Department of Economics and Business Administration, Ariel University, Ariel, Israel.
Adv Health Sci Educ Theory Pract. 2021 Aug;26(3):827-845. doi: 10.1007/s10459-020-10024-9. Epub 2021 Jan 20.
Coping with relational dilemmas constitutes one of the core competencies of the therapeutic professions. Although students and novice therapists who are transitioning to becoming therapists often experience relational dilemmas as a threat to their professional identity, there is scant literature on strategies to help them develop their professional identity. This inductive study is based on data collected from group supervision courses for undergraduate students in Occupational Therapy in 12 groups over six years. The findings emerged from the analysis of 196 dilemma cases presented by the students in class, combined with the 196 personal reflections that the that students wrote at the end of the course about their personal development as occupational therapists. This study presents the five strategies that appeared most critical for coping with these dilemmas and by extension, for identify formation: (1) looking for the overarching goal, (2) differentiating facts from interpretations, (3) understanding what the 'other' is trying to say, (4) discovering the dialogue between the inner voices, and (5) the notions of Having, Doing, and Being. The strategies are based on cognitive models and behavioral repertoires in the literature, and can provide guidelines for student therapists to use to transition from class to workplace. They can also be implemented by clinical instructors and academic educators.
应对关系困境是治疗专业的核心能力之一。尽管正在向治疗师转变的学生和新手治疗师常常将关系困境视为对其专业身份的威胁，但关于帮助他们发展专业身份的策略的文献却很少。本研究是基于对 12 组职业治疗本科学生的小组监督课程中收集的数据进行的，这些数据来自于学生在课堂上提出的 196 个困境案例的分析，以及学生在课程结束时就他们作为职业治疗师的个人发展所写的 196 篇个人反思。本研究提出了应对这些困境、进而形成认同的五个最关键的策略：（1）寻找总体目标，（2）区分事实和解释，（3）理解“对方”试图表达的意思，（4）发现内心声音之间的对话，以及（5）拥有、行动和存在的概念。这些策略基于文献中的认知模型和行为模式，可为学生治疗师从课堂过渡到工作场所提供指导。临床指导者和学术教育者也可以实施这些策略。
