How Do Teachers Handle Students Who Injure Themselves? An Analysis of Blogs Written by Such Students

DOI Web Site Web Site

Bibliographic Information

Other Title
  • 自傷行為をする生徒たちに対して学校はどのような対応をしているのか
  • 自傷行為をする生徒たちに対して学校はどのような対応をしているのか : 自傷行為経験者のブログから
  • ジショウ コウイ オ スル セイト タチ ニ タイシテ ガッコウ ワ ドノ ヨウ ナ タイオウ オ シテ イル ノ カ : ジショウ コウイ ケイケンシャ ノ ブログ カラ
  • —自傷行為経験者のブログから—

Search this article

Abstract

  The purpose of the present study was to examine ways in which middle and high school teachers handle students who injure themselves, looking at this from the viewpoint of the students.  Texts written by students (N=14; all females; ages 15 to 19 years) who had injured themselves about how their teachers had dealt with them were excerpted from the students’ blogs, and were analyzed using a Grounded Theory Approach.  The results suggested that 2 types of processes were experienced by the students: (a) experiencing support from their teachers, after which the students gradually began to think about stopping injuring themselves, and (b) experiencing being abandoned by their teachers, after which the students shut their hearts against and broke off relations with their teachers.  After experiencing being abandoned by their teachers, the students became prone to breaking off relations with their teachers, even though they had earlier been connected.  When this happened, these students wrote that they had no chance of going back to experiencing support.  However, one route found that brought these students back to experiencing teachers’ support was teachers’ daily repetition of an expression of their support, such as calling the students frequently.

Journal

Keywords

Details 詳細情報について

Report a problem

Back to top