入院による2歳児の情緒的混乱に対する親の支援の分析

Analysis of Parental Support for Two Year Old Children Exhibiting Emotional Upset as a Result of Hospitalization

要旨

　入院による児の情緒的混乱を軽減するために様々な対策が施されたが，2歳児にはあまり効果がなかったと報告されている．そこで，本研究では，入院による2歳児の情緒的混乱と面会時における親の児への支援との関係を，親の面会，児のシグナルに対する親の気づき，親の行動の3点について分析した．本研究の理論的根拠は，危機理論とEriksonの発達理論である．

　対象の17事例のうち，情緒的混乱が認められたのは7事例（Ⅰ群），他の10事例（Ⅱ群）には情緒的混乱は認められなかった．Ⅰ群とⅡ群の対象の属性，親の面会回数，親の児のシグナルに気づく回数，親の言語・行動回数には有意差はなかった．しかし，各事例毎に有意差のある親と児の行動等を分析した結果，児の情緒的混乱を軽減させると思われている親の行動（視覚的，触覚的行動など）が必ずしも情緒的混乱を軽減させなかった．その反面，親の微笑がなかったり，否定・指示命令の言語が多いことは，児の情緒的混乱に影響を及ぼす可能性があった．

　この結果から，親の適切な支援とは，画一化されたものではなく，緊張の高まりによって異なる児のシグナルに親が気づき，それらを暖かく受容し，児が独自の方法で対処していけるように励ますことだと考えられる．

Abstract

　The purpose of this study was to analyze the relationship between emotional upset in hospitalized two year old children and parental support. Seventeen children and their mothers were observed with the following focus;

　　# The mother's visiting patterns.

　　# The mother's recognition of their child's signals.

　　# The mother's reaction to these signals.

　Conceptual framework of this study were Crisis Theory and Erikson's Development Theory.

　Of the seventeen children included in this study, seven exhibited emotional upset as a result of hospitalization (Group I). The remaining ten children did not exhibit emotional upset as a result of hospitalization (Group II). In all other respects Group I and Group II shared the same attributes.

　Analysis of each case resulted in the following findings. One, a mother's affection and attentiveness in the form of looking, touching, etc., did not always reduce emotional upset in hospitalized two year old children. Two, there was a relationship between emotional upset in hospitalized two year old children and their mothers' behavior such as, denial, command and no smile.

　Based on this study's results, appropriate parental support for hospitalized two year old children is likely to include the following. First, a mother is able to recognize her child's signal and understands these may differ from child to child (e. g.; attachment behavior or exploratory behavior). Second, the mother is able to accept the child's signal. Third, she is able to encourage the child to cope with its tension in its own way.