教師の対人ストレス対処方略に関する臨床心理学的研究(4) : 児童・生徒との関係におけるストレスと対処方略の類型化の試み(教育心理)

概要

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This study examined teachers' cognitive framework for interpersonal stress caused by students and their coping strategies by using free-writing questionnaire method. Students whom teachers felt to be stressful were classified into four types. It showed that the more aggressive students were the more anger and depressive feeling teachers felt. It is suggested that each type is deeply connected with teachers' "demand for maintenance of the norm" and that the viewpoint "whether students obey the norm or not" works strongly as the teachers' cognitive framework. Furthermore, the inner and outer demand for maintenance of norms may make teachers more nervous and could be a background factor for their stress. Coping strategies are classified into four categories, among them "consultation" strategy was most frequently used and consultation for emotional support indicated high effectiveness. Establishing collaborative relationship among teachers, separating cognition of student's misbehavior from teacher's feelings, and flexibly reconstructing the cognitive framework into a new one on the basis of understanding student behavior was found to be very effective in the process for relating to students and decreasing stress. Further research from this standpoint can explore the collegial relationship as a support resource and method for augmenting teachers' ability.
国際基督教大学の論文