スクールカウンセラーの治療構造をめぐる体験の検討－M-GTA によるSCの語りの分析－

Abstract

This study was performed to discuss the process by which school counselors (SCs) determine their roles in the school system. In particular, this study focused on the therapeutic structure. Interviews were conducted with 12 SCs from young to experienced, and they spoke how they experienced the therapeutic structure in the school. The data were analyzed by the Modified Grounded Theory Approach. The results showed that SCs start their work sensing a difference in therapeutic structure and the difficulty in adaptation. Then, they become engaged in various worksin the school. On the other hand, they reflect on what to cherish in their activities. Finally, they determine their roles and gradually adaptto the school. For SCs, the experience of differences and the difficulties could be chances to reflect. Through the therapeutic structure, SCs will be able to examine how their activities are and seek to concern themselves viewing the whole school.