The reality and contents of the breakdown of classroom discipline which was intervened or supported by clinical psychologists

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  • TANAKA Shiho
    Faculty of Literature, Gunma Prefectural Women's University

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  • 臨床心理士による介入が行われた学級崩壊現象の内容とその実態―臨床心理士を対象とした調査からの検討―
  • 臨床心理士を対象とした調査からの検討

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A questionnaire survey of clinical psychologists (N=285) was carried out to investigate their understanding of the causes of the breakdown of classroom discipline, the current situation of interventions, and effective response to the problem. The results indicated that 68% of respondents had observed the phenomenon, and that it was now becoming a major area of concern for clinical psychologists. The main results were as follows.(1) Bullying was seen as a cause of the breakdown of class room discipline in many cases, or mentioned as having occurred following chronic cases.(2) Clinical psychologists who had actually intervened in such cases answered that team teaching and individual interventions, in the form of consultations for teachers and parents had proved effective.(3) In explaining the phenomenon and cases had intervened, many responses mentioned the existence of children with Attention-Deficit/Hyperactivity Disorder or Learning Disability. They surmised that children's emotional disturbance and their lack of social skills, and their maladjustment to group action were likely causes of the breakdown of classroom discipline. It was revealed that there was a distortion on understandings about the phenomenon and supposed that the existence of children with emotional and problemsin the class, who seem to be as if they were ADHD.

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