The intervention of collaboration program for disruption crisis of the primers class of primary school: Concerning the mechanics of collaboration together with teacher of difficulty collaboration

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  • ある小学校低学年クラスの崩壊危機への協働プログラム介入―協働困難な教員との協働過程について―
  • アル ショウガッコウ テイガクネン クラス ノ ホウカイ キキ エ ノ キョウドウプログラム カイニュウ : キョウドウコンナン ナ キョウイン ト ノ キョウドウカテイ ニ ツイテ

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<p>The concept “collaboration” is becoming an important keyword for school psychologists and teachers creating educational counseling system at school. In this case study, a second grade primary school class (N=31) faced a crisis: The students were out of control. A psychologist (the leading author) collaborated with newly appointed homeroom teacher in their class activities and implemented 21 programs, 11 separate times. Additionally, the psychologist assessed Q-U test (Questionnaire-Utilities; 4 times) and classroom management test (2 times), and conferred with the teacher about the program’s psychological effect. As a result of this collaboration, the class regained stability. The prior phase, the psychologist invited the teacher to collaborate in a Consultee-centered case consultation which the teacher would not have been able to do alone. The later phase, as a consequence of the collaboration, the teacher has realized significant improvements in her classroom management style. The present study suggested that Consultee-centered case consultation can be very effective in helping teachers maintain stability and harmony in their classes. We strongly believe support and collaboration is necessary for newly-appointed teachers with limited experience.</p>

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