Development of a school adjustment guidebook for high school girls with developmental disabilities.

2023 Fiscal Year Final Research Report

• Project/Area Number: 20K14064
• Research Category: Grant-in-Aid for Early-Career Scientists
• Allocation Type: Multi-year Fund
• Review Section: Basic Section 09060:Special needs education-related
• Research Institution: Tokyo University of Agriculture and Technology
• Principal Investigator: Miura Takuya 東京農工大学, 工学(系)研究科(研究院), 准教授 (70735357)
• Project Period (FY): 2020-04-01 – 2024-03-31
• Keywords: 女子高校生 / 発達障害 / 援助志向性 / 協同学習 / 自己肯定感 / 心理的柔軟性

Outline of Final Research Achievements

The aim of this study was to create new methods and techniques to facilitate school adjustment by nourishing self-esteem in high school girls with developmental difficulties. Therefore, psychodynamic education was conducted through group activities in which students with developmental difficulties were matched with students with assistance orientation, and it was verified that the understanding and awareness of psychological flexibility was improved.
As a result, it was inferred that students with high difficulties due to developmental disabilities, by engaging with others who are more assistance-oriented, improve their psychological flexibility against cognitive fusion, such as being involved in their own thinking, thoughts dominating over awareness and having a greater influence on their behaviour, and increase their awareness of a new inner self. It was inferred that this would have the effect of increasing new inner-self awareness.

Free Research Field

特別支援教育

Academic Significance and Societal Importance of the Research Achievements

ASDに起因した困難さがある高校生に対して、無理やり他者を交わることを強いる支援は、失敗体験を積み重ねる危険性をはらんでいる。しかしながら、他者との関りが彼女らにとって成功体験、つまり他者に関わってもらってよかったと思える体験を増やしていくことができれば、メンタルヘルスの向上に寄与すると推測された。
そこで本研究において、援助志向性が高い生徒とマッチングしたグループによる心理教育を実施することにより、認知的フュージョンに対する心理的柔軟性を向上させ、新たな自己の内側への気づきを高める効果があることが推察され、新たな支援手法・技法が成果として確立されたことは、学術的・社会的意義があったといえる。