2024-03-28T18:48:10Z
https://nagoya.repo.nii.ac.jp/oai
oai:nagoya.repo.nii.ac.jp:00002103
2023-11-09T02:34:39Z
323:350:373:389
GROUP THERAPEUTIC PRACTICE WITH THE MENTALLY HANDICAPPED CHILDREN (3) : On the difficulties for the children to participate into the group
<原著>発達障害幼児の集団療育(その 3) : 集団への入りこみの悪さを主題として
後藤, 秀爾
5493
GOTO, Shuji
5494
村上, 英治
5495
MURAKAMI, Eiji
5496
遠藤, 由里
5497
ENDOH, Yuri
5498
加納, 敏子
5499
KANO, Toshiko
5500
溝口, 明子
5501
MIZOGUCHI, Akiko
5502
梅田, 和子
5503
UMEDA, Kazuko
5504
藤原, 辰志
5505
FUJIWARA, Tatsushi
5506
1978-12-28
In these 7 years, we have continued the group therapeutic practice with 30 mentally handicapped children aged 2-12 years old. Through the experiences we found that almost all these children have some difficulties to participate into the group plays. In this paper, we attempt to discuss the behavioral patterns of their difficulties, and to explain their experiences in our group situations. Then the following 4 types are identified, and discussed about the way how to facilitate their development as a whole. A) Maternal separation anxiety type : In the case of this type, it is important to make the situation where the child can feel safety and can depend upon a perticular therapist. B) Self-assertion type : When the child rejects the group plays actively, it is considered to assert himself in that behavior. In this case, each therapist will have to understand his appeals and accept his feelings. C) Hypersensitive type : In the case that the child is too sensitive to stand in any group situations, the therapist need to have an empathic understanding and to have an intensive relationship actively. Some of these children, we thought, are inadequate to the group therapeutic practices. D) Indifferent type : In the case of the child who is indifferent to all the outer world, it is neccesary for the therapist to shake awake actively and accept him intensively in order to develop his concerning to the world patiently.
国立情報学研究所で電子化したコンテンツを使用している。
departmental bulletin paper
名古屋大学教育学部
1978-12-28
名古屋大學教育學部紀要. 教育心理学科
25
189
204
http://hdl.handle.net/2237/3526
03874796
jpn