & Constantine, 1997

Constantine(2001 120

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1.

2.

FalveyBray Hebert2005

(thinking aloud process-tracing strategy)

Falvey

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SimulationCTPS)CTPS 33

(Delphi technique)

Falvey CTPS

Falvey

Novak,&

Gowin, 198420022004

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Loganbill,& Stoltenberg,1983; Cormier, & Cormier, 1991;

Stevens,& Morris, 1995Egan1994

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HepperKivlighor Wampold1992/1996

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research)

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Theory)

self-reflection

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(Frankfurt School)

1920

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(science

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3-1

3-1

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7

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5.8

3-2

01 01 5 31-40 **

02 02 0.5 25-30

03 03 2.5 31-40

04 04 13 41-50

05 05 5 31-40 **

06 06 10 31-40

07 07 4 31-40

08 08 1 31-40 **

09 09 2 25-30 **

10 10 3 31-40 **

11 11 8 31-40

12 01 3 31-40 **

13 02 1 25-30

14 03 1 25-30 **

15 04 * 41-50

16 05 25 41-50

17 06 10 31-40

18 07 4 31-40 **

***

63

Tesch1990

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AB

C

0102

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4-1

4-1

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4 3 3 1

1 1 3 3

CL

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72

10-1B-01

05-1B-02

07-1B-02

11-1B-01

CL

07-1B-01 07-1C-01

01-1B-01

08-1B-01

CL 09-1B-02

CL

02-1B-01

73

(ego

function) 05-1B-01

01-1B-01

01-1B-02

05-1c-02

06-1B-03

74

4-2

4-2

/

5 3 2 1 4 1 0 0 0 0

3 1 0 0 0 0 2 1 1 1

01-1C-02

02-1C-01

07-1C-02

02-1C-02

07-1C-01

75

09-1C-01

06-1C-01

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Hill 2005

CL 01-2-01

CL

CL

03-2-01

10-2-01

77

CL

02-2-02

CL

CL

04-2-02

08-2-03

CL

CL

05-2-05

CL CL

CL CL

07-2-04

06-2-03 06-2-05

78

01-2-02

02-2-01 02-2-02

03-2-01 03-2-02 03-2-03

A a

b

c

B a BDIBAI

b

c 07-2-01

CL

04-2-01

79

4-3

4-3

4 1 0 0 6

0 1 2 1 3

80

4-4

4-4

6 4 0 1 5 4 1 2 3 1 3 2 1

3 2 1 4 0 3 0 0 0 0 2 0 0

CL 03-3-01

C L

09-3-01

10-3-01

81

CL 03-3-01

07-3-01

01-3-03

03-3-03

07-3-04

08-3-01

06-3-01

11-3-03

01-3-02

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82

06-3-01

07-3-02

01-3-02

03-3-02

04-3-01

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109

(A)

30

111

1. A

B

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(B)

30

115

1. A

B

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3.25~30 31~40 41~50 51~60 61

4.

5.

117

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