クライエント中心療法から見るアサーション教育の効果 : 参加者の<語り>を手がかりに

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The purpose of this study was to consider about the effect of the assertion education or the assertion training from the viewpoint of the client-centered counseling, which had been mainly developed by C.R. Rogers. First, I gave an outline of the client-centered counseling, and secondly, I presented the summary of the assertion education or the assertion training. Thirdly, the stories of three teachers were introduced for the purpose of exploring the meaning of their experience in the assertion education. These three teachers were the participants of one of the assertion training workshops for the teachers which was held by the author. The author especially focused on their "narratives" told by them. Through the workshop, they presented their stories of (i) their personal relations with their colleagues, (ii) their problems and distress, (iii) their self-understanding and the awareness. I emphasized the importance of their awareness from the viewpoint of the assertion, as follows; 1. It was not productive to conceal the negative feeling toward the colleague, and to command in silence "You must change". Such attitude tended to be the passive-aggressive communication style. 2. For taking action of the assertion, people did not need to grasp so quickly what they hoped to express. The process of spending a good deal of time on grasping for what was really hoped to say was itself meaningful assertion experiencing. 3. Teachers needed the self-disclosure of the distress about the job, their personal relations with colleagues in order to cultivate the mutual support and to reduce their distress in their working schools. From the combination of the client-centered counseling and the assertion education, the author explored the effect of the assertion education. Three topics were presented as follows, applying C.R. Rogers' key concepts. (1) Through the assertion education, the individual was apt to be self-congruent. Their gap between the self-conception and the experience became smaller. They especially tended to accept their negative core feeling. So, I concluded that the facilitative climate and the safe atmosphere of the assertion education was indispensable. (2) Through the assertion education, the individual was apt to keep or develop their empathic attitude for others, especially "as if" attitude, and which tended to guide the individual for respecting the diversity of people. Added to this one, "as if" attitude could cultivate the frustration-tolerance in case of receiving the unexpected or disappointing reaction from others, when the individual tried to do the assertion. (3) Through the assertion education, the individual was apt to understand the relation between the role and the self. In other words, the individual could get the opportunity to figure out the conflict between the mask and oneself, and to develop the self that was never oppressed by the role or the mask. As C.R. Rogers stressed during his encounter-group activities, the inner sense of the self was essential for maintaining and growing "the fully-functioning person", and creating the human connection and communication. Based on the above topics, the author concluded that the key concepts of the client-centered counseling were useful to consider about the effect of the assertion education. The author also suggested that introducing the key concepts of the client-centered counseling into the assertion education was important not only for understanding the effect of the assertion education, but also for practicing the assertion education more profitably as a trainer.
創価大学の論文

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園田雅代
創価大学教育学部

クライエント中心療法から見るアサーション教育の効果 : 参加者の<語り>を手がかりに

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