2023 Fiscal Year Final Research Report

Construction of school-based prevention and sustainable care system to develop students' social bond and sense of security

Research Project

PDF

Project/Area Number	19K03222
Research Category	Grant-in-Aid for Scientific Research (C)
Allocation Type	Multi-year Fund
Section	一般
Review Section	Basic Section 10020:Educational psychology-related
Research Institution	Tokai University (2022-2023) University of Tsukuba (2019-2021)
Principal Investigator	Shoji Ichiko 東海大学, 児童教育学部, 特任教授 (40206264)
Co-Investigator(Kenkyū-buntansha)	幅崎麻紀子埼玉大学, 研究機構, 准教授 (00401430) 石隈利紀東京成徳大学, 応用心理学部, 教授 (50232278)
Project Period (FY)	2019-04-01 – 2024-03-31
Keywords	学校予防教育 / ピア・サポート / 安心感 / ケア / 学校ケアシステム / 中学校 / 中学生
Outline of Final Research Achievements	The students' problems of modern schooling continue to increase. The loss of empathy and lack of interpersonal relationships have been pointed out, and the well-being of children and the development of a safe school climate are urgent issues. The purpose of this study was to promote school preventive intervention through peer support, verify its effectiveness and clarify the factors that contribute to the effectiveness and continuity of school care system construction. The subject was a public junior high school A with 248 students, where students who had received training became the centres of efforts in their classes, grades and the whole school, and worked on this continuously for three years. The results of the survey showed effects on the students' bond, sense of security, school adjustment and classroom climate, suggesting the importance of teachers' understanding and cooperation in building a school care system and the importance of continuous efforts by the whole school.
Free Research Field	教育心理学
Academic Significance and Societal Importance of the Research Achievements	本研究の意義は，学校適応に困難を抱える生徒だけでなくすべての生徒にとって，学校が安全，安心な場所となり，互いに学び合える場所，学校・学級風土を醸成するため，生徒が中心となって教師と共に学校予防教育に取り組み，継続的・縦断的に取り組むことによる持続的「学校ケアシステム」構築をめざした点にある。学校予防教育を進めることは，生徒の適応，レジリエンスを高めることにつながり，生徒が学校で安心して仲間・教師と共に過ごすことができ，生徒主体の取り組みであっても，教師や学校がそれを支えることの重要性が実証により確認された。