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