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Hokkaido University Collection of Scholarly and Academic Papers >
Graduate School of Education / Faculty of Education >
北海道大学大学院教育学研究院紀要 = Bulletin of Faculty of Education, Hokkaido University >
第138号 >
自発的自己開示体験が初任セラピストの職業的自己に及ぼす発達促進的影響に関する質的研究
| Title: | 自発的自己開示体験が初任セラピストの職業的自己に及ぼす発達促進的影響に関する質的研究 |
| Other Titles: | A qualitative study of facilitative impacts on the development of novice therapists' professional self by experiences of therapist-initiated self-disclosure. |
| Authors: | 草岡, 章大1 Browse this author |
| Authors(alt): | Kusaoka, Akihiro1 |
| Keywords: | 初任セラピスト | | 自発的自己開示 | | 職業的自己 | | 援助意欲 | | 質的研究 | | Novice therapist | | Therapist-initiated self-disclosure | | Professional self | | Willingness to help others | | Qualitative study |
| Issue Date: | 25-Jun-2021 |
| Publisher: | 北海道大学大学院教育学研究院 |
| Journal Title: | 北海道大学大学院教育学研究院紀要 |
| Journal Title(alt): | Bulletin of Faculty of Education, Hokkaido University |
| Volume: | 138 |
| Start Page: | 229 |
| End Page: | 250 |
| Abstract: | 本研究では，初任セラピスト（Th）の自発的自己開示経験が及ぼす職業的自己の発達への影響を，質的研究法を用いて検討した。12名の初任Thへの回顧的半構造化インタビューから，【もっと自分自身を前に出したい】，【セラピストとしての一線を軽々しく越えてはいけない】，【自ら一歩踏み出す】，【わが身を省みる】，【新たなセラピスト像の探索】の5つのカテゴリーと，内的対立，援助意欲の活性化，主体的挑戦，自己省察，反映，という過程が示された。自発的自己開示へのためらいは，個人的自己と職業的自己との内的対立から生じるが，主体的挑戦と自己省察により，個人的自己をセラピーの資源として活用できるようになり，徐々に「Thらしさ」から「自分らしいTh」へと職業的自己が変容していく。自らの援助意欲の理解とコントロールが初任Thの課題として浮上し，教育訓練改善へのいくつかの示唆が得られた。 | | This study investigated how novice therapists’ experiences to use therapist-initiated self-disclosure facilitates the development of their professional self. Twelve novice therapists participated in retrospective, semi-structured interviews; the transcripts were analyzed by the qualitative research method. In all, 29 concepts emerged from data, and these were integrated into the following five categories, namely; wanting to show more personal aspects, should not crossing boundary lightly as a therapist, stepping into the unknown zone voluntarily, reflecting on oneself, and exploring a new therapist image. So, these categories indicated developmental process of the professional self, namely; conflict, activation, challenge, reflection, and feedback. Hesitation to using self-disclosure has its root in the internal conflict between their personal and professional self. However, voluntary challenging and self-reflection make them available for utilizing their personal self as resources in therapy. These processes facilitate changing their professional self from imitating master therapists to establishing a unique self-image as a therapist. Certain implications for education and training were discussed. |
| Type: | bulletin (article) |
| URI: | http://hdl.handle.net/2115/82169 |
| Appears in Collections: | 北海道大学大学院教育学研究院紀要 = Bulletin of Faculty of Education, Hokkaido University > 第138号
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Submitter: 草岡 章大
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