| Budget Amount *help |
¥2,600,000 (Direct Cost: ¥2,600,000)
Fiscal Year 1999: ¥700,000 (Direct Cost: ¥700,000)
Fiscal Year 1998: ¥800,000 (Direct Cost: ¥800,000)
Fiscal Year 1997: ¥1,100,000 (Direct Cost: ¥1,100,000)
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| Research Abstract |
The purpose of study was to examine the model of Student Support Team (SST) for children with school refusal, burry, and Learning Disabilities. Based of school psychology, a system of psychological and educational services to children in schools, two survey studies on SST and its cordination and practical studies of SST in junior highschools and a senior highschool were conducted.
In survey studies, questionnaires on SST, teachers attitudes to team support, and cordination of SST were sent to and answered by teachers and school counselors in 97 junior highschools and 110 senior highschools. Main results are as follow :
a, According to teachers in charge of classes, SST are practiced in over 90 % of junior highschools and three quarters of senior highschools.
b, Cordination of SST is practiced by chief teachers in the grade level and heads of guidance sections in junior highschools and by heads of guidance section and heads of counseling section in senior highschools.
c, Attitudes to team support, expectation and anxiety, are influenced by levels of communication in a whole school.
Practical studies on SST were condulted with a school counselor in junior highschools and a head teacher of the coundeling section in a senior highschool. Main results are as follow :
a, In junior highschools, a "Core SST" composed of teacher in charge of the class, school counselor, and a parent can be a critical base for SST activities.
b, In highschools, a cordinator of SST may successfully intervene to the school system regarding students' promotion by working with other teachers such as head teacher of students' learning.
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