| Research Abstract |
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 programs
In 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 results
In regard to the second aim, Kotani et al (2001, 2003) have accumulated structural and t
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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
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