이 연구는 음악치료 슈퍼비전에서 슈퍼바이지가 지각하는 슈퍼비전 만족도, 슈퍼비전 스타일, 슈퍼바이지 발달수준, 슈퍼비전 작업동맹, 긍정적 인지대처 간의 구조적 관계를 확인하고 예비전문가와 전문가 집단의 차이를 알아보는 것이다. 연구대상은 인턴과정을 포함하는 대학원생 예비전문가와 음악치료 전문가 슈퍼바이지로 지난 6개월 이내에 슈퍼비전을 받은 경험이 있는 218명이다. 다중집단분석을 통해 예비전문가와 전문가 집단을 분석한 결과는 첫째, 예비전문가 집단에서 슈퍼비전 스타일은 만족도에 직접적인 영향을 미치고 작업동맹에 더 큰 영향력을 보이면서 만족도에 직․간접 효과를 갖는 것으로 나타났다. 슈퍼바이지 발달수준은 긍정적 인지대처의 매개와 작업동맹의 매개에 의해 만족도에 영향을 미쳐 이중매개에 의한 간접효과를 갖는 것으로 나타났다. 슈퍼비전 작업동맹은 만족도에 대한 유의한 매개변인으로 확인되었다. 둘째, 전문가 집단에서 슈퍼비전 스타일은 만족도에 직접적인 영향을 미치지 않았으나 작업동맹을 통해 간접적인 영향을 미쳤다. 발달수준은 긍정적 인지대처에 영향을 미쳤으나 작업동맹과 만족도에 영향을 미치지 않았다. 즉, 전문가 집단은 슈퍼비전 스타일이나 발달수준에 좌우되지 않고 오로지 작업동맹에 의해서만 만족도에 영향을 미쳤다. 따라서 전문가에게 작업동맹은 만족도에 영향을 미치는 유일한 변인으로 확인되었다. 셋째, 집단 간 통계적 유의성 경로를 확인한 결과 두 집단은 작업동맹에서 만족도로 가는 경로에 유의한 차이를 보였다. 즉, 전문가 집단은 예비전문가 집단보다 작업동맹을 맺는 능력이 월등한 것으로 나타났다. 이상의 결과를 종합해 볼 때, 두 집단 모두 슈퍼비전 스타일이 슈퍼바이지 발달수준보다 만족도에 더 큰 영향을 미치는 요인이며, 슈퍼비전 작업동맹은 만족도를 높이는 중요한 매개변인으로 확인되었다. 단, 예비전문가 집단에서는 작업동맹을 맺기 위해 긍정적 인지대처가 선행되어야 한다.
The purpose of this study was to identify the structural relationships between the supervisory style, supervisees’ developmental level, the supervisory working alliance, supervisees’ positive cognitive coping, and supervisees’ satisfaction with supervision in music therapy supervision. The participants consisted of a total of 218 music therapy students and professionals who had received supervision within the previous six months. The participants completed five measures, and the data were analyzed using the structural equation modeling method. Firstly, in the student supervisees, the supervisory style was a significant variable that directly affected the supervisees’ satisfaction and had an influence through the mediating effect of the supervisory working alliance. Supervisees' developmental level had an influence on the supervisees’ satisfaction as mediated by the supervisory working alliance and the positive cognitive coping. So, supervisees’ developmental level had an indirect effect as mediated by two variable. Supervisory working alliance was a variable to enhance supervisees’ satisfaction. Second, in the professional supervisees, supervisory style had an influence on the satisfaction as mediated by the supervisory working alliance. Supervisees’ developmental level had no influence on the supervisees’ satisfaction. In other words, the professional supervisees had no influence on the supervisory style and supervisees’ developmental level and only affected by the supervisory working alliance. Third, the result of the statistical significance between the two group, there was a significant difference in the route of supervisory working alliance and satisfaction. This result showed that the professional supervisees had more excellent capacity of supervisory working alliance than students group. Based on the results above, it was concluded that the supervisory style was more significant variable to increase supervisees’ satisfaction than supervisees’ developmental level. Supervisory working alliance was an essential variable to increase the supervisees' satisfaction, but student supervisees must be required positive cognitive coping in order to supervisory working alliance.
The purpose of this study was to identify the structural relationships between the supervisory style, supervisees’ developmental level, the supervisory working alliance, supervisees’ positive cognitive coping, and supervisees’ satisfaction with supervision in music therapy supervision. The participants consisted of a total of 218 music therapy students and professionals who had received supervision within the previous six months. The participants completed five measures, and the data were analyzed using the structural equation modeling method. Firstly, in the student supervisees, the supervisory style was a significant variable that directly affected the supervisees’ satisfaction and had an influence through the mediating effect of the supervisory working alliance. Supervisees' developmental level had an influence on the supervisees’ satisfaction as mediated by the supervisory working alliance and the positive cognitive coping. So, supervisees’ developmental level had an indirect effect as mediated by two variable. Supervisory working alliance was a variable to enhance supervisees’ satisfaction. Second, in the professional supervisees, supervisory style had an influence on the satisfaction as mediated by the supervisory working alliance. Supervisees’ developmental level had no influence on the supervisees’ satisfaction. In other words, the professional supervisees had no influence on the supervisory style and supervisees’ developmental level and only affected by the supervisory working alliance. Third, the result of the statistical significance between the two group, there was a significant difference in the route of supervisory working alliance and satisfaction. This result showed that the professional supervisees had more excellent capacity of supervisory working alliance than students group. Based on the results above, it was concluded that the supervisory style was more significant variable to increase supervisees’ satisfaction than supervisees’ developmental level. Supervisory working alliance was an essential variable to increase the supervisees' satisfaction, but student supervisees must be required positive cognitive coping in order to supervisory working alliance.
