Development of a consulation program to promote rapport between parents/guardians and teachers -Focusing on problem resolution and emotional support capabilities of a support team-

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Focusing on case conferences, parent-teacher conferences conducted by teachers, and teachers' beliefs, this research studied a consultation program to promote rapport between parents/guardians and teachers. First, this research clarified the current state of and issues concerning case conferences preceding constitution of a consultation program. As a result, three issues with current case conferences were identified : insufficient exchange of opinions, insufficient analysis of causes of problems, and lack of delineated role-sharing and assistance policies (Kamimura et al., 2004). To tackle these issues, the current research constructed a model of problem-solving case conferences combining the incident-process method and ABC behavior analysis and studied its effects. Case conferences in accordance with this model indicated that a number of comments from participants were provided. Next, this research ascertained the state of verbal communication by teachers in parent-teacher conferences … More . Results of analyzing verbatim records of role-playing representing parent-teacher conferences indicated that verbal communication by teachers most often consisted of "information provision;" in combination with "instruction," this accounted for about 75% of total comments. In contrast, categories of "partnership building," "positive socio-emotional comments," and "questions" accounted for less than 10% of total comments. Communication by teachers tends to be unilateral, suggesting that the exchange of opinions with parents/guardians may be insufficient. Last, this research cited the beliefs of teachers as individual factors for teachers that affect rapport with parents/guardians. Based on a survey of 55 school staff members, belief items were selected and then 72 elementary school teachers were surveyed. Results indicated thatteachers' beliefs regarding rapport with parents/guardians consisted of three elements : "a belief in respecting a cooperative stance," "a belief in respecting the teacher's standpoint," and a "belief in attentive listening." This suggests that while teachers hold the belief they are sympathizing with parents/guardians on an equal footing, they also hold the belief that teachers deserve consideration from parents/guardians. Topics for future research involve clarifying patterns of development of parent-teacher conferences and teachers' beliefs and clarifying their relationship to assessments of conferences by parents/guardians. Less