特殊学級卒業者の予後調査 : 社会適応に関連する要因について

We made a follow-up study of the 23 mentally retarded junior high school graduates (14 boys, 9 girls) in Tokyo on their living situations during 2〜5 years after their graduation, interviewing them and their family members. The purpose of the study was to find out the important factors which had influenced on their daily life and work, and to analize their social adaptation. The subjects were divided into 2 groups: A group-the graduates without any behavior problems in their social life. B group-the graduates with some behavior problems in their social life. Our conclusion was as follows; 1) The difference in IQ between A and B groups was statistically non-significant. 2) The difference in their academic records in the 3rd grade of the junior high school was statistically non-significant. 3) A group was better than B group statistically significant in such daily-living behavior records as "keeping things in order," "being obedient to the rules" "taking good care of things" and "having a sense of responsibility." 4) The difference in the evaluation records of their character and behavior traits by the teacher in charge had no statistic significance. 5) 10 students in A group and 8 in B group received the Rorschach test during the 2nd-grade of junior high school. The characteristics of the responses of the A group students were as follows; good reality testing, emotionally controlled state and good human relations but rigid and formal response to others. On the other hand, the B group students were more complicated but showed the tendency of anxiety, tension and poor reality testing. 6) Family background was analized from such view points as intra-familiar human relations, their role and position in their family, and rearing attitude of their parents were as follows; In the families of A-I group there were conflict and frustration when their children were diagnosed as mentally retarded, but gradually they had overcome the critical situation and showed good understanding and support to them. The psychological characteristics of the subjects in this group showed passive attitude to their work and were dependent to their family members, which made them difficult to become socially independent. In A-II group family tie was looser than that of A-I group and family members seemed to be insensitive about social discrimination and prejudice against the mentally retarded. The subjects in this group, however, had had stable relation with their parents or rearers and later this good relation was extended to the school teachers. Thus, they adapted themselvs to the society under the protection of social groups such as schools and working places. Those who failed in social adaptation in B group did not have such acceptance and relations in family or social groups as seen in A-I or A-II groups. It was suggested that the factors favorable to their social adaptation were not found in the good academic records in junior high school, but in good circumstances such as families, schools and working places.