自我同一性是指个体在生命过程中对自己的定位和认同感，是个体对自己的个性、价值观、目标和意义等的一种内在感受，是对自我意识的一种深刻体验。自我同一性的发展是一个长期的、渐进的过程。职前心理教师群体大多处于“初显成人期”，是未来我国中小学心理健康教育工作的主力军，其专业素养、人格发展、思想境界、角色定位职业胜任力的发展与自我同一性紧密联系，影响重大而深远。
整合性教育戏剧是教育性戏剧和疗愈性戏剧的有机整合体，是一种将戏剧应用于教育与疗愈的教学理念与方法，用于促进个体的知识学习、道德发展和人格发展等。它关注教师和学生两个群体，以立德树人为出发点，以戏剧元素、方法和过程为依托，是以具身学习为路径的全人教育，具有教育性、疗愈性、艺术性和社会性。
本研究在质性研究的框架下，以现象学作为研究方法论，主要借助文本分析法进行资料的收集和分析工作，研究职前心理教师自我同一性的特点及发展过程。采用软件Nvivo 12进行文本分析，通过导入资料、建立节点、节点编码等步骤充分提取信息，依据扎根理论对资料进行三级编码。同时选取了一名具有代表性的个案进行完整观察与描述，分析并呈现其自我同一性发展变化。
本研究的研究结论是：
1.在整合性教育戏剧课程前后，职前心理教师的自我同一性呈现出不同的特点，其自我同一性在整合性教育戏剧课程中得到了较大的发展，且这种影响是持续性的。
2.整合性教育戏剧课程中，职前心理教师的自我同一性发展变化表现在五个类属上：自我探索、人际探索、探索态度与状态、获得承诺、认同承诺。五个类属整体上呈现出“探索态度与状态→自我探索→人际探索→获得承诺、认同承诺”的发展趋势，同时有各自不同的阶段性发展特点。
3.整合性教育戏剧对职前心理教师自我同一性发展的影响因素主要有六个：团体氛围、美学距离、具身认知、戏剧仪式、角色和课程带领者。戏剧性游戏、正念与冥想、戏剧活动、分享对话和心流写作作为整合性教育戏剧的主要教学环节，彼此交互，共同促进职前心理教师自我同一性的发展。

Self-identity refers to an individual's self-orientation and sense of identity in the life process. It is an individual's inner feeling of his own personality, values, goals and significance, and a profound experience of self-consciousness. The development of self-identity is a long and gradual process. Most pre-service mental health education teachers are in the "emerging adult stage", and will be the main force of mental health education in primary and secondary schools in the future. The development of professional accomplishment, personality development, ideological realm, role orientation and professional competence are closely related to  self-identity, which has a significant and far-reaching influence.
Integral Drama Based Pedagogy（IDBP）is an organic integration of educational drama and healing drama. It is a teaching idea and method that applies drama to education and healing to promote individual knowledge learning ，moral development and personality development. It focuses on two groups of teachers and students. It starts from cultivating virtues and educating people，relies on drama elements，methods and processes，and is a whole-person education with embodied learning as the path，which is educational，healing，artistic and social.
In the framework of qualitative research, this study takes phenomenology as the research methodology and mainly uses text analysis to collect and analyze data, so as to study the characteristics and development process of self-identity of pre-service mental health education teachers. The software Nvivo 12 was used for text analysis, and the information was fully extracted through data import, node establishment, node coding and other steps, and the data was encoded at three levels according to the grounded theory. At the same time, a representative case is selected for complete observation and description, and its development and change of self-identity are analyzed and presented.
The study concluded:
1. Before and after the IDBP course, the self-identity of pre-service mental health education
teachers presents different characteristics, and their self-identity has been greatly developed in the IDBP course, and this influence is continuous.
2. In the IDBP course, the development and change of self-identity of pre-service mental health education teachers are manifested in five genera: self-exploration,interpersonal exploration,exploration attitude and state, acquisition of commitment, identification commitment. On the whole, it presents the development trend of "exploration attitude and stat → self-exploration → interpersonal exploration → obtaining commitment and identifying  commitment". The five genera also show their different stage development characteristics.
3. There are six main factors influencing the self-identity development of pre-service mental health education teachers by IDBP : group atmosphere, aesthetic distance, embodied cognition,drama ritual, role and curriculum leader. Dramatic games, mindfulness and meditation, dramatic activities, shared dialogue and flow writing are the main teaching links of the IDBP course，which interact with each other and jointly promote the development of self-identity of pre-service mental health education teachers.