Development of the self recognition and guidance of the self acceptance in children and adolescents with high functional autism
| Project/Area Number |
16530622
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Special needs education
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| Research Institution | Gifu University |
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Principal Investigator |
BEPPU Satoshi Gifu University, Faculty of Education, Associate Professor, 教育学部, 助教授 (20209208)
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| Project Period (FY) |
2004 – 2006
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| Project Status |
Completed (Fiscal Year 2006)
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| Budget Amount *help |
¥2,200,000 (Direct Cost: ¥2,200,000)
Fiscal Year 2006: ¥600,000 (Direct Cost: ¥600,000)
Fiscal Year 2005: ¥700,000 (Direct Cost: ¥700,000)
Fiscal Year 2004: ¥900,000 (Direct Cost: ¥900,000)
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| Keywords | high functional autism / self recognition / self-other relationship / self acceptance / 情動共有経験 / 認知的共有経験 / 学童期 / 発達的変化 / TST / 対人的カテゴリー |
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| Research Abstract |
The aim of this research was to examine how children with high functional autism had the self recognition. Participants were 81 children with high functional autism who were from the first to sixth grade students of the elementary school. They were asked to answer the question about the self recognition, for example, "What kind of person are you? ", "How would you describe yourself? ", which procedure and questionnaire was based on Sakuma, Endo, and Muto (2000). The answers were classified to 3 categories (physical self, behavioral self, psychological self), and responses of behavioral and psychological self were divided whether the self in relation to others or not. Children with high functional autism produced the responses of the self recognition in relation to others less than children with typical development. However the older (from the fourth to sixth grade) children made the self recognition in relation to others more than the younger (from first to third grade). We analyzed the factor that facilitated the development of the self recognition in relation to others and indicated the two important educational factors; the forming the shared experiences of positive emotions with others, and the establishing the shared cognitive experiences with others by speaking for the intention and/or anxiety of children with high functional autism. In addition, we introduced the workbook which children with high functional autism utilized to learn the self recognition and the autism. To develop the self recognition of children with high functional autism, we need to make the educational shared experiences between children with high functional autism and others with positive emotion and/or cognitive mind of the partner from the preschool period to the puberty and provide the opportunity for understanding the self.
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Report
(4 results)
Research Products
(11 results)
