スケーリング・クエスチョンによる教師に対するイメージの変化

―教師に対する暴力の非行事例から―

抄録

　　The purpose of this case research is to examine the internal process of the scaling question. The scaling question was developed by de Shazer, S. and Berg, I. K..

　　The case is the following.

　　A junior high school student, a male, 15 years old, was committed on a charge of injuring a teacher and a friend in his school. By order of a judge, Family Court Probation Officer practiced counseling for him 7 times in the family court.

　　In the counseling, the scaling question was applied to the juvenile delinquent. The theme of the scaling question was the change of the image of the teacher. A numerical number of his scaling went up 7 points from 3 points in 7 months. Gradually the relationship between the juvenile delinquent and the teacher was improved.

　　From this case report, it was suggested that the scaling question was composed of three parts, focusing, quantification, and clarification. Focusing was to decide the theme of scaling. Quantification was to rate situations or experiences with a number on the scale. Clarification or amplification was to explain the differences between numerical value and increased changes.