グループカウンセリングワークショップのプログラム構成と成果

In this article, a two-day intensive training program of group counseling workshop held at International Christian University (ICU) for teachers, school counselors, and child guidance counselors, is introduced and its outcomes are examined. The goals of the participants in our workshop lay in creating a growth-facilitating relationship by use of the self, relating with children on the basis of understanding from the context of their groups, and mastering the basics of practical management of group counseling. Self-expression and deepening the relationship was emphasized in many experiential programs so that practice world not be separated from theory. Workshops utilized small group format Free-association-like talking and active interaction was encouraged in the groups, lectures and activities were alternated, and there were many occasions for role-playings in a group counseling situations with children and adolescents. Many of the participants were able to experience their own genuine feelings in those programs, and they learned how to express what they were experiencing. Also, they could learn experientially the theory of group development through the interactions of the peer members and the development of their own groups. Descriptive feedback from the participants at the end of the workshop showed that they could feel hope by gaining self-acceptance and /or self-understanding, and could clarify what they should engage in internally. It was concluded that effective methods for learning how to intervene with counseling groups should be developed, as well as experiential learning

教育的対話能力開発の臨床心理学的研究(1) ― 教育的対話シナリオの事例研究 ―

The aim of this study was to develop a training program based on the "educational dialogue" theory for teachers (Kotani 2000). To achieve this, concepts regarding the "basic factors for educational dialogue," "tri-dimentionalization of dialogue" and the key factors in the therapeutic alliance-forming model in Psychoanalytic Systems (PAS) Theory were operatively defined. Using the analytic framework for these definitions, dialogue scenarios written by school teachers who participated in training programs were qualitatively analyzed. The knowledge thus acquired was useful for the future development of the training program

教師の対人ストレス方略の臨床心理学的研究(3) ― 養育者を対象とする典型場面の抽出に向けて ―

This study is the first step towards the reconstruction of a typical stressful situation for teachers and involving parents The study is designed for the formulation of "Response construction method for the teachers\u27 stress coping strategies" In this study, a clinical personality assessment method (Kotani, 1993; Kotani et. al., 1998) is applied as an effective classification which is dynamic rather than static and to illustrate objects\u27 self-propelling change processes. As a result, it is suggested that the clinical assessment method is useful for the illustration of various transactional qualities between teachers and parents. Moreover, it is suggested that teachers feel stress when parents tend to have narcissistic and antisocial personality styles

教師の対人ストレス方略の臨床心理学的研究(1) ―実態調査にもとづく基礎研究―

A questionnaire survey was conducted to collect basic data regarding the objects (stressors) of teachers\u27 interpersonal stress and their ways of coping with them. The data clearly indicate that teachers felt colleagues to be the most stressful among four categories of objects, namely, students, colleagues, supervisors and caretakers of students. Furthermore, teachers recognized the typical type of stressors as narcissistic across all categories of objects. As for the coping resource system, it is suggested that the capability of the individual system needs to be enhanced by means of a workshop in order for the interpersonal system to be utilized more efficiently as a coping resource system. In particular, the task of improving the school organizational system as a supra-system for the colleagial system becomes apparent. This is because the school organizational system functions to protect and develop the colleagial system as its supra-system, and the colleague system, used frequently and usefully, can work against teachers\u27 stress levels. As for their coping modalities, the proportion of the teachers selecting "approach" rather than "avoidance" as an ideal way coping showed an increase, despite the fact that the former is less useful than the latter. This can be interpreted to suggest the seriousness and strong problem-solving orientation of the teachers, as well as the weak structure of mutual support in the group. In addition, the importance of sophisticating and developing a "space-making" coping modality is indicated. In view of the above, it appears necessary to develop a stress management program for teachers which enables more sophisticated and autonomous coping, by placing the colleague system as the central coping resource system and by developing a "space-making" coping modality

教師の対人ストレス対処方略に関する臨床心理学的研究(4) ― 児童・生徒との関係におけるストレスと対処方略の類型化の試み ―

This study examined teachers\u27 cognitive framework for interpersonal stress caused by students and their coping strategies by using free-writing questionnaire method. Students whom teachers felt to be stressful were classified into four types. It showed that the more aggressive students were the more anger and depressive feeling teachers felt. It is suggested that each type is deeply connected with teachers\u27 "demand for maintenance of the norm" and that the viewpoint "whether students obey the norm or not" works strongly as the teachers\u27 cognitive framework. Furthermore, the inner and outer demand for maintenance of norms may make teachers more nervous and could be a background factor for their stress. Coping strategies are classified into four categories, among them "consultation" strategy was most frequently used and consultation for emotional support indicated high effectiveness. Establishing collaborative relationship among teachers, separating cognition of student\u27s misbehavior from teacher\u27s feelings, and flexibly reconstructing the cognitive framework into a new one on the basis of understanding student behavior was found to be very effective in the process for relating to students and decreasing stress. Further research from this standpoint can explore the collegial relationship as a support resource and method for augmenting teachers\u27 ability

教師の対人ストレス方略の臨床心理学的研究(2) ― 上司のリーダーシップの機能不全から生じるストレスの分析 ―

It is meaningful to systematize a "response construction method as a coping strategy in teachers\u27 stress management", by applying the response construction method, as a training method for teachers to facilitate effective management of interpersonal stress. This study attempts to present an analysis of the content of teachers\u27 interpersonal stress with their superiors, to provide basic data for this systematization. As a result, interpersonal stress with their superior involving what is perceived by teachers as the leadership style of the superior: malfunctioning leadership. Moreover, it is suggested that feelings of anger toward the authority figure in a stress situation can be differentiated into more specific feelings, if analyzed further. This demonstrates the significance of the response construction method. Based on such considerations, the basic data of situations that provoke teacher inter-personal stress with a superior are presented