著者

住田 正樹 溝田 めぐみ

出版者

九州大学

雑誌

大学院教育学研究紀要 (ISSN:13451677)

巻号頁・発行日

vol.3, pp.23-43, 2000

被引用文献数

1

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The purpose of this paper is to make it clear the relationship between mothers' child-care-anxiety and the effect of child-care circle activities. Child-care circle came to be formed everywhere. Today's young mothers have worries of everykind for their child-care and have difficulties in bringing up their children without experiences of the child-care. So, mothers began to form child-care circles so that they might talk and do learning about the child-care with their companies. In other words, the aim of child-care circle is to remove and reduce mothers' child-care-anxiety. But there are actually various purposes of mother's joining the circle. There are two types that mother joins it; positive type and negative type. But positive type can be sorted in two further. By one, it is the type which mother makes the circle with her company and talk together and learn again about the child-care. One more is the type which mother participate in so that she may make child's playmates. Negative type is participation for the reason that mothers are free or are asked by other people. Therefore, the type that mother participates in the child-care circle is divided into three. We made these three types the analysis outline, and analyzed the relationship between mothers' child-care-anxiety and the effect of child-care circle activities. And then the contents of mothers' child-care-anxiety were classified here in four: the general emotion concerning child-care, child-care-anxiety about child's growth and development, the anxiety which mother feels in her child-care ability, the anxiety by the discontent and the weakness which is born of the burden of the child-care and the restraint of the child-care. We carried out mailing investigation targeting the mothers who participated in the child care circle in Fukuoka City, and got an answer from 621 people. The collection rate was 51.68%. The investigation period is during December from October, 1999. The various following points became clear as a result of the analysis. (1) In the positive type which mothers participated in child-care circles to make their companies, most of mothers feel life to be fresh. Then, in another type which mother participated in for the child, most of mothers are satisfied that their children could make their playmates. (2) It shows a tendency to ease mothers' child-care-anxiety by participating in child-care circles. But mother's child-care-anxiety may increase by participating in the child-care-circle conversely. It is because mothers compare the way of her child-care with the way of the child-care of the member of the circle by participating in it and they come to lose confidence. And then mothers compares their child and other member child and have the worry of whether their child's growth and development are delayed. (3) As the reason of participating in the child-care circles varies, the degree of mother's child-care-anxiety is different. In other words, the degree of effect of the child-care circle activities varies in the purpose of the participation.

著者

住田 正樹

出版者

日本教育社会学会

雑誌

日本教育社会学会大会発表要旨集録

巻号頁・発行日

no.45, pp.2-3, 1993-10-09

著者

住田 正樹 中村 真弓 山瀬 範子

雑誌

日本子ども社会学会 第15回大会

巻号頁・発行日

2008-06

著者

住田 正樹

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.74, pp.93-109, 2004-05-20 (Released:2011-03-18)

参考文献数

23

被引用文献数

7 6

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The aim of this paper is to provide an outline of the clinical sociology ofeducation, with the aim of solving educational problems and to think about theeffectiveness of “elonging” for problems involving children. The author takesup children's problems as one example of educational problems, from theviewpoint of the clinical sociology of education.In recent years, many difficult educational problems have arisen, and thesociology of education needs to carry out useful studies for solving these problem.Consequently, the clinical sociology of education has attracted the attentionof many researchers. This is because it aims to actually solve educationalproblems in a different from the sociology of education, which aims to acquirescientific knowledge. The sociology of education focuses on science, while theclinical sociology of education places weight on practice. Therefore researchfrom the perspective of the clinical sociology of education should be useful forsolving actual educational problems.The defining characteristic of the methodology of the clinical sociology ofeducation is intervention in actual educational problems. It attempts to solveactual educational problems through interventions. Therefore, the author arguesthat it is necessary to limit the object of the clinical sociology of education tofields where the scientist and practitioner can actually intervene. In other words, the field of the clinical sociology of education should be limited to the dimensionsof interpersonal relations and groups. This means that the clinical sociology ofeducation takes the individual in social context as the unit of analysis.There are various patterns of problem behavior among children. Whateverform it takes, however, negative self-definition is a common feature. Therefore, such children always suffer from undefined anxieties about themselves. Childrenadopt problem behavior as means to escape from these anxieties. Children mustredefine themselves in order to overcome such problem behavior. The negativeself-definition of the child is changed into an active, affirmative one. That is theintervention of the researcher and practitioner.Here, it is “belonging” that prompts the beginning of the child's self redefinition. “Belonging” means a gathering of similar children. Therefore, itindicates a place where the child can feel at ease, relaxed, free and can becomecalm. Therefore, (1) “belonging” acts as a self-help group and (2) “belonging” refers to a place where children can speak freely. Therefore, it is a clinical placewhere the researcher and practitioner can actually intervene. Children redefinethemselves in the place where they belong, and can experience selfreconfirmationand rediscovery.This self-redefinition is the solution to children's problems, and it is the goalof the clinical sociology of education.

