Kastner S, Podell D M
Department of Teaching and Learning, New York University.
Am J Orthopsychiatry. 1991 Oct;61(4):563-6. doi: 10.1037/h0079294.
This study investigated the impact of one year of psychotherapy, used in an attempt to avoid special education referral, on teachers' and psychotherapists' perceptions of student disruptiveness and withdrawal. Results indicated that psychotherapists perceived improvement in both types of behavior, while teachers did not. Possible reasons for this perceptual difference are discussed.
本研究调查了为期一年的心理治疗对教师和心理治疗师对学生破坏性行为和退缩行为的认知的影响，该心理治疗旨在避免将学生转介至特殊教育。结果表明，心理治疗师认为这两种行为都有改善，而教师则不然。文中讨论了造成这种认知差异的可能原因。
