不登校支援のあり方を探る : ある同一事例の当事者,母親,担任教師の認識のずれ
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概要
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The objective of this research is to gain knowledge about students who refuse to go to school and to use that knowledge to develop ideas about how to improve the situation. The research consists of interviews with an adolescent who had refused to attend school, with his mother, and with his homeroom teacher. The analyses revealed that perceptions of school refusal and of ways to improve the situation differed greatly between the homeroom teacher and the guardian. For the homeroom teacher, improvement was defined as self-consolation since he also had suffered from his failure to effectively manage his classroom but felt better because he could successfully communicate with the boy through e-mail. These e-mails were the link of trust between the two. The boy and the teacher struggled independently, but the mother was able to maintain relationships of mutual trust with her son, her husband, and with the homeroom teacher which lead her to reassess herself and her family. Though the interviewees were not able to effectively take advantage of support offered from other people and professionals, they still had a good opportunity to examine themselves. The perception of school refusal among each of those involved was different. Looking into only one case, many differences in perception could be found in the narratives of the three involved. This suggests that the broad range of people who provide support should communicate and share ideas about how to help troubled children and/or adolescents who refuse to go to school.
- 昭和女子大学の論文
- 2009-06-01
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関連論文
- 教師が行う不登校児童生徒への支援:小中学校教師へのインタビューから
- 不登校支援のあり方を探る : ある同一事例の当事者,母親,担任教師の認識のずれ
- 教師が行った不登校支援策の選択・決定の理由 -小学校教師へのインタビューから-
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- すべての子どもの登校支援に取り組んだ学校の実践事例
- 学校適応を促進する「遊び」の集団体験 対人関係ゲームによる登校支援の可能性