Longitudinal study aimed at giving a made-to-order support for the teachers who had some difficult problems in their classroom from Social-Clinical Psychological point of view

本研究旨在从社会临床心理学的角度，为教师的课堂管理及对适应不良儿童的针对性治疗提供支持。科目班是没有班级变动的小学的一个班。支持活动从1997学年（当时为三年级）开展到2000学年（六年级）。采用社会计量学技术（正提名或评定量表）来厘清课堂同伴关系和宏观社会计量结构的特征，每学年进行3 - 4次。儿童对课堂氛围的认知、对教师领导态度的认知（每学年3次或4次）、对儿童心理健康的认知（每学年1次）进行问卷调查。其他重要的辅助活动是定期在常规教室进行的参与者观察（如上课时间、学校午餐、中午休息）。在本研究中，参与性观察和通过问卷对课堂特征的定期调查就像一个推车的两个轮子。问卷调查的结果促进了教师对适应不良儿童和课堂问题的理解，教师逐渐意识到班主任与儿童在课堂上的愿望存在巨大差距。此外，由于定期观察平时的课堂，我可以制定更现实和及时的配套计划。当班级处于危急状态时，应对困难的决定性因素是“多和孩子一起玩”和“其他老师对学科教育的帮助”。最后，探讨了学校心理学家与学校组织合作的新途径。

The purpose of this study was to support teacher's classroom management and the pertient treatment for maladjusted children from a social-clinical psychological point of view. The subject class was one class of elementary school that had no change of classes. Supporting activities were carried out from 1997 school year (at that time, subjects were third grade) to 2000 school year (sixth grade). Sociometoric techniques (positive nominations or rating scales) were using to clarify the characteristics of peer relationship and macroscopic sociometoric structure in classroom, and were carried out 3 or 4 times a school year. And, children's cognition of classroom atomospere, of teacher' leadership attitude (3 or 4 times a school year) , children's mental health (once a school year) were mesured by questionnaires. The other important supporting activities were periodical participant observation in usual classroom (ex. school hours, school lunch, noon recess). In this study, participant observation and periodical investigation of classroom characteristics by questionnaires were like the two wheels of a cart. The results of questionnaires facilitated teacher's understanding of maladjusted children and the class troubles, and teachers gradually realized the great gap between the class teacher's and the children's desires in class. And besides, on account of making periodical observation on usual classroom, I chould make more realisitic and timely supporting plan. When the class was in a critical situation, conclusive factors to cope with that difficulties were 'play with children much more' and 'the other teacher's help for subjects education'. Finaly, a new co-operation way of school psychologists and school organizations was discussed.