5 research outputs found
Community Clinical Psychological Support of an Evening High School (V)
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も5年目を迎えた。今年度も、咋年同様、相談室内外での生徒対応や授業内支援、年に2回のグループワークの実施、先生方との共有ファイルの活用に取り組んだ。また、新たな取り組みとして相談室の広報活動の1つとなる相談室通信の発行を開始した。本稿では、筆者らの活動内容について報告し、活動を「改訂版支援モデル」の6つの構成要素に分けて考察し、そのモデルの指針としての妥当性を検討した。その結果、そのモデル論の通り、支援活動の浸透化と先生方との連携を継続することで基盤ができ、支援活動が充実し、その支援活動によって更にその基盤が強固になることを確認することができた。このことにより、前年度より引き継いだ支援モデルは年度を越えて、筆者らの活動の指針となることが明らかになった。It has been 5 years since a team of graduate students began offering psychological support to an evening high school. Our activities for this year have been essentially the same as in previous years: providing the students with opportunities to talk with us in and out of the consulting room, supporting their learning in the classroom, organizing and facilitating one hour of group work every six months, and creating files about students to share with the teachers. In addition, we began this year to issue our community papers to let the students and teachers know about us. The article first gives a detailed description of our support activities and examines the revised support model (Inoue, Okawa, Shibukawa et al., 2014) to determine if it is valid enough to explain our activities by dividing them into the six components. Consequently, the model proved to be in accordance with the interactive fact that the basis of our support activities was secured through continuous permeation of the activities and cooperation with teachers, which allowed the activities to be more fruitful, leading the basis of the activities even secured. It is indicated that the model can be a guideline for our activities