〈目的〉本研究の目的は，不登校の経験を持つ対象者の就労継続に至るまでの主観的経験を明らかにすることだっ た。
〈方法〉対象者2 名に半構造化インタビューを実施し，テキスト化した音声データを，Steps for Coding and Theorization（以下；SCAT）で分析した。
〈結果〉Ａ氏の理論記述からは，①不登校の原因，②不登校者を生み出す学校の構造，③不登校者の持つ悪循環， ④自分を守るためのコーピング，⑤不登校者の変化のきっかけ，⑥就労に繋がる支援の方法，⑦就労の継続に繋 がる条件というカテゴリーに分けられた。またＢ氏からは，①不登校の原因，②不登校による母子の対立と和解， ③自分を守るためのコーピング，④不登校者の変化のきっかけ，⑤就労に繋がる支援の方法，⑥就労の継続に繋 がる条件のカテゴリーの存在に分けられた。
〈考察〉本結果から，不登校者が就労継続に至るまでの過程で，不登校のきっかけ，支援の条件，就労継続に関 する 3 つのフェーズの存在が推察された。

The purpose of this study was to conduct interviews with subjects who had taken a leave of absence during their elementary and junior high school years and are currently employed in order to clarify their subjective experiences in each situation leading up to their continued employment. Semi-structured interviews of about one hour each were conducted with two individuals, Ms. A and Mr. B, face-to-face. The audio data was converted to text and analyzed by Steps for Coding and Theorization (SCAT). From Ms. A's experience, it became clear that there were seven categories of support methods, including the causes of truancy, the structure of schools that produce truants, the vicious cycle of truancy, coping to protect oneself, triggers for change in truants, support methods that lead to employment, and conditions that lead to continued employment. From Mr. B's experience, it became clear that there were six categories of support methods, including the causes of truancy, confl ict and reconciliation between mother and child due to truancy, coping to protect oneself, triggers for change in truants, support methods that lead to employment, and conditions that lead to continued employment. From the results of this study, the following three phases were identifi ed: (1) environmental adjustment in providing support, (2) support tailored to each individual's characteristics, and (3) continuous support after employment.

事例研究