学校不適応状態にある生徒への支援方略の検討 : HyperQUを活用したスクリーニングの視点から

Examining support strategies for students in school maladaptation: From the perspective of screening using Hyper-QU

TAKAHASHI Tetsuya

学習開発学研究

Journal of Learning Science

[PISSN] 1883-8200

[NCID] AA1244667X

In this study, a questionnaire survey (Hyper-QU; Kawamura, 2007) was conducted for students attending Hiroshima City A Junior High School in order to seek specific measures to deal with school maladaptation at school sites. From the subscales, we re-analyze the data of infringement, relationships with friends, willingness to learn, relationships with teachers, and relationships with classes, and add information about school life heard from the relevant grade to school maladjustment for junior high school students. The purpose was to clarify the condition of the students, assess the condition of the students, and establish and practice consultations centered on the grade and the student guidance department. As a result, 23.5% of the students requiring observation who showed negative values for non-violation showed maladaptation to friends, teachers, classes and learning In addition, for students who are located at a risk value that has no social connection within the school, 2.3% of all students are aware of infringement by others, cannot make good friendships, and can meet teachers who can speak in earnest. There was no place in the class, and I could not have the motivation to improve my motivation to learn.. It was confirmed by all faculty and staff that the school would regularly carry out educational counseling and home visits to build bonds with students, and it was put into practice. Furthermore, I think it is possible to carry out training in classes, events, and daily life. It can be said that it is time to take a step toward making the school a place where students can live with peace of mind.

School maladaptation

Hyper-QU

assessment

Consultation

学校不適応

ハイパーQU

アセスメント

コンサルテーション

jpn

広島大学大学院人間社会科学研究科学習開発学領域

Copyright (c) 2022 広島大学大学院人間社会科学研究科学習開発学領域

[ISSN] 1883-8200

[NCID] AA1244667X