平成24年障害児支援制度改正後，知的特別支援学校に指導の難しい児童生徒が増加し，教師の指導上・精神健康上の混乱が顕著となった。この状況への臨床的介入の指針となるモデル構築を目指す一連の研究の基盤として，本論では2事例を基に仮説的理論モデルの生成を試みた。結果，この児童生徒たちを愛着障害児と仮定できること，彼らの投影性同一化機制に連結された教師は攻撃性を蓄積し，病理的対象関係の反復に巻き込まれ，教師集団から孤立すること，教師集団が容器となり解毒・再取入れを行うことで，巻き込まれている教師と愛着障害児双方の成長を可能とする相互作用システムを構成できることを仮説的理論モデルとして示した。 After the revision of the service and supports system for children with disabilities in 2012, the number of students experiencing difficulty in forming a relationship increased in intellectual special-needs schools, and teachers' confusion when teaching and their mental health problems became conspicuous. This study intends to formulate a model that serves as a guide for clinical intervention regarding this situation. Accordingly, as the first study for a research series, the present study presents a hypothetic theoretical model based on two clinical cases. This model posits the following: 1) These students were supposed to be assessed for their attachment disorders. 2) Teachers who were linked to the mechanism of projective identification of these students accumulate aggression in his/her inner world and are involved in a pathological object relations pattern. They then get isolated from the team of teachers surrounding them. 3) It is possible to formulate an interactive system that enables both teachers and students with attachment disorder to become more mature by using the team of teachers as a container for both teachers to process and re-introject their aggression.
