Child guidance, dynamic psychology and the psychopathologisation of child-rearing culture ( c . 1920-1940)

A transnational perspective

Bibliographic Data

ID21409604
AuthorsNelleke Bakker (0000-0001-9425-1844, University of Groningen, corresponding author)
Year2020
Volume49
Issue5
Pages617-635
Publication date2020-09-02
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueHistory of Education (JOURNAL)
Journal identifiersISSN: 0046-760X • E-ISSN: 1464-5130
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/0046760x.2020.1748727
OpenAlexW3004354713
LanguageEN
Citations received4

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

Child rearing · Developmental psychology · Pedagogy · Perspective (graphical) · Social science · Sociology · Academic and Historical Perspectives in Psychology · Gender Studies · Historical Education Studies Worldwide · Historical Studies on Reproduction, Gender, Health, and Societal Changes · Psychology

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