Systemic Framework-building and Activating Default Installment in School Crisis Prevention Education
| Project/Area Number |
17K04373
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Educational psychology
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| Research Institution | Hosei University |
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Principal Investigator |
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| Co-Investigator(Kenkyū-buntansha) |
西山 久子 福岡教育大学, 大学院教育学研究科, 教授 (80461250)
小林 朋子 静岡大学, 教育学部, 教授 (90337733)
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| Project Period (FY) |
2017-04-01 – 2020-03-31
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| Project Status |
Completed (Fiscal Year 2019)
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| Budget Amount *help |
¥4,290,000 (Direct Cost: ¥3,300,000、Indirect Cost: ¥990,000)
Fiscal Year 2019: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2018: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
Fiscal Year 2017: ¥1,950,000 (Direct Cost: ¥1,500,000、Indirect Cost: ¥450,000)
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| Keywords | 学校危機予防 / ソーシャルスキルトレーニング / 感情リテラシー / 発達 / 居場所アイデンティティ / ソーシャルエモーショナルラーニング / ソーシャルスキル / ポジティブ感情 / 学校 / 学級の雰囲気 / レジリエンス / 感情 / 学校危機 / 予防教育 / いじめ予防 / 心理教育介入 |
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| Outline of Final Research Achievements |
School crises may involve not only bullying, truancy and delinquency, but also natural disasters and accidents. Although the processes of preparedness, intervention and recovery have been a focus of research and practice, the authors argue that prevention is a crucial strategy to tackle various types of school crises and multi-hazard situations. Furthermore, lesson plans for Social Emotional Learning, crisis prevention assessment, and development of crisis prevention kits with related workshop protocols, are proposed through symposia in academic conferences, research papers and books. The contents include practical, substantial and visible proposals to inform readers about what the default components are and how important they are in crisis prevention, and which works have been received with positive responses.
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| Academic Significance and Societal Importance of the Research Achievements |
現在、新型コロナウイルス感染に関する有事の時であるが、世界中の民が、「予防」の重要性について認識している。何かが起きたときにどう対処するかは当然大切ではあるが、次の事態を予測して、備えておくことの意義は大きい。学校危機予防についても、目の前の教育や支援に目一杯であることから立ち止まって予防を考えることに時間を割くことに現場の抵抗感は大きいが、本研究の危機予防の満足度調査から満足度は必ずしも高いものではなく、多くの問題点があることが明らかになった。授業にソーシャルエモーショナルラーニングを導入することの有効性や、危機状況を可視化するキットの提案など、意義ある具体策を打ち出すことができたと考える。
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Report
(4 results)
Research Products
(48 results)
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[Presentation] How children perceive, learn,and understand emotion? Emotional development from early to middle childhood2018
Author(s)
Watanabe,Y.,Hamana,M.,Watanabe,N.,Iida,J and Mizoguchi,A
Organizer
40th International School Psychologists Association
Related Report
Int'l Joint Research
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[Presentation] Promoting child development and learning from infancy to adolescence: Mothers’ and teachers’ beliefs, attitudes, knowledge, behavior, and practice2017
Author(s)
Watanabe,N.,Hamana,M.,Watanabe,Y.& Iida,J.
Organizer
International School Psychology Association
Related Report
Int'l Joint Research
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[Book] 感情の正体2019
Author(s)
渡辺弥生
Total Pages
262
Publisher
筑摩書房
ISBN
9784480072184
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