Psychological Research on the Inhibitory Factors of Violence-related Problematic Behaviors and the Preventive Student Counseling and Guidance

本报告包括在科学研究补助金(C)(2)的帮助下进行的九项研究。在第一至第五项研究中，我们考察了三个年龄段的儿童(小学生、初中生和高中生)、他们的老师和他们的父母对暴力相关问题行为的抑制因素和相关因素。主要研究结果如下：(1)儿童对问题行为的规范意识随着年龄的增长普遍下降，尤其是高中生的知觉急剧下降。(2)家长对五种问题行为的规范意识随着儿童年龄的增长而下降，而教师的规范意识没有下降。(3)规范意识低组的学生对暴力的影响和暴力者的消极特征的知觉比高组更积极。(4)报告有…经历的儿童对他人使用一些身体攻击和暴力的人对他们的社交技能、规范意识和毅力的负面感觉比那些报告没有这些技能的人更消极。从第六到第九项研究的四项研究关注与暴力相关的问题行为的预防和提高儿童社交技能的干预。(5)研究六通过比较犯罪与非犯罪初中生的人际交往动机，考察了初中生社交技能与人际交往动机的关系。研究结果表明，犯罪男孩在学校没有向朋友展示社交技能，这是因为他们的从属动机较低。(6)在第七个研究中，回顾了基于课堂的社交技能培训的研究。(7)在第八项研究中，考察了教师认为儿童应该获得和运用哪些社交技能。老师认为重要的技能是移情、断言、解决问题和情绪调节。(8)第九项研究论证了课堂社交技能训练对初中学生社交技能发展的影响。较少

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 … More 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