暴力を繰り返す生徒への中学校での対応 : 枠を設定する意味について

概要

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The present paper is a case study of a violent male junior high school student, and it examines how teachers, the school counselor, and the author interact with this student. Because of his violent behavior, he had a trouble of getting along with his peer group and it seemed to let him feel alienated and anxious. Since his aggressive behavior continued, his problem was beyond his classroom teacher's control. The school staffs were at a loss what to do with him and he also felt helpless by himself. Both this student and his teachers felt maladjusted. Therefore, we needed to adjust to this difficult situation at first. What we decided to do for him is not to force him to go to his classroom persistently but to set up a flexible framework to hold him and to have him keep his sense of security in the school. In this framework the relationship between him and his teachers changed and gradually he became able to control his own aggression. In conclusion, the author discussed the importance of considering how this framework functions and what the meaning of setting up the framework is.
東京大学の論文
2000-03-15