A study of teacher's supports for students preventing their problem behaviors and school disrupt.

Research Project

Project/Area Number	22730538
Research Category	Grant-in-Aid for Young Scientists (B)
Allocation Type	Single-year Grants
Research Field	Clinical psychology
Research Institution	Shizuoka University
Principal Investigator	KATOU Hiromichi 静岡大学, 教育学研究科, 准教授 (20399231)
Project Period (FY)	2010 – 2012
Project Status	Completed (Fiscal Year 2012)
Budget Amount *help	¥2,990,000 (Direct Cost: ¥2,300,000、Indirect Cost: ¥690,000) Fiscal Year 2012: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000) Fiscal Year 2011: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000) Fiscal Year 2010: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Keywords	問題行動 / 学級の荒れ / 生徒指導 / 教師の関わり / 思春期 / 尺度作成
Research Abstract	This study was aimed to examine what type of teacher’s support for student prevent student’s problem behavior and school disrupt. By conducting three researches, it was clear that several teacher’s supports, for example “listen carefullytalk of student” and “give a lot of advices for student”, have an effect that prevent student’s problem behavior and school disrupt.

Report

(4 results)