Development of a Psycho-Educational Training Program for Taechers

在2001财年KAKEN项目的基础上，我们进一步发展了学校教育的心理教育计划，以及教育方法的基本技术和理论支持。该计划的目标是：1)完成“反应建构法”培训计划，以提高教师与学生及其家长进行对话的能力；2)开发基于典型班级小组心理疗法的班级小组干预培训计划，将课堂小组理解为心理教育的机会；3)发展教师支持小组计划。关于本项目的第一个目标，Kotani&Noh(2001)和Kotani&Nakagawa(2001)继续研究教师压力与其教育技巧之间的关系，并改进方法以提供更稳定的教育结果。Kotani等人(2001年、2003年)积累了结构和t…通过四年对小学生的研究，为课堂集体心理治疗提供更多的技术方法。因此，关注儿童对群体的敏感性和动态影响的研究成果在教师领导的团体咨询中发起了一场新的技术运动，体现在对实际应用的讨论中(Kotani等人，2001；Nishimura&Kotani，2003)，以及在为教师开发培训技术方面(Nakagawa&Nishimura，2003；Nishimura，2003)。关于第三个目标，我们已经意识到，首先有必要教育教师认识到支持小组的必要性，这将帮助教师获得新的技术，并获得相互支持，以进一步发展他们的技术。因此，我们将重点转向重新定义人格和心理机制的理论，旨在理解现代儿童/学生，目的是建立一个理论平台，分享我们对当代问题的理解。特别是在处理儿童/学生的问题时，我们把重点放在了青春期，这是一个困惑和趋同的时期。我们从回顾和整合相关的人格理论(Kotani，2002)开始，进行了几次密集的心理教育小组治疗，并通过观察完善了结构(Kotani，2001；Nishikawa&Nishimura，2003)，并能够显示出引导小组走向收敛的具体动态。最后，我们已经为将来为那些在实践中努力支持心理教育的教师创建手册奠定了基础，并回顾了心理教育理论和技术(Kotani，2002)Less

In continuation from the KAKEN project in FY2001, we have further developed the psycho-educational program for school education, as well as the underlying techniques and theoretical support for the educational methods. The aims of this program were 1) to complete the "Response Construction Method" training program for the enhancement of teachers' abilities to conduct dialogues with students and their parents, 2) to develop training programs of classroom-group interventions based on prototype classroom-group psychotherapy, which understands the classroom-group as an opportunity for Psycho-education, and 3) to develop teacher support group programsIn regard to the first aim of this project, Kotani & Noh (2001) and Kotani & Nakagawa (2001) continued their studies on the relationship between teachers' stress and their educational techniques, and refined methods to provide more stable educational resultsIn regard to the second aim, Kotani et al (2001, 2003) have accumulated structural and t … More echnical methodology for classroom-group psychotherapy through four years of research with elementary school children. Consequently, the research result focusing on the sensitivity of children to the group and the impact of the dynamics has initiated a new technical movement in teacher-led group counseling, materializing in discussions of practical applications (Kotani et al, 2001; Nishimura & Kotani, 2003) and in developing training techniques for teachers (Nakagawa & Nishimura, 2003; Nishimura, 2003)In regard to the third aim, we have become aware that it would first be necessary to educate teachers regarding the necessity of support groups which would help teachers acquire new techniques as well as gain mutual support to further develop their techniques. Consequently, we have shifted our focus to redefining theories on personality and psychological mechanisms geared at understanding the modem child/student with the aim of building a theoretical platform to share our understanding regarding contemporary issues. Especially dealing with the issue of children/students who "kireru", which means "to snap", we have focused on adolescence, which is the period of confusion and convergence. We started with a review and integration of relevant personality theories (Kotani, 2002), conducted several intensive psycho-educational group treatments and refined the structure through our observations (Kotani, 2001 ; Nishikawa & Nishimura, 2003), and have been able to show specific dynamics which would lead the group towards convergence. Finally, we have built the bases for the future creation of a manual for teachers who endeavor to endorse psycho-education in their practice with a review of psycho-educational theories and techniques (Kotani , 2002) Less