中学時代の不登校体験から自己成長感を得るに至るプロセスの検討

Examination of the process leading to the self-growth feeling from school nonattendance in junior high school

中原 元気

石田 弓

広島大学心理学研究

Hiroshima Psychological Research

[PISSN] 1347-1619

[EISSN] 2759-0968

[NCID] AA11616129

In this study, we define subjective experiences and positive experiences obtained through negative experiences as “self-growth feeling” and clarify the process of subjective experiences until students who have experienced school non-attendance in junior high school acquire a self-growth feeling. The study aims to explore new perspectives to give support to absentee students. Four high school students who experienced school non-attendance when they were in junior high school were interviewed. In the analysis, Trajectory Equifinality Model was used to model the subjective experience of the subjects in a format that maintained diversity and time base. Until the time they gained a self-growth feeling, the subjects had enjoyable experiences of being cherished and supported by people other than family members; the support of their mothers was the foundation, and they were aware of changes in themselves through their interactions with people around them. Therefore, we considered aspects that contributed to the self-growth feeling, including “enjoyable experiences,” “experiences of being cherished,” and the “awareness of changes in oneself,” from the perspectives of resilience, the “broaden-and-build theory” (Fredrickson, 2004), and social impact. It was suggested that positive experiences during the period of children’s school non-attendance when they are distressed, with support from people other than family members, and continued support after re-adaptation are necessary.

school non-attendance

self-growth feeling

Trajectory Equifinality Model

日本語

広島大学大学院人間社会科学研究科心理学講座

Department of Psychology, Graduate School of Humanities and Social Sciences, Hiroshima University