Book contents
- Frontmatter
- Contents
- Tables and Figures
- Acknowledgments
- 1 Child-rearing at a Residential Child Care Institution
- 2 Japanese Contexts and Concepts
- 3 The Research Program
- 4 A Developmental Goal for Maltreated Children
- 5 Challenges to Maltreated Children’s Ibasho Creation
- 6 Socialization Practices Underlying Ibasho Creation
- 7 Children’s Lives and Experiences of Ibasho and Mimamori
- 8 Mr. Watanabe’s Responses to the Intervention
- 9 Reflections on Some Challenges of Field Research
- 10 The Emerging Child Welfare Context of Jidou Yougo Shisetsu
- 11 Conclusion: Some Lessons for Culturally Sensitive Child Welfare
- References
- Index
8 - Mr. Watanabe’s Responses to the Intervention
Published online by Cambridge University Press: 07 October 2011
- Frontmatter
- Contents
- Tables and Figures
- Acknowledgments
- 1 Child-rearing at a Residential Child Care Institution
- 2 Japanese Contexts and Concepts
- 3 The Research Program
- 4 A Developmental Goal for Maltreated Children
- 5 Challenges to Maltreated Children’s Ibasho Creation
- 6 Socialization Practices Underlying Ibasho Creation
- 7 Children’s Lives and Experiences of Ibasho and Mimamori
- 8 Mr. Watanabe’s Responses to the Intervention
- 9 Reflections on Some Challenges of Field Research
- 10 The Emerging Child Welfare Context of Jidou Yougo Shisetsu
- 11 Conclusion: Some Lessons for Culturally Sensitive Child Welfare
- References
- Index
Summary
Sanae was placed in care in infancy and had almost no contact with her parents. At age 11, she was often physically aggressive with boys, and had relatively problematic relationships with female peers. During participant observation, Sanae’s behavior sometimes appeared out-of-control, for example, she hit the wall and swore without any apparent provocation. During the summer camp, however, when Sanae had the opportunity to contribute to others, she behaved in a mature and responsible manner. She led recreational activities as a member of Kodomo-kai within the institution, carefully organized the activities so that they went well, voluntarily helped to serve meals and clean up tables, and took care of preschool-aged children. During the summer camp, no aggressive behavior from Sanae was observed. Afterwards, Mr. Tanaka who mimamuru (ed) children during the camp remarked to me, “She did a great job. Sanae demonstrated good leadership. She is growing up to be a nice girl.”
Sachiko’s field note
- Type
- Chapter
- Information
- Child Welfare and DevelopmentA Japanese Case Study, pp. 139 - 153Publisher: Cambridge University PressPrint publication year: 2011