The Social Construction of “Problem” Behavior

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Other Title
  • 「問題」行動の社会的構成
  • 「問題」行動の社会的構成--相互行為論の視点から
  • モンダイ コウドウ ノ シャカイテキ コウセイ ソウゴ コウイロン ノ シテン
  • The Social Construction of ^|^ldquo;Problem^|^rdquo; Behavior
  • From the Interactionist Perspective
  • 相互行為論の視点から

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This paper attempts to consider the process of the social construction of “problem” behavior where the “process” is defined as the application of a de-viant category to a social act.<BR>In the interactionist perspective, it is the teacher-student relationship that is of paramount importance when categorizing a student act. For example, if a teacher strikes a student this can be justified by applying the category “educa-tional guidance.” However, in the reverse situation-namely, if a student strikes a teacher-the student has no category at his/her disposal to justify his/her act.<BR>Thus, if a student comes into physical contact with a teacher, whether this act may be considered to be “striking” or not is of utmost importance. The student's physical contact with a teacher doesn't necessarily mean “striking.” It could merely be a case of “touching, ” “pushing” or “elbowing, ” and so on.<BR>What, then, constitutes the category of “striking?” At least, two factors should be considered. Firstly, when determining which category of deviance shoud be applied to any given act, the typified knowledge about the etiology of a deviant behavior functions as a framework for deciding what kind of knowledge about the student is relevant.<BR>Secondly, the “definition of situations” has a double effect on the process of the social construction of “problem” behavior.<BR>Finally, I point out that the interactionist perspective, which places prime importance on analyzing the “process, ” questions the validity of the etiologica approach.

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