@article{oai:nagoya.repo.nii.ac.jp:02001595, author = {坂野, 愛実 and BANNO, Manami}, issue = {1}, journal = {名古屋大学大学院教育発達科学研究科紀要. 教育科学, Bulletin of the Graduate School of Education and Human Development. Educational Sciences}, month = {Oct}, note = {The purpose of this paper is to illustrate how characteristics inherent in the system of cooperation between the Japanese public school and the police department contributed to the development of a system to address juvenile behavior and facilitate rehabilitation. This work addresses policies connected with juvenile behavior that were established with the Amendment of the Police Act of 1954. Regarding school bullying, cooperation between school and the police is considered essential. Children’s needs are diverse, so having the cooperation of all relevant sources is indispensable. Furthermore, as school and police social systems differ in their intrinsic functions, it is essential to determine the degree of problem behavior accurately, clarify the roles that both school and the police department play, and assure effective cooperation. Although the need for such cooperation was long recognized, the official granting of responsibilities to educational institutions for regulating juvenile behavior was first established in the wake of WWII. This paper focuses on the period from immediately after the war ended to just before the 1954 Amendment of the Police Act, the critical period in the formulation of these policies. This research concluded the following: Firstly, the juvenile police squad action had a clear intention to extend the responsibilities for delinquency to the school. A background note is that the government policy toward delinquency was traditionally a passive one. The set-up of a juvenile police squad accompanied a change of policy. Instead of a criminal-type crackdown method, an emphasis on prevention and rehabilitation was adopted; considering the roots behind juvenile delinquency was also regarded as important. With this change of policy, there were some of the opinion that the new Police Act limited the power of the police. On the other hand, the police pointed out the necessity of proactive efforts that go beyond treatment institutions, also suggesting that environmental improvement of existing juvenile treatment facilities was necessary as current initiatives were deficient in both tangible and intangible measures. Secondly, police sought cooperation with the school as a way to better detect juvenile delinquency problems, aspiring for more appropriate, timely responses. Cooperation between school and the police is as follows: 1) Concomitant respect for each other’s perspectives and roles support smooth cooperation, 2) School and the Juvenile Police Squad keep in close contact to be able to give immediate guidance, and 3) The two institutions respond according to consensual guideline, find ways to improve guidance, and continue the discussion of the cause of juvenile delinquency. Finally, the police considered how the school did not sufficiently support methods to alleviate juvenile delinquency. Points made influenced school education at that time in its development. This example also suggests a lack of consciousness at that time for human rights regarding social norms like nationalism as well as the criticism of teachers’engaged in political action.}, pages = {69--81}, title = {学校と警察の連携における特質 : 戦後から1954年の警察法改正前までの少年警察活動に着目して}, volume = {68}, year = {2021} }