A Study on Juvenile Delinquents and Teachers in Schools: What is A Teacher’s Practical Approach to Juvenile Delinquency?

Abstract

The purpose of this paper is to examine teachers’ approach to juvenile delinquents by conducting an interview survey of juveniles currently in juvenile training schools and preparing questions regarding their relationship with teachers at school. Using the classification of interpersonal attitudes toward teachers obtained from a previous study (Sakuta, 2018), the analysis showed that in the “repugnance” relationship, there was an extreme tendency toward one-sided guidance of delinquents by teachers and abandonment of the guidance itself. On the other hand, the “favorable impression” relationships showed superficial involvement and listening to and understanding of the boy. Furthermore, the question on the ideal teacher image yielded the following teacher images: empathy, respect, seriousness, and acceptance. While keeping in mind the social environment surrounding juvenile delinquents and teachers, he suggested that teachers will be increasingly required to approach juvenile delinquents as “practical knowledge” tailored to individual cases.