The Effects of Intervention by School Board Counselor on School Support System for School Refusals

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  • 教育委員会に所属する学校カウンセラーの介入が不登校生徒への校内支援体制に及ぼす影響
  • キョウイク イインカイ ニ ショゾク スル ガッコウ カウンセラー ノ カイニュウ ガ フトウコウ セイト エ ノ コウ ナイ シエン タイセイ ニ オヨボス エイキョウ

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The purpose of this study was to examine the effects of intervention by a school board counselor on teachers, school support system and school management regarding individual support for a school refusal case. In this case, student A, support receiver was having difficulties in attending class and wanted to spend a day in the school nurse's office. However, she was not allowed owing to the principal who had a negative opinion of her attendance there. A support conference sponsored by the school board was held at each school monthly as part of a school refusal support system, which was attended by the school counselor from student A's school. The teachers acquired a support model by means of the consultation provided by the school counselor. Consequently, the principal's cognition was modified into a positive one. Team support in the guidance room for school refusals was carried out with modification on school management. The student returned to her own classroom about three months later. First of all, it was suggested that a constructive support model was necessary for team support. Second, that a principal's affirmative evaluation was indispensable for a practice of support, and third that the support of the school board was effective in modification of school management.

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