対話を作り出す鍵としての学級集団力動理解(臨床心理)
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概要
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This article aimed to suggest some clues for understanding children's behaviors from the viewpoint of class group dynamics so that we can transform inharmonious relationships of a child with problematic behaviors in the classroom the dialogic relationships. The clues presented will have a great influence on the class as a whole and are as follows: reading the child's expectation for personal growth toward the class group; searching for the child's growth needs as the person concerned rather than externalizing experiences with the child's behavior as problematic; identifying the behaviors as a sign of latent conflicts within the class group itself and as a turning point toward development; and acknowledging changes in the teacher's cognitive framework. By using the experimental materials in a university classroom, a process was described in which a child (student) was driven into a corner by means of group pressure and later he was understood by the other members. Moreover, it was shown that the process was greatly concerned with the tacit cognitive framework of the teacher and the need of the group for maintaining the norm. Through discussion within the group, the classmember's understanding of the process and of the child was deepened. The author encourages readers to take up the challenge of children's growth by utilizing these clues.This article aimed to suggest some clues for understanding children's behaviors from the viewpoint of class group dynamics so that we can transform inharmonious relationships of a child with problematic behaviors in the classroom the dialogic relationships. The clues presented will have a great influence on the class as a whole and are as follows: reading the child's expectation for personal growth toward the class group; searching for the child's growth needs as the person concerned rather than externalizing experiences with the child's behavior as problematic; identifying the behaviors as a sign of latent conflicts within the class group itself and as a turning point toward development; and acknowledging changes in the teacher's cognitive framework. By using the experimental materials in a university classroom, a process was described in which a child (student) was driven into a corner by means of group pressure and later he was understood by the other members. Moreover, it was shown that the process was greatly concerned with the tacit cognitive framework of the teacher and the need of the group for maintaining the norm. Through discussion within the group, the classmember's understanding of the process and of the child was deepened. The author encourages readers to take up the challenge of children's growth by utilizing these clues.
- 国際基督教大学の論文
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