不登校経験者の「自己」の変化について : 対話的自己論を用いて

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.