從敘說中開展的自我建構歷程：以一位幼教老師為例

The Process of Self-Construction Unfolded in Narrative: A Case-Study of a Kindergarten Teacher

本研究是以個案研究法為研究方法，透過會談的方式，試著在研究對象的敘說及其與研究者的對話中，瞭解個體在心理治療中是如何透過敘說建構其自我，及其歷程為何。研究結果呈現，個體藉由敘說開展的自我建構的歷程可分為三種樣態：（一）自我的澄明與追尋；（二）關係的重新認識與體悟；（三）創傷的轉化與超越。從研究中發現，個體要開展自我建構的歷程，必須要有一個過渡空間；而過渡空間是透過敘說、時間的距離、時空轉換、自我觀照所醞釀出來的。敘說與時間的距離使個體能夠重新賦予新的意義來超越創傷；時空的轉換則使個體有能力以長大的我撫慰小時候的我；而自我觀照讓個體能諦聽自己的內在之聲，找到適合自己的「我」。故這四者是促成個體的自我建構的可能要素。

The article adopted the case study methodology to investigate the process of self-construction. Through interviews, the investigator tries to understand how one constructs himself or herself through narrative and dialogue with the investigator in psychotherapy. The findings show that there are three patterns for the process of self-construction: 1. clarification and search for the self; 2. re-comprehension and realization of relationships; 3. transformation and transcendence of traumatic experiences. The research also finds that for the process of self-construction to unfold, it is necessary to have a transitional space, which can be developed by narrative, the lapse of time, shifts in time frames, and self-reflection. Narrative and lapse of time allow one to transcend trauma by adding new meanings to the traumatic experiences, shifts in time frames equip one with the ability to console the traumatized childhood with the perspective of an adult, and self-reflection provides an opportunity for listening to the inner voice of the self in order to re-locate the “self.”