Community Clinical Psychological Support of an Evening High School (VIII)

ある定時制高校への大学院生による地域臨床的な支援活動は今年で8年目となった。今年度も「改訂版支援モデル（循環型）」に基づいて、校内巡回、教室内支援、グループワークの実施、先生方との共有ファイルによる情報共有、広報活動を行った。今年度は従来の週2日から週3日の支援体制としたことにより、不登校気味の生徒と会う機会が増え、我々の活動の周知にも繋がった。しかし、8年目という長期にわたる支援活動にも関わらず、活動の浸透化や先生方との連携が未だ不十分であると感じた。特に、我々が考える支援と先生方のニーズを上手くすり合わせることに難しさがあった。今後の支援継続にあたり、先生方と関わる機会を積極的に設けるべきである。充実した支援活動を行うために、環境に働きかけることが必要不可欠であろう。It has been 8 years since a team of graduate students began offering psychological support to an evening high school. This year, we continued to enhance support activities based on "the revised support model (circulation type)" from the previous year, by moving throughout the school, supporting students during class, producing a group work project, sharing students\u27 information with the teachers through shared files, and making our activities known through a newsletter and personal communications. By changing our support activities from twice a week, to one to three times a week this year, we were able to increase our contact with students who tend to be absent from school. Consequently, awareness of our activities among students increased from the previous year. Despite this increase, our activities do not seem to have been sufficiently integrated into the school system, even after 8 years. Specifically, there are difficulties in matching the activities of our support model with the teachers\u27 requests. It is discussed that, for the benefit of the students, we should have more opportunities to interact with teachers

Community Clinical Psychological Support of an Evening High School (VIII)

ある定時制高校への大学院生による地域臨床的な支援活動は今年で8年目となった。今年度も「改訂版支援モデル（循環型）」に基づいて、校内巡回、教室内支援、グループワークの実施、先生方との共有ファイルによる情報共有、広報活動を行った。今年度は従来の週2日から週3日の支援体制としたことにより、不登校気味の生徒と会う機会が増え、我々の活動の周知にも繋がった。しかし、8年目という長期にわたる支援活動にも関わらず、活動の浸透化や先生方との連携が未だ不十分であると感じた。特に、我々が考える支援と先生方のニーズを上手くすり合わせることに難しさがあった。今後の支援継続にあたり、先生方と関わる機会を積極的に設けるべきである。充実した支援活動を行うために、環境に働きかけることが必要不可欠であろう。It has been 8 years since a team of graduate students began offering psychological support to an evening high school. This year, we continued to enhance support activities based on "the revised support model (circulation type)" from the previous year, by moving throughout the school, supporting students during class, producing a group work project, sharing students\u27 information with the teachers through shared files, and making our activities known through a newsletter and personal communications. By changing our support activities from twice a week, to one to three times a week this year, we were able to increase our contact with students who tend to be absent from school. Consequently, awareness of our activities among students increased from the previous year. Despite this increase, our activities do not seem to have been sufficiently integrated into the school system, even after 8 years. Specifically, there are difficulties in matching the activities of our support model with the teachers\u27 requests. It is discussed that, for the benefit of the students, we should have more opportunities to interact with teachers