@article{oai:nagoya.repo.nii.ac.jp:02005546,
 author = {澤田, 涼 and SAWADA, Ryo and 藤川, 寛之 and FUJIKAWA, Kanno and 古殿, 真大 and FURUDONO, Shinta and 内田, 良 and UCHIDA, Ryo},
 issue = {2},
 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 = {Mar},
 note = {Bullying prevention measures should focus not just on the relationship between students, but on the relationship between students and teachers. Prior research has identified the relationships among students and the mechanisms by which bullying occurs. A representative example of this is the “four-tier model of bullying groups,” which describes the structure of bullying that occurs with classroom groups. According to this theory, group dynamics form around the victim with the perpetrator, spectators, and bystanders, which makes bullying difficult to prevent. However, the presence of non-student actors in the classroom, namely teachers, has been equivocated. In this research, we examine how teachers may be positioned within the four-tiered structure in terms of bullying counseling. First, we identify the place where victims are consulted. Then, we focus on the students who surround the person bullied - friends, etc., who are consulted, or bystanders and mediators who may be able to advocate for the victim. Finally, we examine the relationship between students and teachers regarding bullying counseling and how teachers are expected to be involved. The data used in this article is from a web-based survey conducted through Macromill, Inc. using data from middle school students. The analysis used three questions: counseling regarding bullying: response of surrounding students: and relationships with teachers and parents. Results showed that students tended to turn to their parents or friends when they themselves were bullied. Regarding the witnessing of bullying, however, many tended to consult with teachers. This suggests that teachers are more likely to be informed of bullying through indirect counseling from students surrounding the bullied student than through any direct counseling request from the victim. Second, the more likely students became mediators, the more likely they were to consult with teachers. By contrast, bystanders tended not to do so. So, when mediators are consulted by a victim, they serve not only to intercede in bullying, but also to consult with teachers. It was also found that the presence of a teacher to talk to tended to intervene to stop bullying. Third, the presence of teachers who encouraged daily conversations with student created an environment in which bully- intervention was more common. To summarize, among students considered bystanders or mediators in bullying cases, those who have daily conversations with their teachers tended to consult with their teachers about bullying; this tendency was more strongly expressed by those who were mediators. Therefore, what was revealed by incorporating teachers into the four-tier theory was a new potential for bully prevention open to students that cannot be seen in the typical four-tier theory: bystanders and mediators can become bullying counselors when they are in daily conversation with teachers. This research suggests the importance for teachers to oversee the development of a research-supported anti-bullying counseling system within the context of classroom relationships.},
 pages = {147--158},
 title = {四層構造論における教師の位置関係の再考 : 中学生によるいじめ相談に着目して},
 volume = {69},
 year = {2023}
}