School adjustment of the returned children : A developmental-clinical study

从外国返回日本是一种关键的环境转型。本研究的目的是澄清和描述返乡儿童适应新学校的过程。其中6个孩子和177个他们的同学参加了这项研究。为了解返乡儿童在课堂上的人际网络状况，对每个受试者进行了心理距离图的测量。从1991年4月到1992年2月，重复了6次。研究结果如下：(1)归国儿童有一个主心人，是其人际网络的核心。(2)进入新学校后，他们的人际网络具有微遗传学特征。(3)归国儿童倾向于选择ISS较高的同学作为朋友。在对归国儿童母亲的访谈中，他们对孩子适应新学校的焦虑逐渐减弱，但最终他们对中学入学考试的深切关注有所增加。对归国儿童的访谈分析表明，他们中的大多数人在过渡到新学校后的几个月里已经很好地适应了新学校。这些发现是从组织发展理论的角度进行讨论的。

Returning from foreign countries to Japan is a sort of critical environmental transition. The present study was proposed to clarify and to describe the returned children's adjustment processes to their new school. Six of those children and 177 their classmates were took part in this study. Mothers of the returned child were also interviewed.To investigate the returned children's interpersonal network in the classroom, the Psychological Distance Map (PDM) was administered to each subjects. This was repeated 6 times from April, 1991 to Februrary, 1992. Results were as follows : (1) The returned children had a anchor person, who was a core of their interpersonal networks. (2) Their interpersonal network were microgenetically developed after entering new school. (3) The returned children tended to choose classmate with higher Isss as friends.As for interviews with mothers of the returned child, it was revealed that their anxieties concerning their child's adjustment to new school were gradually weakened, but that their deep concern with entrance examination to middle school were growing eventually. Some analysis of the interview with the returned children indicated that most of them were well abjusted to new school at the time when sis months had passed after transition to new school.These findings were discussed from viewpoints of an organismic developmental theory.