2011 Volume 53 Issue 3 Pages 241-249
study clarifies how Yogo teachers support the growth and development of high school students and aims to explain the characteristics of such support practices.
Semi-structured interviews were conducted with nine high school Yogo teachers and an analysis was conducted on their practices of supporting high school students' “growth and development" by using the revised grounded theory approach.
As a result, we have identified the following eight concepts: “offering <a place to feel at home>, “offering<the feeling of being safe>," “approving <relationships>," "the acceptance <of oneself as who one really is>," “assessment of <problems encountered in the process of growth>," “assessment of <dangerous situations for mind and body>," “offering <a place to control oneself>," “overall support of <mind and body>"; these concepts can be further subsumed under three categories as follows: “offering and guaranteeing security, safety, stability ," “awareness of growth and development," “helping to achieve self-control."
The Yogo teacher, using the tools of the school health room and the characteristics of one's duty, supports the students in their preparation of resolving various problems that they might encounter during the growth and development process. At the same time, the Yogo teacher, making use of his or her knowledge of mind and body, is aware of the problems and changes that each student is facing. This study reveals how Yogo teachers use their professional knowledge and techniques, as well as information gathered through their work, to offer support to students in the process of their growth and development.
As a result, we believe that the teacher himself, or herself, is motivated to conduct students' developmental support while being fully aware of the professional aspects of such a practice. Furthermore, it can be considered that this will lead to the career support of the Yogo teacher as well.
