The application of infant observation technique as a means of assessment and therapeutic intervention for ‘classroom breakdown’ at a school for Japanese-Koreans

Abstract

Informed by the psychoanalytic approach of infant observation, this paper discusses the effect of classroom observation conducted by a school counsellor as an assessment and therapeutic intervention for classroom breakdown at a school for Japanese-Koreans. It is argued that the observation provided evidence that the classroom breakdown was caused not only by the pupils but also by institutional problems of conflicting priorities within the faculty. These issues seemed to indicate that the school for Japanese-Koreans was facing collapse. However, this intervention also enabled pupils to recognise a strong maternal aspect of the school; and consequently they fluctuated between the depressive position and manic defence. Lastly, the difficulties for the school counsellor in trying to address the root causes of the classroom breakdown are discussed.

Keywords:

• classroom breakdown
• classroom observation
• school for Japanese-Koreans
• school counselor
• institutional problems

Acknowledgements

We would like to thank James Baker for his comments and suggestions.