Goldberg Miriam, Hadas-Lidor Noami, Karnieli-Miller Orit
Bar-Ilan University, Ramat Gan, Israel
Tel Aviv University, Tel Aviv, Israel.
Qual Health Res. 2015 Jul;25(7):887-98. doi: 10.1177/1049732314553990. Epub 2014 Oct 6.
We explored the experiences of social work students with psychiatric difficulties and focused on their challenges as they went through the different stages of development as health care professionals. We interviewed 12 social work students with psychiatric difficulties and analyzed the data using the immersion/crystallization method. The findings reveal the developmental process they underwent from being patients to being "therapatients" (therapists who are also patients; here, therapists coping with psychiatric difficulties). This process included four stages: an initial exploration of the health care world; questioning the possibility of a patient being a therapist and feeling incompetent; identifying their ability to be professionals; and integrating between their patient and therapist parts to become a therapatient. Understanding this process and finding ways to help students through it is crucial to allowing the patient and therapist parts to "live" together and enrich each other, and to allowing integration of professional knowledge and personal experience.
我们探究了有精神疾病困扰的社会工作专业学生的经历，并关注他们在作为医疗保健专业人员经历不同发展阶段时所面临的挑战。我们采访了12名有精神疾病困扰的社会工作专业学生，并使用沉浸/结晶法对数据进行了分析。研究结果揭示了他们从患者转变为“治疗患者”（既是治疗师又是患者的人；在这里，指应对精神疾病困扰的治疗师）的发展过程。这个过程包括四个阶段：对医疗保健领域的初步探索；质疑患者成为治疗师的可能性并感到自己能力不足；认识到自己具备成为专业人员的能力；以及将患者和治疗师的角色融合，成为一名“治疗患者”。理解这一过程并找到帮助学生度过这一过程的方法，对于让患者和治疗师的角色“共生”并相互丰富，以及实现专业知识与个人经验的融合至关重要。
