Comprehensive Support Through Consultation With a School Principal: Junior High School Student With Prolonged School Non-Attendance and Non-Support
Comprehensive Support Through Consultation With a School Principal: Junior High School Student With Prolonged School Non-Attendance and Non-Support
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与校长协商的综合支援：长期缺课、不支援的初中生
DOI：
10.6033/tokkyou.54.307
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
M. Ono
中科院分区：
文献类型：
--
作者：
M. Ono
本研究描述了一个8年级的男生谁没有上学1年6个月，谁没有以前的支持返回学校的影响，塑造上学行为的程序。行为评估确定了他长期不上学的先决条件，包括与其他学生的人际关系不好，容忍模棱两可的缺席原因，以及校长对他缺席原因的充分性的检查，以及他父母允许他逃避上学。在与校长进行行为咨询后，开展了以下活动：校长向家长介绍毕业要求，家长对学生的反应发生变化，学生与校长之间建立支持关系，校长支持学习和生活节奏的调整，以及利用校长办公室逐步塑造上学行为。经过6个月的支持，学生回到学校。他的预后良好，这一点从以前的情况发生的长期变化中可以看出，这些变化似乎支持他继续缺席。结果表明，校长向家长介绍毕业要求是可能有效消除学生缺课的变化的一个方面，因为以前，家长一直回避支持他们的儿子返回学校。
The present study described the impact of a program for shaping school attendance behavior in an 8th grade male student who had not attended school for 1 year 6 months, and who had had no previous support for returning to school. A behavioral assessment identifıed preconditions for his extended non-attendance, including bad interpersonal relationships with other students, a tolerance of ambiguous reasons for absences, and nonfulfıllment of the principal’s checks on the adequacy of the reasons for his absences, in addition to his parents’ permitting him to evade going to school. After behavioral consultation with the principal, the following were carried out: the principal’s presentation of graduation requirements to the parents, change in the parents’ responses to the student, establishment of a supportive relationship between the student and the principal, the principal’s support for learning and life rhythm modifıcation, and step-by-step shaping of school attendance behavior, utilizing the principal’s offıce. After 6 months of this support, the student returned to school. His prognosis was good, as indicated by extended changes in the previous conditions that had appeared to support continu-ous non-attendance. The results suggest that the principal’s presentation of graduation requirements to the parents was one aspect of the changes that may have been effective in eliminating the student’s non-attendance, because, previously, the parents had been evasive about supporting their son’s return to school.