Significance and Possibilities of a Teacher’s Psychoanalytic Viewpoint: Case Study by a Teacher Recognizing Projective Identification

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Other Title
  • 教師が精神分析的視点を持つことの意義と可能性―投影同一視の視点により生徒理解が進んだ事例より―
  • キョウシ ガ セイシン ブンセキテキ シテン オ モツ コト ノ イギ ト カノウセイ : トウエイ ドウイツシ ノ シテン ニ ヨリ セイト リカイ ガ ススンダ ジレイ ヨリ
Published
2016
DOI
  • 10.24503/jasmh.19.1_40
Publisher
The Japan Association for School Mental Health

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<p>In the current evidence-based trend, the application of psychoanalysis to education has hardly been reviewed. In recent years, however, psychodynamic perspectives and approaches that emphasize this relationship have again been noted in education in the United Kingdom. Therefore, this paper first reviewed the history of psychoanalysis as applied to education. Furthermore, I applied the concept of Klein’s (Klein, M.) projective identification, in order to understand difficult cases of student guidance at junior high schools. For this trial, I found that the psychoanalytic concept was effective for understanding phenomena that had occurred in actual cases. Research applying psychoanalytical and deep psychological concepts and theories can enable schoolteachers to understand their students more multilaterally and offer new perspectives on student support in difficult situations.</p>

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