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ID 50578
file
title alternative
Changes in the “Self” of students with experience of school refusal: The perspective of Dialogical self theory
creator
Kodama, Nami
subject
school refusal
Dialogical self theory
I-positions
self-image
abstract
The study aims to clarify students' understanding of the “self” in the process of school refusal and uses it to elucidate their inner experience of school refusal. An interview survey using “Dialogical self theory” was conducted, targeting five students with prior experience in school refusal from the perspective of three “I-positions.” Results indicated that positive and negative aspects in the experience of school refusal were present in all positions. Furthermore, the most important I-position was selected in each period, namely, “before school refusal,” “among school refusal,” and “after school refusal.” The most important I-position for all students changed in “among school refusal” and “after school refusal.” Moreover, two patterns of changes in relationship were identified among the three I-positions. In such patterns, a “dialog” between the positions was evident in “among school refusal,” but not in “after school refusal.” The study suggests that students who have experienced school refusal develop multiple I-positions with ambivalent ideas, and the dialog among such positions provide a means of forming a stable self that accepts each other’s idea of I-position.
journal title
Hiroshima Psychological Research
issue
Issue 20
start page
133
end page
146
date of issued
2021-03-31
publisher
広島大学大学院人間社会科学研究科心理学講座
issn
1347-1619
ncid
language
jpn
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
department
Graduate School of Humanities and Social Sciences
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