Longitudinal study aimed at giving a made-to-order support for the teachers who had some difficult problems in their classroom from Social-Clinical Psychological point of view

• Project/Area Number: 09610159
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Single-year Grants
• Section: 一般
• Research Field: 教育・社会系心理学
• Research Institution: Koran Women's Junior College
• Principal Investigator: TOYA Sachiko Koran Women's Junior College, Secretary, Associate Professor, 秘書科, 助教授 (60195443)
• Project Period (FY): 1997 – 2000
• Project Status: Completed (Fiscal Year 2000)
• Budget Amount: ¥2,600,000 (Direct Cost: ¥2,600,000); Fiscal Year 2000: ¥600,000 (Direct Cost: ¥600,000); Fiscal Year 1999: ¥500,000 (Direct Cost: ¥500,000); Fiscal Year 1998: ¥700,000 (Direct Cost: ¥700,000); Fiscal Year 1997: ¥800,000 (Direct Cost: ¥800,000)
• Keywords: longitudinal study / maladjusted children / participant observation / class atmosphere / children's mental health / teacher' leadership attitude / macroscopic sociometric structure / give support to class teacher / 教師の指導態度の認知 / 縦断的研究 / メンタル・ヘルス / 友人の機能 / 性差

Research Abstract

The purpose of this study was to support teacher's classroom management and the pertient treatment for maladjusted children from a social-clinical psychological point of view. The subject class was one class of elementary school that had no change of classes. Supporting activities were carried out from 1997 school year (at that time, subjects were third grade) to 2000 school year (sixth grade). Sociometoric techniques (positive nominations or rating scales) were using to clarify the characteristics of peer relationship and macroscopic sociometoric structure in classroom, and were carried out 3 or 4 times a school year. And, children's cognition of classroom atomospere, of teacher' leadership attitude (3 or 4 times a school year) , children's mental health (once a school year) were mesured by questionnaires. The other important supporting activities were periodical participant observation in usual classroom (ex. school hours, school lunch, noon recess). In this study, participant observation and periodical investigation of classroom characteristics by questionnaires were like the two wheels of a cart. The results of questionnaires facilitated teacher's understanding of maladjusted children and the class troubles, and teachers gradually realized the great gap between the class teacher's and the children's desires in class. And besides, on account of making periodical observation on usual classroom, I chould make more realisitic and timely supporting plan. When the class was in a critical situation, conclusive factors to cope with that difficulties were 'play with children much more' and 'the other teacher's help for subjects education'. Finaly, a new co-operation way of school psychologists and school organizations was discussed.