小学4年生の学級を対象にした機会利用型社会的スキル訓練(以下,機会利用型SSTとする)を実施し,仲間関係への自己効力感・社会的スキルの促進,仲間への認知の変化,および仲間関係の改善に効果の違いがあるかを検討した。機会利用型SSTは,授業中に生起した標的行動を題材にして,その場で学級全体のSSTに移行させる手続きである。標的スキルは,「あたたかい言葉かけ」,「積極的な聞き方」,および「自己コントロール」で,授業中(45分)に各10分程度を1セッションとして,11セッション実施した。変化量(プレーポストテスト)に関してt検定を行った結果,訓練群では,待機群と比較して,社会的スキルの維持,仲間への認知の肯定的変化,および児童相互のかかわりの深まりが認められた。さらに,児童が認知した,担任の指導態度の違いによるクラスター分析の結果,低群(非受容的・やや要求的),中群(やや受容的・要求的),高群(受容的・要求的)の3つの群に分類でき,仲間関係への社会的スキルの下位項目である配慮的スキルに関して,低群および中群の得点に有意な増加が認められた。

The present study examined effects of social skills training conducted incidentally in a 4^<th> grade classroom on the pupils' peer relations. In order to assess effects of the training, the children (N=51) were asked to complete 5 scales before and after the training. The scales included self-reported social skills, self-efficacy, ratings of their teacher's teaching style (accepting, demanding), likeability nominations of peers, and a sentence completion test (SCT). The training focused on 3 target skills: saying warm words, listening in a positive way, and self-control. The results were as follows: The training was shown to be effective for increasing the number of likeability nominations from peers and the children's cognitive appraisal of their peers. The changes in the children's scores on self-reported social skills were maintained at follow up 2 months after the training. The children who rated their teacher's teaching style as low on accepting and middle on demanding had greater increases in the social skills scores than did the children who rated their teacher's style as high on both accepting and demanding.