外国人の親をもつ児童生徒の健康課題解決に向けた養護教諭による支援プロセス

Process of Support by Yogo Teachers for Addressing Health Issues of Students With Connections to Foreign Countries

要旨

　目的：外国人の親をもつ児童生徒の心身の健康課題解決に向けた養護教諭の支援プロセスを明らかにした．

　方法：養護教諭10名に対し半構造化面接を行い，修正版グラウンデッド・セオリー・アプローチにより分析を行った．

　結果：養護教諭による支援は，児童生徒の「健康課題の発生」から始まり，言葉と文化の違いにより，健康課題への対応が速やかにできないため，連携して【言葉と文化の違いを補って健康課題を明確化する】．さらに傷病の予防や管理ができるよう子どもと保護者に健康管理の方法を伝えるとともに，学校外のネットワークを活用し【国は違っても子供は同じという認識のもとに保護者を巻き込み支援する】段階へと変化し，健康課題への「自己管理を評価する」プロセスが導き出された．

　結論：健康課題の解決に向け，学校内外の関係者や保護者と連携して言葉と文化の違いを補い合い配慮工夫して支援する必要性が示唆された．

　Objective: This study aimed to clarify the process of support provided by school yogo teachers in addressing mental and physical health issues of students with connections to foreign countries.

　Methods: Semi-structured interviews were conducted with 10 school yogo teachers regarding cases of support, and the data was analyzed using a modified grounded theory approach.

　Results: The support process of school yogo teachers started with the understanding of "the occurrence of health issues" of the students, and collaboration to "Clarify health issues compensating for language and cultural differences", they not being able to immediately respond to health issues by language and cultural differences. Additionally, the process of "Confirming self-management" of health issues were changes in stage "Involving supporting families with the understanding that different countries but the students are the same," and it were a process of teaching the students so that they can prevent and manage their own health illnesses, as well as teaching of health illness to the parents, with support networks outside the school.

　Conclusion: To address health issues, it is necessary to compensate for language barriers and differences in lifestyle and culture in collaboration with related parties inside and outside the school and with parents, and provide support for each other.