2012年
ある小学校低学年クラスの崩壊危機への協働プログラム介入―協働困難な教員との協働過程について―
コミュニティ心理学研究
- ,
- 巻
- 16
- 号
- 1
- 開始ページ
- 65
- 終了ページ
- 78
- 記述言語
- 日本語
- 掲載種別
- 研究論文(学術雑誌)
- DOI
- 10.32236/jscpjournal.16.1_65
- 出版者・発行元
- 日本コミュニティ心理学会
<p>The concept "collaboration" is becoming an important keyword for school psychologists and teachers creating educational counseling system at school. In this case study, a second grade primary school class (N=31) faced a crisis: The students were out of control. A psychologist (the leading author) collaborated with newly appointed homeroom teacher in their class activities and implemented 21 programs, 11 separate times. Additionally, the psychologist assessed Q-U test (Questionnaire-Utilities; 4 times) and classroom management test (2 times), and conferred with the teacher about the program's psychological effect. As a result of this collaboration, the class regained stability. The prior phase, the psychologist invited the teacher to collaborate in a Consultee-centered case consultation which the teacher would not have been able to do alone. The later phase, as a consequence of the collaboration, the teacher has realized significant improvements in her classroom management style. The present study suggested that Consultee-centered case consultation can be very effective in helping teachers maintain stability and harmony in their classes. We strongly believe support and collaboration is necessary for newly-appointed teachers with limited experience.</p>
- リンク情報
- ID情報
-
- DOI : 10.32236/jscpjournal.16.1_65
- ISSN : 1342-8691
- CiNii Articles ID : 130007666194
- CiNii Books ID : AA11358158