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Clinical Pedagogical Research on Preventive Treatment and Crisis Intervention for the Disturbance of Classroom Instruction

课堂教学障碍的预防治疗与危机干预的临床教学研究

基本信息

批准号：
11610281
负责人：
SHOY Yoshinobu
金额：
$ 1.92万
依托单位：
Hiroshima Prefectural Women's University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1999
资助国家：
日本
起止时间：
1999 至 2000
项目状态：
已结题

项目摘要

Clinical intervention is a core method that should be used in the research work of clinical pedagogy.Recently, there are many serious problems acting-out in a tangible mode such as school violence, school-refusal, and conspicuous bully-bullied relations, while there arouse the other type of problems that have been invisibly acting out in a latent mode such as anxiety disorder or any other psychopathological problems. The latter mode is observed in the phenomena of collapse of classroom instruction, and horrible bizarre behaviors of children. They always get worse silently, if we could find them, they have already reached a fairly advanced stage, and in many cases they suddenly burst into flame.It is extremely difficult to find them out only to see their outward looks in everyday school life. It is also difficult to elucidate them even if we use diagnosis questionnaires or a psychiatric test, and so on. It would be rather difficult to explore them by observing these phenomena by using an interview whether it is active or not. It might be also difficult to grasp them in participatory observation without participatory intervention in school activities.Moreover, a new type of intervention might be needed in order to diagnose these kinds of latent problems radically and to consider the effective strategy/tactics to heal them. We named it clinical intervention. In applying these kinds of intervention of a new type, we could open up a new field in pedagogy, which should be called clinical pedagogy that would emerge from the boundary-crossing field between pedagogy, psychiatry and dramaturgy.

临床干预是临床教育学研究的核心方法，近年来，校园暴力、拒学、明显的欺凌关系等以有形方式表现出来的严重问题，同时也引发了一些隐性的问题，如焦虑症或其他心理病理问题。后一种模式表现在课堂教学崩溃、儿童行为怪异等现象上。他们总是悄无声息地恶化，如果我们能找到他们，他们已经到了相当高级的阶段，在许多情况下，他们突然起火。在日常的学校生活中，只看到他们的外表是极其困难的。即使我们使用诊断问卷或精神测试等，也很难解释清楚。通过采访来观察这些现象，无论是活跃的还是不活跃的，都是相当困难的。如果没有学校活动的参与性干预，在参与性观察中也可能很难掌握这些问题。此外，可能需要一种新型的干预措施，以便从根本上诊断这类潜在问题，并考虑有效的战略/策略来治愈它们。我们将其命名为临床干预。运用这种新型的干预手段，可以开辟教育学的一个新领域，即在教育学、精神病学和戏剧学的交叉领域中出现的临床教育学。