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

本研究的目的是从社会临床心理学的角度，为教师的课堂管理和对适应不良儿童的针对性治疗提供支持。实验班是一个没有换班的小学班。从1997学年（当时的科目是三年级）到2000学年（六年级）开展了支助活动。采用社会测量学方法（积极提名或评定量表），以明确班级同伴关系的特点和宏观社会测量结构，每学年进行3 ~ 4次。同时，采用问卷调查的方法，对幼儿对课堂气氛的认知、幼儿对教师领导态度的认知（每学年3 ~ 4次）、幼儿的心理健康状况（每学年1次）进行调查。其他重要的支持活动是在平时的课堂上定期参与观察（例如。上课时间，学校午餐，中午休息）。在本研究中，参与性观察和课堂特征的问卷调查就像一辆车的两个轮子。问卷调查的结果有助于教师了解适应不良儿童和班级问题，教师逐渐认识到班主任与儿童的班级愿望之间存在着巨大的差距。另外，由于平时对课堂进行定期观察，我可以制定更切合实际和及时的支持计划。当班级处于危急状态时，科普困难的决定性因素是“多和孩子玩”和“其他老师对学科教育的帮助”。最后，探讨了学校心理工作者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.