United Graduate School of Child Development, Osaka University, Osaka 565-0871, Japan.
Clark Memorial International High School, Hyogo 669-1512, Japan.
Int J Environ Res Public Health. 2020 Apr 29;17(9):3100. doi: 10.3390/ijerph17093100.
In the present study, a teacher training program based on behavioral therapy was conducted for high school correspondence course teachers of adolescents aged between 15 and 18 years who showed developmental difficulties. Participating teachers were assigned to either an immediate treatment (IT; = 13) or delayed treatment control (DTC; = 17) group to evaluate the effectiveness of the program, which comprised five 90-min sessions with small groups of three to six participants and was conducted over three months. The results showed significant improvement in students' behaviors and social responsiveness and in teachers' confidence among those in the IT group; however, those in the DTC group did not show any such improvement. We discuss the program's feasibility in terms of developing support resources for teachers in Japanese high schools.
在本研究中，针对表现出发展困难的 15 至 18 岁青少年的高中函授课程教师，开展了一项基于行为疗法的教师培训计划。参与教师被分配到即时治疗（IT；= 13）或延迟治疗对照组（DTC；= 17），以评估该计划的有效性，该计划包括五节 90 分钟的小组课程，每组三至六名参与者，为期三个月。结果表明，IT 组学生的行为和社交反应以及教师的信心显著提高；然而，DTC 组没有显示出任何此类改善。我们根据为日本高中教师开发支持资源的角度讨论了该计划的可行性。
