[Updated on Apr. 18] Integration of CiNii Articles into CiNii Research

愛着障害児対応教育モデル仮説の再検討 : 困難児童生徒との関係性に影響を与える教師の精神内的要因

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  • アイチャク ショウガイジ タイオウ キョウイク モデル カセツ ノ サイケントウ : コンナン ジドウ セイト ト ノ カンケイセイ ニ エイキョウ オ アタエル キョウシ ノ セイシン ナイテキ ヨウイン

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This study presents the Educational Model for Attachment Disorders in Special-Needs Schools (EMADIS) to explain the dynamics of issues arising between teachers at intellectual special-needs school where there are also students who are difficult to deal with because of their (the students’) frequent use of projective identification. The purpose of this study was to extract factors from data produced by teachers to create a relationship with such students such that it promotes development, through the analysis of case materials by using the KJ method, and to modify the model. This study produced the units “repetition of pathological object relationship,” “development-promoting relationship,” and “expansion phase,” the last of which connects the former two. Through discussion, the names of the units were corrected to “the loss of the sense of ownership,” “the recovery of the sense of ownership,” and “the expansion phase.” These names corresponded to the core concept, which was termed “the recovery of the sense of ownership.” Because this model derives a series of processes from a condition that is a telltale sign of mental health problems, such as depression, to a condition that is an outward sign of a feeling of efficacy in educating students who are known to be difficult to teach, these results can support teachers suffering from mental health problems.


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