A study in clinical psychology of teachers’ reflections regarding challenging difficulties in their careers : The case of a senior high school teacher who recognized their influence

本研究では，教師が生徒の心理的問題をどのように発見し対応しているかについてのインタビュー調査において，結果的に教師の未整理の困難体験が語られた，高等学校教員Ａ先生の事例を取り上げ，未整理の困難体験を抱え続けることの影響と，教師が改めてその体験をふり返り語ることの意味について事例的に分析した。面接では，新任時に関わった生徒Ｂとの体験が語られた。Ａ先生は，Ｂからの相談に繰り返し乗っていたが，Ｂは死にたいとよく言っており，Ａ先生は「脅かされているような感覚」を抱き続け，Ｂと適切な距離を見つけることができず，「共倒れ」しそうな状態にまで「追い詰められ」た。事例的に分析した結果，その体験は，一人で抱えてしまいがちな新任心性も相まって生じ，Ｂを傷つけたという罪悪感と恐怖心をＡ先生に植えつけ，現在にも影響を及ぼし続ける体験になったことが示唆された。一方で，その困難体験を語り直すことで，客観的に捉えられるようになり，その影響は残りつつも，それを引き受けた上で今後の教師人生を生きていこうとする姿勢が生まれたと考えられた。以上より，教師が教師としての未整理の困難体験をふり返り語ることの意味が示された。
In this study, the influence of difficulties in teacher’s careers and the significance of personal reflections and descriptions regarding them were examined. We analyzed a case in which a teacher at a senior high school unintentionally related the difficulties that she encountered during her first year as a teacher during an interview about how teachers find and attend to students with psychological problems. She had listened to a particular student’s worries many times. She expressed that she felt “threatened” because he said he wanted to be dead numerous times. Because she could not keep an appropriate distance from him, she experienced nervous breakdown. It was possible that the experience was derived from being a first-year teacher (with its own set of problems), and that it marked a sense of guilt and fear about possibly hurting the student and precautions to protect herself from harmful influences with her mind. It was indicated that she took an objective view of the impact of her difficulties, and accepted them by looking back and talking about them. Accordingly, she began to move forward as a teacher and grow from her experiences. From this study, it was shown that it was significant for teachers to reflect upon and discuss the challenges encountered in their careers.