한국의 상담자 혹은 상담교사들을 위한 수련감독의 필요성은 이미 전문상담교 사제도가 시행되기 전부터 제기되어왔다. 전문상담교사를 위한 수련감독체제가 시행되기 위해서는 학교상황과 일반상담과 차별화된 전문상담교사의 역할을 고려 한 수련감독 모형이 요구된다. 본 연구의 목적은 종합적 학교상담 모형을 토대로 전문상담교사들을 위한 수련감독 모형을 탐색·구안하는데 있다. 이를 위해 종합적 학교상담, 상담자 수련감독의 이론적 접근, 수련감독 모형에 관한 문헌들을 고찰 한 결과를 토대로 4 x 4 x 4 매트릭스로 구성된 3차원 모형, 즉 수련감독의 구성 요인(전문지식, 업무수행 능력, 개인 특성 및 자질, 평가), 수련감독자 역할 및 기 능(교사, 상담자, 자문자, 감독평가자), 그리고 수련자의 발달수준(1-4수준)으로 구 성된 모형을 구성하였다. 이렇게 구성한 모형은 각 차원에 따라 세부적인 구성요 소들이 입체적이고 역동적으로 기능할 수 있도록 구성된 것으로, 전문상담교사들 을 위한 수련감독을 촉진하는 한편, 보다 효과적인 수련감독 모형 개발의 촉매제 가 될 것으로 기대된다.

The necessity of supervision for the Korean professional school counselor has been presented even before the initiation of the system. In order to perform the supervision system for the professional school counselor, it is needed an effective supervision model that takes into consideration school environments as well as the roles of the professional school counselor differentiated from the counselors in other areas. The purpose of the present study was to explore the comprehensive supervision model for the Korean professional school counselor, based on the comprehensive school counseling mode. A three-dimensioned model with 4 x 4 x 4 matrix including the parameter of supervision, the roles and functions of supervisor, and the developmental levels of trainee was constructed on the basis of extensive literature review on the comprehensive school counseling model developed by Henderson and Gysbers (2000), theoretical approaches to supervision, and supervision models. The comprehensive supervision model for the Korean professional school counselor constructed in this study consists of specific elements in each dimension to function on three dimensions dynamically. It is expected to facilitate the supervision system for Korean professional school counselor as well as provide a basis for the development of effective supervision models for them in the future.

The necessity of supervision for the Korean professional school counselor has been presented even before the initiation of the system. In order to perform the supervision system for the professional school counselor, it is needed an effective supervision model that takes into consideration school environments as well as the roles of the professional school counselor differentiated from the counselors in other areas. The purpose of the present study was to explore the comprehensive supervision model for the Korean professional school counselor, based on the comprehensive school counseling mode. A three-dimensioned model with 4 x 4 x 4 matrix including the parameter of supervision, the roles and functions of supervisor, and the developmental levels of trainee was constructed on the basis of extensive literature review on the comprehensive school counseling model developed by Henderson and Gysbers (2000), theoretical approaches to supervision, and supervision models. The comprehensive supervision model for the Korean professional school counselor constructed in this study consists of specific elements in each dimension to function on three dimensions dynamically. It is expected to facilitate the supervision system for Korean professional school counselor as well as provide a basis for the development of effective supervision models for them in the future.

Supervision model, Professional school counselor, Comprehensive school counseling, Student counseling and guidance, Supervision for school counseling