Psychological Research on the Inhibitory Factors of Violence-related Problematic Behaviors and the Preventive Student Counseling and Guidance
| Project/Area Number |
14591003
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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 |
教育心理学
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| Research Institution | HIROSHIMA UNIVERSITY |
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Principal Investigator |
MAEDA Kenichi Hiroshima University, Graduate school of Education, Professor, 大学院・教育学研究科, 教授 (90101451)
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| Project Period (FY) |
2002 – 2004
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| Project Status |
Completed (Fiscal Year 2004)
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| Budget Amount *help |
¥3,600,000 (Direct Cost: ¥3,600,000)
Fiscal Year 2004: ¥800,000 (Direct Cost: ¥800,000)
Fiscal Year 2003: ¥1,000,000 (Direct Cost: ¥1,000,000)
Fiscal Year 2002: ¥1,800,000 (Direct Cost: ¥1,800,000)
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| Keywords | violence / problematic behaviors / normative consciousness / social skills / aggressiveness / delinquent boys / social skills education / children and adolescents / 暴力行為 / 生徒指導 |
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| Research Abstract |
This report consisted of nine studies conducted with the aid of Grant-in-Aid for Scientific Research (C)(2). In the five studies from the first to the fifth study, inhibitory factors and correlates of violence-related problematic behaviors were examined with the three age groups of children (elementary school children, junior high school students, and high school students), their teachers, and their parents. The main results were as follows. (1)Children's normative consciousness of problematic behaviors generally declined with age, especially the high school students' perceptions declined drastically. (2)Parents' normative consciousness of five problematic behaviors declined with increasing age of children, but teacher's normative consciousness did not decline. (3)Students in the low group of normative consciousness perceived effects of violence and negative characteristics of violent persons more positively than those in the high group. (4)Children who reported to have experiences of
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using some physical aggression and violence to others perceived their social skills, normative consciousness, and perseverance more negatively than those who reported to not have them.
Four studies from the sixth to the ninth study were concerned with the prevention of violence-related problematic behaviors and intervention to enhance children's social skills. (5)The sixth study examined the relationship between social skills and affiliation motives by comparing delinquent boys with non-delinquent junior high school boys. The findings indicated that the delinquent boys did not exert social skills to their friends at school because of low affiliation motives. (6)In the seventh study, previous studies of the classroom-based social skills training were reviewed. (7)In the eighth study, what sorts of social skills teachers thought for children ought to acquire and exert were examined. The skills that teachers thought to be important were empathy, assertion, problem-solving, and emotional regulation. (8)The ninth study demonstrated effects of classroom-based social skills training program on the improvement of social skills in junior high school. Less
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Report
(4 results)
Research Products
(23 results)
