2005 Fiscal Year Final Research Report Summary
Research on variety and effect of peer support practice to prevent school bullying and other problems
| Project/Area Number |
15530427
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Educational psychology
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| Research Institution | Osaka Kyoiku University |
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Principal Investigator |
TODA Yuichi Osaka Kyoiku University, Faculty of Education, Associate Professor, 教育学部, 助教授 (70243376)
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| Co-Investigator(Kenkyū-buntansha) |
ITO Minako Keio University, Teacher Training Center, Professor, 大学教職課程センター, 教授 (20278310)
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| Project Period (FY) |
2003 – 2005
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| Keywords | peer support / Q&A Handout method / community / school bullying / evaluation / elementary school / junior high school |
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| Research Abstract |
Firstly, this Research Project depicted the variety of peer support practice in Japan. The diversity may be categorised along three dimensions, (1)the community level of the activity, (2)the main purpose of the activity, and (3)the pattern of training/support activity.
Secondly, in order to evaluate the ‘community-cultivating' aspect of Q&A Handout method (school-wide delivery of handouts with children's answers to children's worries), which was developed in Japan, we developed the Community Impact scale. The scale reflects children's or adults' evaluation of the impact of peer support practice upon community discourse and their belief concerning school bullying and other worries of children.
Then at last, we used the scale and evaluated peer support practice in an elementary school. Both children and their parents answered questionnaires incorporating the scale. The results showed that parents tend to be more optimistic than their children concerning the effects of peer support.
To improve several types of peer support systems and its way of evaluation, which differs in their training/support activities etc., the meta-evaluation of several evaluation methods would be necessary.
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