Child guidance, dynamic psychology and the psychopathologisation of child-rearing culture (c. 1920-1940): a transnational perspective
Child guidance, dynamic psychology and the psychopathologisation of child-rearing culture (c. 1920-1940): a transnational perspective
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DOI：
10.1080/0046760x.2020.1748727
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发表时间：
2020-09-02
影响因子：
0.5
通讯作者：
Bakker, Nelleke
中科院分区：
文献类型：
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作者：
Bakker, Nelleke
儿童指导的历史编纂主要集中在美国，在英语世界旅行之前，它首先发展起来。在两次世界大战之间的几年里，私人慈善事业使儿童指导的迅速发展成为可能，这些慈善事业为外国专业人士提供了在美国学习的奖学金。本文重点介绍了跨国转让的儿童指导，动态心理学的基础上，并伴随着精神病理学的儿童养育文化的非英语国家，荷兰。首先，论述了儿童指导的发展和动力心理学在美英的接受情况。接下来，它分析了向荷兰的转移。事实证明，荷兰人并没有照搬美国的模式，而是根据自己的情况进行了调整，创造了一个更加多样化的儿童指导环境，在这个环境中，教育心理学的作用不如儿童精神病学重要。
The historiography of child guidance has focused primarily on the United States, where it first developed before travelling across the English-speaking world. The rapid expansion of child guidance in the interwar years was enabled by private philanthropy, which provided fellowships to foreign professionals to study in the United States. This article focuses upon the transnational transfer of child guidance, the dynamic psychology on which it was based, and the accompanying psychopathologisation of child-rearing culture to a non-English speaking country, the Netherlands. First, it discusses the development of child guidance and the reception of dynamic psychology in the United States and Britain. Next, it analyses the transfer to the Netherlands. It turns out that the Dutch did not copy the American model, but adapted it to fit their conditions and created a more diverse child guidance landscape, in which educational psychology played a less important role than child psychiatry.