Development of a Teachers' Training Program for Psychological Education

为了将心理教育付诸实践，提出了儿童和小学生心理反应训练的理论框架和方案。在这一理论和方案的基础上，与参加试行培训方案的一名教师合作，进行了几次初步研究，设计并在持续监督下对五年级学生进行了为期两年的课堂团体心理治疗，直到他们完成六年级。课堂团体心理治疗旨在帮助教师应对课堂环境中的各种神经质剥夺，包括从临床角度看的欺凌和退缩。结果，我们成功地描述了班级中潜在负性情绪的发现和治疗机制，以及替罪羊的出现和解决过程。此外，还从课堂…的角度提炼出课堂管理的基本原则更多的集体心理治疗。还发现了几个难题。最重要的是，尽管在支持团队的持续帮助下，教师可能能够从心理动力学的角度观察、预测和理解儿童的问题行为，但在尝试实施这种形式的教育干预时，他经历了巨大的压力。研究发现，造成这种压力的主要原因是难以从其他教师那里获得理解，以及难以根据良好的说话能力以适当的方式责骂儿童，以及难以与父母或监护人合作。为了确定这些案例研究结果的更广泛的含义，我们通过问卷调查了教师所经历的人际压力的实际程度。研究发现，教师在与同事互动时的压力负荷最大，这支持了上述分析。根据这些结果，按照上述方针编写的教师心理教育手册已经定稿，重点是培训对儿童和学生的适当反应。这是一个系统的心理教育项目，题为《教育对话能力：用反应建构法挑战》。利用所获得的数据，分析了教师与主管、家长或监护人之间的压力情境的特征动态。下一步的任务是进一步细化压力培训方法，设计压力管理和与家长或监护人成功合作的心理教育方案，并充分考虑教师与他们的主管和同事之间的人际关系和组织动态，而不是

To put psychological education into practice, a theoretical framework and a program for the training of psychological responses towards children and pupils have been proposed. Based on this theory and program, pilot studies were conducted on several occasion, In cooperation with one of the teachers who participated in the trial training program, "classroom group psychotherapy" was designed and administered under constant supervision in a class of 5th grade pupils for two years until they completed 6th grade. Classroom group psychotherapy is designed to help teachers to cope with various neurotic reavtions within a classroom setting, including bullying and withdrawal from a clinical point of view. As a result, we succeeded in describing the mechanism of discovering and treating latent negative feelings in the class as well as the process of the emergence and resolution of scapegoating. In addition, basic principles of classroom management were extracted from he perspective of classroom … More group psychotherapy. Several difficult problems were also identified. The most significant was that even though the teacher with ongoing help from the support team, may be capable of observing, predicting and understanding children's problematic behaviors from a psychodynamic perspective, he experienced a great deal of stress when trying to implement this form of educational intervention. It was found that this stress was primarily due to difficulty in gaining understanding from other teachers and in scolding children in the appropriate way based on well functioning talking ability and in cooperation with parents or guardians. In order to ascertain the wider implication of these case study results, a questionnaire was administered to investigate the actual degree of interpersonal stress experienced by teachers. It was found that the stress load for teachers was highest when interacting with their colleagues, supporting the above analysis. Based on these results, a psychological education manual for teachers organized along the lines described above was finalized, focusing on the training of appropriate responses to children and pupils. This was summarized as a systematic psycho-educational program entitled "Educational talking ability: Challenge with the Response Construction Method''. Using the acquired data, the characteristic dynamics of stressful situations with supervisors and with parents or guardians were analyzed. The next task is to further refine the training method for "educational talking ability" and to design psycho-educational programs for stress management and for successful cooperation with parents or guardians with a thorough consideration of the interpersonal and organizational dynamics experienced by teachers with their supervisors and colleagues, Less