Secondary school teachers' beliefs and needs about hikikomori and social withdrawn students

IF 2.4 Q3 MANAGEMENT
Eleonora Concina, Sara Frate, Michele Biasutti
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引用次数: 0

Abstract

Purpose

Hikikomori is a multidimensional condition, characterized by voluntarily social withdrawal, impacting the relational dimension of life. The current study aims to examine secondary school teachers' beliefs, knowledge and needs on hikikomori and students' social withdrawal.

Design/methodology/approach

A qualitative method consisting of a semi-structured interview is adopted with 22 Italian secondary school teachers. The interview questions are focused on the beliefs, the profile, the conditions and the role of the school for adolescents socially retired.

Findings

Data are analysed using content analysis based on the grounded theory framework. Forty-nine codes emerged from the inductive analysis, which were sorted into the following categories: (1) Characteristics of hikikomori and social withdrawal; (2) Origin, causes and consequences; (3) Sources of information; (4) Socio-relational modalities; (5) Teachers' needs and role of the school. Teachers are aware of the educational issues and risks related to hikikomori and claim for more institutional support. Teachers reconsider the way of working in class for preventing the risk of self-isolation, supporting the development of social and emotional skills, and encouraging collaboration and positive exchanges among students. Participants mention a personalized student-centred method where families and external agencies support the school system.

Originality/value

Although several clinical and psychological interventions have been developed for treating the hikikomori’s self-isolation and concomitant mental disorders, few plans have been implemented for reducing the risk of adolescents' social withdrawal. Preventing hikikomori is crucial as well as to investigate the role and the needs of school teachers, and the current study has tried to explore these.

中学教师对蛰居学生和社会孤僻学生的看法和需求
目的 蛰居是一种多层面的状况,其特点是自愿的社会退缩,影响到生活的关系维度。本研究旨在考察中学教师对蛰居和学生社交退缩的信念、知识和需求。 设计/方法/途径 本研究采用半结构式访谈的定性方法,对 22 名意大利中学教师进行了访谈。访谈问题主要集中在青少年社会退缩的信念、概况、条件以及学校的作用等方面。归纳分析产生了 49 个代码,并将其分为以下几类:(1) 蛰居者和社会退缩的特征;(2) 起源、原因和后果;(3) 信息来源;(4) 社会关系模式;(5) 教师的需求和学校的作用。教师意识到与蛰居者有关的教育问题和风险,并要求机构提供更多支持。教师重新考虑课堂工作方式,以防止自我孤立的风险,支持社交和情感技能的发展,鼓励学生之间的合作和积极交流。参与者提到了一种以学生为中心的个性化方法,即由家庭和外部机构支持学校系统。 原创性/价值虽然已经开发了一些临床和心理干预措施来治疗蛰居者的自我封闭和伴随的精神障碍,但很少有计划来降低青少年的社会退缩风险。预防蛰居族的出现以及调查学校教师的作用和需求至关重要,本研究试图对此进行探讨。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
4.30
自引率
8.30%
发文量
72
期刊介绍: The International Journal of Educational Management (IJEM) provides those interested in the effective management of the educational process with a broad overview of developments and best practice in the field, with particular reference to how new ideas can be applied worldwide. As the whole structure and philosophy of education goes through a sea-change, and as budgets are cut, educational managers need to keep abreast of new developments in order to maximize their resources and determine the most appropriate management strategy for their institution. The journal explores research in the following areas: -Innovation in educational management across the spectrum -The development of educational delivery mechanisms -Creation of an environment in which the management of resources provides the most efficient outputs -Sharing of new initiatives, with an international application The International Journal of Educational Management addresses the increasingly complex role of the educational manager, offering international perspectives on common problems and providing a forum for the sharing of ideas, information and expertise.
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