2006 Volume 10 Issue 1 Pages 96-104
This paper presents the findings of the author in the process of his interaction with a severely mentally disabled child who is immature and cannot form relationships with others. Child A (hereafter referred to as “A”) often acts violently toward others. The author interacts with A for one year; as a result, he finds that the number of episodes of violent behavior decreases as mutual trust between the two grows. The author hypothesizes that the educational achievements in schools for the mentally disabled lie in the process of narrowing the gaps between caregivers and disabled children in terms of their views and behaviors.
When the author began to observe A’s behavior, he noticed the many incidents of violent behavior. Then the author started to interact with A in an effort to reduce the frequency of such behavior. At first, A strenuously rejected the author’s repeated attempts at contact, and only responded violently. Therefore, the author reexamined his approach and tried to interact with A in a more positive and sympathetic way. After deepening the relationship and trust with A, the violent acts ceased, and A’s interaction with people improved. The author discusses these experiences from three points of view: violent behavior, sympathetic response, and development of relationships of mutual trust.
Furthermore, the author reviews the importance of“the viewpoint of caregivers,”“the viewpoint of disabled children,” and, “the continual efforts to improve the relationship” in addressing violent behavior. Gradually, the author arranged for A to increase participation in social activities.
