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Silent Progression of “Collapsed Class” Syndrome : Changes in Personal Relationships Among School Children
Get PDFThe interruption of school education due to the COVID-19 pandemic has introduced a variety of serious challenges to classroom management. A substantial number of schools still have no choice but to continue implementing reduced attendance or remote learning. The lives of students are still uncertain. Under the current circumstances, school children’s relationships have been“silently”shifting. Although many concerns were voiced prior to the COVID-19 pandemic, it is indicated that the divide in student relationships in schools has been widened further since the onset of the pandemic. Based on the data of school refusals in the wake of“Collapsed Class”Syndrome, I will clarify what relational changes have been observed among school children in this article. Moreover, I will analyze the observed characteristics of the “Collapsed Class” Syndrome by exploiting a cross-disciplinary approach that includes evaluation beyond the pedagogical standpoint. In conclusion, this study has determined that there are a certain number of students who experience difficulties in group settings; additionally, some students have the tendency to circumvent peer pressure they are continuously exposed to in their relationships. Furthermore, I will discuss the contradictory fact that student groups are less likely to be formed, even though they are strongly encouraged to form desirable groups, while “connection” and “bond” are more emphasized, particularly since the Great East Japan Earthquake. Additionally, the efficacy of assertiveness training, which has recently drawn attention as an effective approach for the students who have difficulties in group settings, is examined in this study.“Collapsed Class”Syndromeschool refusal“Risk-Term”periodassertivenes
Factors that Improve the Quality of Activities for People with Dementia
Get PDF認知症のある人が，活動を通してよい状態が得られるように，援助者はどのような介入を行えばいいのかを明らかにすべく，活動の質（Qualitiy of Activities：QOA）を左右する要因を質的に分析した．作業療法士が活動の質評価法（A-QOA）を用いてクライエントの活動場面を観察により評価し，活動の質を高める要因と低める要因を分析したところ，【活動選択で配慮すること】，【環境面で配慮すること】，【活動開始時に配慮すること】，【活動中に配慮すること】，【活動後に配慮すること】の5つの4次カテゴリが抽出された．下位カテゴリで得られた「クライエントの心身機能に合った活動を選択する」，「クライエントが失敗しないような手掛かりを提供する」，「集中でき，快適で安心できる環境にする」などは，学生や新人作業療法士が認知症のある人に介入する際の具体的なガイドの原案になると考える．認知症活動の質QO