In the field of education, social and interpersonal skills has been highlighted and we can see a trend in the special education area, especially emphasized is the relational efficacy of children with mental retardation. How does relational efficacy develop?
The first step is when the parents rai...
In the field of education, social and interpersonal skills has been highlighted and we can see a trend in the special education area, especially emphasized is the relational efficacy of children with mental retardation. How does relational efficacy develop?
The first step is when the parents raise the infant. But the fact is that in many cases, home is not a suitable place where children can form a stable attachment.
Parents are too busy to give their children enough time to form a stable attachment. Even if they have sufficient time, neglect, physical, verbal and emotional abuse is causing the problem.
Inevitably school is supposed to be the complement for home. School should be the very place in which children can develop relational efficacy.
Have special schools satisfied the need for relational efficacy of children with mental retardation? The answer is No.
Most of the teaching methods are based on behavior modification technique. Punishment is rampant. If a child does this "undesirable" behavior, teachers force him into doing "good" behavior as soon as possible. According to Rosenberg, making moral judgments on a person who does not meet the regulatory is a form of violence.
In this respect, the study discusses the educational environment that interferes with the relational efficacy of Children with mental retardation by applying the self-efficacy theory and the attachment theory.
In doing so, I propose that a Nonviolent Communication(NVC) should be considered as one of fundamental principles in conducting educational practices for children with mental retardation. It would give them an educational environment where children and teachers can get to know each other and to form attachments.
To recap briefly, the results are as follows: First, social support, life satisfaction, and relational efficacy are closely related. Therefore, all humans including children with mental retardation, should improve relational efficacy for their quality of life.
Second, relational efficacy grows on the grounds of developmental attachment. A child's mother should give a reasonable amount of time to the child by responding to the child's reaction. This helps with the growth of social interactivity for children.
Third, the misbehavior of children with mental retardation is caused mainly from the problem of the relationship. Teachers should aim to attain intimacy with these children to increase the childrens' desirable behaviors through communication,
Fourth, nowadays the frequency of physical punishment has reduced. Instead, the verbal and emotional abuse has become very prevalent as an indirect form of punishment.
Fifth, with NVC we learn to hear our own deeper needs as well as those of others. NVC helps us discover the depth of our own compassion.
Sixth, the development of relational efficacy should be accomplished in the way of conversation. 'Conversation' constitutes the core of relationships. Life is fulfilled only through dialogue. In this sense, Rosenberg's Nonviolent Communication can have a positive impact on relational efficacy of children with mental retardation.
Until now what a child with mental retardation was saying or doing had been regarded as the target of blame. Communication has been excluded from mentally retarded children in education, but that needs to be changed from now on. Teachers should share time and talk with the children while trying to know each other.
In regards to the development of the relational efficacy of children with mental retardation, I believe that this approach would be crucial in restoring the children's true humanity and developing mutual, communicative and nonviolent educational practices for the children.
In the field of education, social and interpersonal skills has been highlighted and we can see a trend in the special education area, especially emphasized is the relational efficacy of children with mental retardation. How does relational efficacy develop?
The first step is when the parents raise the infant. But the fact is that in many cases, home is not a suitable place where children can form a stable attachment.
Parents are too busy to give their children enough time to form a stable attachment. Even if they have sufficient time, neglect, physical, verbal and emotional abuse is causing the problem.
Inevitably school is supposed to be the complement for home. School should be the very place in which children can develop relational efficacy.
Have special schools satisfied the need for relational efficacy of children with mental retardation? The answer is No.
Most of the teaching methods are based on behavior modification technique. Punishment is rampant. If a child does this "undesirable" behavior, teachers force him into doing "good" behavior as soon as possible. According to Rosenberg, making moral judgments on a person who does not meet the regulatory is a form of violence.
In this respect, the study discusses the educational environment that interferes with the relational efficacy of Children with mental retardation by applying the self-efficacy theory and the attachment theory.
In doing so, I propose that a Nonviolent Communication(NVC) should be considered as one of fundamental principles in conducting educational practices for children with mental retardation. It would give them an educational environment where children and teachers can get to know each other and to form attachments.
To recap briefly, the results are as follows: First, social support, life satisfaction, and relational efficacy are closely related. Therefore, all humans including children with mental retardation, should improve relational efficacy for their quality of life.
Second, relational efficacy grows on the grounds of developmental attachment. A child's mother should give a reasonable amount of time to the child by responding to the child's reaction. This helps with the growth of social interactivity for children.
Third, the misbehavior of children with mental retardation is caused mainly from the problem of the relationship. Teachers should aim to attain intimacy with these children to increase the childrens' desirable behaviors through communication,
Fourth, nowadays the frequency of physical punishment has reduced. Instead, the verbal and emotional abuse has become very prevalent as an indirect form of punishment.
Fifth, with NVC we learn to hear our own deeper needs as well as those of others. NVC helps us discover the depth of our own compassion.
Sixth, the development of relational efficacy should be accomplished in the way of conversation. 'Conversation' constitutes the core of relationships. Life is fulfilled only through dialogue. In this sense, Rosenberg's Nonviolent Communication can have a positive impact on relational efficacy of children with mental retardation.
Until now what a child with mental retardation was saying or doing had been regarded as the target of blame. Communication has been excluded from mentally retarded children in education, but that needs to be changed from now on. Teachers should share time and talk with the children while trying to know each other.
In regards to the development of the relational efficacy of children with mental retardation, I believe that this approach would be crucial in restoring the children's true humanity and developing mutual, communicative and nonviolent educational practices for the children.
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