著者

住田 正樹

出版者

日本教育社会学会

雑誌

教育社会学研究 = The journal of educational sociology (ISSN:03873145)

巻号頁・発行日

vol.74, pp.93-109, 2004-05-20

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The aim of this paper is to provide an outline of the clinical sociology of education, with the aim of solving educational problems and to think about the effectiveness of "belonging" for problems involving children. The author takes up children's problems as one example of educational problems, from the viewpoint of the clinical sociology of education. In recent years, many difficult educational problems have arisen, and the sociology of education needs to carry out useful studies for solving these problem. Consequently, the clinical sociology of education has attracted the attention of many researchers. This is because it aims to actually solve educational problems in a different from the sociology of education, which aims to acquire scientific knowledge. The sociology of education focuses on science, while the clinical sociology of education places weight on practice. Therefore research from the perspective of the clinical sociology of education should be useful for solving actual educational problems. The defining characteristic of the methodology of the clinical sociology of education is intervention in actual educational problems. It attempts to solve actual educational problems through interventions. Therefore, the author argues that it is necessary to limit the object of the clinical sociology of education to fields where the scientist and practitioner can actually intervene. In other words, the field of the clinical sociology of education should be limited to the dimensions of interpersonal relations and groups. This means that the clinical sociology of education takes the individual in social context as the unit of analysis. There are various patterns of problem behavior among children. Whatever form it takes, however, negative self-definition is a common feature. Therefore, such children always suffer from undefined anxieties about themselves. Children adopt problem behavior as means to escape from these anxieties. Children must redefine themselves in order to overcome such problem behavior. The negative self-definition of the child is changed into an active, affirmative one. That is the intervention of the researcher and practitioner. Here, it is "belonging" that prompts the beginning of the child's self redefinition. "Belonging" means a gathering of similar children. Therefore, it indicates a place where the child can feel at ease, relaxed, free and can become calm. Therefore, (1) "belonging" acts as a self-help group and (2) "belonging" refers to a place where children can speak freely. Therefore, it is a clinical place where the researcher and practitioner can actually intervene. Children redefine themselves in the place where they belong, and can experience self-reconfirmation and rediscovery. This self-redefinition is the solution to children's problems, and it is the goal of the clinical sociology of education.

著者

住田 正樹 藤井 美保 多賀 太

出版者

一般社団法人 日本教育学会

雑誌

日本教育学会大會研究発表要項

巻号頁・発行日

vol.51, 1992

著者

住田 正樹

出版者

九州大学

雑誌

一般研究(C)

巻号頁・発行日

1990

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この調査研究では、受け手である子どもたちが、青少年文化としての少年少女漫画をどのように読んでいるかというコミュニケ-ション行動を、(1)子どもの少年少女漫画への接触行動、(2)少年少女漫画に対する子どもの反応・充足、という二つの視点から明らかにしようと試みた。漫画への接触行動については、子どもたちは漫画を借りるよりも自分で購入するという入手方法をとる傾向が強い。また、漫画雑誌への接触と単行本への接触は相乗的な関係にある。漫画への接触を促す主な要因は友人とテレビアニメであり、テレビアニメへの接触と漫画への接触は相乗的に作用しあっていることがわかった。子どもの漫画の好みは多様化しているが、どちらかといえば写実的な絵よりも漫画的な絵を、現実的な内容よりも空想的な内容を好む傾向にある。漫画に対する反応については、子どもは好きな漫画であれ嫌いな漫画であれ、漫画の形式的側面(絵)と内容的側面(スト-リ-)の両方に興味・関心を抱き強く反応しているが、どちらかといえば低学年は形式的側面に、高学年は内容的側面により強く反応しがちである。漫画の内容の理解は受け手の知識水準や漫画接触経験の多寡により左右されると思われ、したがって学年が上がるにつれて理解度も高まると考えられるけれども、しかし実際には、わずかながらではあるが高学年ほど理解度が低くなっている。これは、高学年ほど漫画の内容的側面に興味・関心を持ち、そのためある程度内容の複雑な漫画を読むためだと考えられる。また、高学年より低学年が、男子よりも女子のほうが漫画の世界に自己を同一化させる度合が高く、行動面においても漫画の影響を受けやすい。子どもは漫画により主として娯楽的・逃避的充足を得ており、これに付随して友人関係を深めるという社会的相互交渉の充足がある。女子の場合には、新しい知識・情報を得るという充足もかなり大きかった。

著者

住田 正樹

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.74, pp.93-109, 2004-05-20

被引用文献数

1

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The aim of this paper is to provide an outline of the clinical sociology of education, with the aim of solving educational problems and to think about the effectiveness of "belonging" for problems involving children. The author takes up children's problems as one example of educational problems, from the viewpoint of the clinical sociology of education. In recent years, many difficult educational problems have arisen, and the sociology of education needs to carry out useful studies for solving these problem. Consequently, the clinical sociology of education has attracted the attention of many researchers. This is because it aims to actually solve educational problems in a different from the sociology of education, which aims to acquire scientific knowledge. The sociology of education focuses on science, while the clinical sociology of education places weight on practice. Therefore research from the perspective of the clinical sociology of education should be useful for solving actual educational problems. The defining characteristic of the methodology of the clinical sociology of education is intervention in actual educational problems. It attempts to solve actual educational problems through interventions. Therefore, the author argues that it is necessary to limit the object of the clinical sociology of education to fields where the scientist and practitioner can actually intervene. In other words, the field of the clinical sociology of education should be limited to the dimensions of interpersonal relations and groups. This means that the clinical sociology of education takes the individual in social context as the unit of analysis. There are various patterns of problem behavior among children. Whatever form it takes, however, negative self-definition is a common feature. Therefore, such children always suffer from undefined anxieties about themselves. Children adopt problem behavior as means to escape from these anxieties. Children must redefine themselves in order to overcome such problem behavior. The negative self-definition of the child is changed into an active, affirmative one. That is the intervention of the researcher and practitioner. Here, it is "belonging" that prompts the beginning of the child's self redefinition. "Belonging" means a gathering of similar children. Therefore, it indicates a place where the child can feel at ease, relaxed, free and can become calm. Therefore, (1) "belonging" acts as a self-help group and (2) "belonging" refers to a place where children can speak freely. Therefore, it is a clinical place where the researcher and practitioner can actually intervene. Children redefine themselves in the place where they belong, and can experience self-reconfirmation and rediscovery. This self-redefinition is the solution to children's problems, and it is the goal of the clinical sociology of education.