A study of model for Student Support Team composed of a school counselor, teachers, and parents

由学校辅导员、教师和家长组成的学生支持团队模式研究

• 批准号: 09610102
• 负责人: ISHIKUMA Toshinori
• 金额: $ 1.66万
• 依托单位: University of Tsukuba
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 1997
• 资助国家: 日本
• 起止时间: 1997 至 1999
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-09610102/
• 关键词: school psychology; Student Support Team; school counselors; teachers; parents; practical model; cordination; 不登校; スクールカウンセラ-

The purpose of study was to examine the model of Student Support Team (SST) for children with school refusal, burry, and Learning Disabilities. Based of school psychology, a system of psychological and educational services to children in schools, two survey studies on SST and its cordination and practical studies of SST in junior highschools and a senior highschool were conducted.In survey studies, questionnaires on SST, teachers attitudes to team support, and cordination of SST were sent to and answered by teachers and school counselors in 97 junior highschools and 110 senior highschools. Main results are as follow :a, According to teachers in charge of classes, SST are practiced in over 90 % of junior highschools and three quarters of senior highschools.b, Cordination of SST is practiced by chief teachers in the grade level and heads of guidance sections in junior highschools and by heads of guidance section and heads of counseling section in senior highschools.c, Attitudes to team support, expectation and anxiety, are influenced by levels of communication in a whole school.Practical studies on SST were condulted with a school counselor in junior highschools and a head teacher of the coundeling section in a senior highschool. Main results are as follow :a, In junior highschools, a "Core SST" composed of teacher in charge of the class, school counselor, and a parent can be a critical base for SST activities.b, In highschools, a cordinator of SST may successfully intervene to the school system regarding students' promotion by working with other teachers such as head teacher of students' learning.

本研究旨在探讨学生支援小组模式对拒绝入学、学业不良及学习障碍儿童之帮助。本研究以学校心理学为理论基础，以学校儿童心理教育服务体系为研究对象，进行了两次关于学校儿童心理支持及其协调性的调查研究，以及在初中和一所高中开展的学校儿童心理支持实践研究，在调查研究中，对学校儿童心理支持、教师对团队支持的态度、本研究以问卷调查的方式，对97所初中及110所高中的教师及辅导员进行问卷调查。主要研究结果如下：a、据班主任老师介绍，90%以上的初中和四分之三的高中都开展了SST实践。B、初中由年级主任和辅导科科长、高中由辅导科科长和咨询科科长协调实施SST。c、团队支持态度、期望和焦虑受到整个学校沟通水平的影响。与一名初中学校辅导员和一名高中辅导科班主任进行了SST实践研究。主要研究结果如下：（1）在国中，由班主任、辅导员及家长所组成的“核心SST”，可以成为SST活动的重要基础;（B）在高中，SST的协调者可以透过与其他教师（如学生学习主任）的合作，成功介入学校有关学生提升的系统。