2022 Fiscal Year Final Research Report
Ethnographic Study of Guidance Practice for Social and Emotional Skill Formation in Low-Ranked High School
| Project/Area Number |
17K04709
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Sociology of education
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| Research Institution | Chuo University |
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Principal Investigator |
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| Project Period (FY) |
2017-04-01 – 2023-03-31
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| Keywords | 自立活動支援 / 課題集中校 / 対人コミュニケーション / 外傷経験 / スキル学習 / 社会関係資源 / スクールソーシャルワーカー / 質的調査 |
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| Outline of Final Research Achievements |
A“problem-intensive school”（Kadai-shuchu-kou）is where students with low academic ability and maladaptive behavior concentrate. Focusing on the wide-ranging student guidance practiced here, especially the support for independent activities, an on-site survey was attempted. Although the survey was difficult due to the corona crisis, we conducted interviews with teachers, SSWer, and students, and observed their practices at challenge schools in low-ranking high schools in Tokyo and rural areas.
As a result, not only conventional psychological counseling but also social and emotional skills training to expand interpersonal relationships at home, school, and community were required. It also became necessary to promote understanding and improvement of the economic and social conditions that alienate interpersonal relationships in each place. In other words, it is necessary to have a holistic practice that prepares the environment for social relations according to the individual.
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| Free Research Field |
教育社会学
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| Academic Significance and Societal Importance of the Research Achievements |
近年若者の社会的自立の困難が指摘される。自己肯定感の低下や対人関係への不安、コミュニケーション能力不足などが生じ、個を取り巻く社会関係からの資源獲得が困難になり、孤立や排除が若者を襲う。社会活動への参加に向けて、高校在学時から社会情動的スキルの育成が求められる理由は、ここにある。本研究では、「課題集中校」と呼ばれる下位ランクの高校に焦点をあて調査を実施した。不登校やいじめの経験、家庭での困窮経験、発達障害などを抱える者が多数いる高校で、生徒指導特に自立活動の支援を行う意義は、対人関係に関わる外傷体験を乗り越えつつ、日常生活の基盤となる対人コミュニケーションの習慣を形成することにある。
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