The boundaries between personal life and professional role
A proposal to apply some principles of the Structural Family Therapy by Salvador Minuchin to teachers
Bibliographic Data
| ID | 21494786 |
|---|---|
| Authors | Andrea Baroncelli (0000-0001-5435-9682, University of Perugia, corresponding author), Marisabel Iacopino (University of Florence), Carolina Facci (0000-0001-6222-2563, University of Florence), Lucrezia Tomberli (0000-0002-6822-9800, University of Florence), Enrica Ciucci (0000-0003-0401-2634, University of Florence) |
| Year | 2024 |
| Volume | 50 |
| Issue | 1 |
| Pages | 33-44 |
| Publication date | 2024-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Education for Teaching International Research and Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 0260-7476 • E-ISSN: 1360-0540 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02607476.2022.2152653 |
| OpenAlex | W4311183306 |
| Language | EN |
| Citations received | 2 |
| References cited | 23 |
The aim of the present study was to apply some principles of the Structural Family Therapy by Salvador Minuchin to teachers. Specifically, we considered the teacher as a system consisting of two communicating subsystems – one pertaining to personal characteristics and skills, and one pertaining to characteristics and skills related to the professional role – and we explored the boundaries between personal life and professional role, proposing the existence of three types of boundaries that are in line with the original classification by Minuchin: rigid, diffuse, and clear. Moreover, through a semi-structured interview, we conducted an initial empirical investigation about the perception and the representation of the boundaries between personal life and professional role in a sample of 9 kindergarten, primary, and middle school teachers (M professional experience = 16.33 years, SD = 9.60 years). The emerged results, even if limited in number, encouraged the development of further dimensional assessment strategies, as well as the development of training courses on teachers’ emotional and relational competence in which they can reflect on the importance of clear boundaries that allow an adaptive exchange of information between personal and professional areas
Epistemology · Pedagogy · Perception · Personal development · Personal life · Professional development · Psychotherapist · Behavioral and Psychological Studies · Child and Adolescent Psychosocial and Emotional Development · Family and Disability Support Research · Psychology · Social Psychology
Content analysis in communication research
Content Analysis
Families and Family Therapy
The effect of teachers’ emotional labour on teaching satisfaction
Early Childhood Teachers as Socializers of Young Children’s Emotional Competence
Relationships Between Teachers and Children
Burnout among Teachers
The qualitative content analysis process
The Prosocial Classroom
Using Structural Family Therapy to Understand the Impact of Poverty and Trauma on African American Adolescents
Examining congruence in parent–teacher perceptions of middle school supports for students and families
Reducing Confusion about Grounded Theory and Qualitative Content Analysis
The Viability of Structural Family Therapy in the Twenty-first Century
Boundary dilemmas in teacher–student relationships
Teacher burnout explained
Exploring the relationship among teachers' emotional intelligence, emotional labor strategies and teaching satisfaction
| Citations per year | 1 |
|---|---|
| Citation span | 2024 - 2024 (1) |
| Highly cited | No |