最近のアメリカにおける情緒障害児の教育・心理学研究の動向

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This report is a view about the current educational and psychological studies for the emotionally disturbed children in the United States (1960 to the present). The first are the current definitions of emotionally disturbed children. The second are recent studies for the emotionally disturbed children in the United States. Definition of behavior disorders and emotinally disturbed children are a subjective matter. There is no standard definition that is accepted by all professionals. The most common definition in current usage is one proposed originally by Bower(1969). It is the one now in the rules and regulations for P L 94 - 142 ( U. S. A. ) and specifies persistent child characteristics having to do with 1. School learning problems. 2. Unsatisfactory interpersonal relationships. 3. Inappropriate behavior and feelings. 4. Pervasive unhappiness or depression. 5. Physical symptoms or fears associated with school or personal problems. Emotinally disturbed children have been recognized throughout history, especially, from 1960 to the present. The 1960s and eary 1970s were periods of rapid growth in educational interventions for emotionally disturbed children.Diverse theories ranging from psychoanalysis to behaviorism, the field was influenced by growth of ecological and humanistic psychology. Recently there has been renewed concern for the severely emotionally disturbed children. I am grateful to Professor and Chairperson Thomas W. Frew and Professor Nancy K. Klein, Cleveland State University, College of Education, Department of Specialized Instructional Programs who gave helpful advice, especially to Professor Frew who gave me new books in this area of specialty.
北海道教育大学の論文
1982-03-31

最近のアメリカにおける情緒障害児の教育・心理学研究の動向

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