2019 Volume 52 Issue 1 Pages 11-21
The present study examined the process and promoting factors for team helping for refusal students in guidance rooms. Semi-structured interviews were conducted with 23 teachers and other staff of junior high schools who had helped students returning from guidance rooms to classrooms. The interviews were analyzed using the KJ method (affinity diagram); then, five category groups were generated for modeling the team helping for refusal students in guidance room. A process model was generated in the following order: (i) decision made in school management, (ii) formation of the support team, (iii) team management, (iv) support for students, and (v) establishment of the team helping. Team management was established by tripartite collaboration among the principal who controlled the school management, the coordinator who supervised the team, and the SC, who helped to formulate assessment and support policies. As for student support, the following stepwise support was carried out: (1) home visiting, (2) helping for adaptation to the guidance room environment, (3) helping for adaptation to the school environment, (4) helping for return to the class, and (5) return to class after partial participation.
