Child Guidance, Dynamic Psychology and the Psychopathologisation of Child-Rearing Culture ("c". 1920-1940): A Transnational Perspective

Autor/in	Bakker, Nelleke
Titel	Child Guidance, Dynamic Psychology and the Psychopathologisation of Child-Rearing Culture ("c". 1920-1940): A Transnational Perspective
Quelle	In: History of Education, 49 (2020) 5, S.617-635 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-760X
DOI	10.1080/0046760X.2020.1748727
Schlagwörter	Child Rearing; Historiography; Private Financial Support; Fellowships; Foreign Nationals; Guidance; Psychopathology; Cross Cultural Studies; Psychiatry; Child Psychology; Foreign Countries; Clinics; Referral; Delinquency; Patients; Mental Health; Mental Disorders; Child Development; Family Relationship; Child Behavior; Netherlands; United Kingdom; United States + Suchen Sie Ihr Suchwort? Kindererziehung; Geschichtsschreibung; Private Investition; Fellowship; Stipendium; Ausländer; Ausländerin; Beratung; Psychopathologie; Cultural comparison; Kulturvergleich; Psychiatrie; Kinderpsychologie; Ausland; Kriminalität; Patient; Psychohygiene; Mental illness; Geisteskrankheit; Kindesentwicklung; Niederlande; Großbritannien; USA
Abstract	The historiography of child guidance has focused primarily on the United States, where it first developed before travelling across the English-speaking world. The rapid expansion of child guidance in the interwar years was enabled by private philanthropy, which provided fellowships to foreign professionals to study in the United States. This article focuses upon the transnational transfer of child guidance, the dynamic psychology on which it was based, and the accompanying psychopathologisation of child-rearing culture to a non-English speaking country, the Netherlands. First, it discusses the development of child guidance and the reception of dynamic psychology in the United States and Britain. Next, it analyses the transfer to the Netherlands. It turns out that the Dutch did not copy the American model, but adapted it to fit their conditions and created a more diverse child guidance landscape, in which educational psychology played a less important role than child psychiatry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01