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-

本研究以个案会议、教师亲师会议及教师信念为研究重点，探讨一项促进家长/监护人与教师关系融洽的咨询计划。首先，本研究澄清了会诊计划制定前案例会议的现状和相关问题。因此，目前的案例会议确定了三个问题：意见交流不足、对问题原因的分析不足以及缺乏界定的角色分享和援助政策(Kamimura等人，2004年)。针对这些问题，本研究构建了事件过程方法和ABC行为分析相结合的问题解决案例会议模型，并对其效果进行了研究。根据这一模式举行的案例会议表明，与会者提出了一些意见。其次，本研究确定了教师在家长会…中的言语交流状态更多。对家长-教师会议中角色扮演逐字记录的分析结果表明，教师的言语交流最多的是“提供信息”，加上“指导”，这一部分约占评论总数的75%。相比之下，“建立伙伴关系”、“积极的社会情感评论”和“问题”类别在评论总数中所占比例不到10%。教师的沟通往往是单方面的，这表明与家长/监护人的意见交流可能不够。最后，本研究指出教师信念是影响教师与家长/监护人关系融洽的个体因素。在对55名学校教职工进行问卷调查的基础上，筛选出信念项目，并对72名小学教师进行了调查。结果表明，教师关于与家长/监护人关系融洽的信念由三个要素组成：“尊重合作立场的信念”、“尊重教师立场的信念”和“专心倾听的信念”。这表明，尽管教师相信他们在平等的基础上同情父母/监护人，但他们也相信教师值得父母/监护人的考虑。未来研究的主题包括澄清家长-教师会议的发展模式和教师的信念，并澄清它们与家长/监护人对会议的评估的关系。较少

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