リンショウ シンリシ ノ シカク オ ユウスル キョウシ ノ ゲンジョウ ト カダイ (II) : キョウシ エノ メンセツ チョウサ オ トオシテ

In the second study,6 teachers qualified as clinical psychologists were interviewed based on the results of the first study. Despite of many difficulties, such as limitation of working hours, the position on the brink between as a clinical psychologist and a student\u27s consultant, the lack of awareness of their specialty by school managers, the survey was conducted. We mainly focused the following3points;(1) the way of having relationship with students and their parents,(2) the way of involving with school managers and their colleagues,(3) the way to approach their community.Results revealed that the teachers work hard and use their flexibilities as "specialists in human communication" (Kawai,2001) in their classrooms, especially in special supportive education, school counseling rooms, and local communities. Moreover, they try very hard to facilitate interactions with students, parents, school staffs, and people from other organizations and they work consistently

コドモ ノ ナイメン リカイ ト キョウシ ノ カカワリ I : ショウガッコウ キョウシ ノ タイケン オ トオシテ

This study focused on how elementary school teachers, who are adept at human communication, committed themselves to children. Nineteen teachers wrote reports by adopting six themes from the model of children’s personality （Yamashita 1999）. The results obtained were based on the six themes which were as follows : (1) consistency in the teachers’ words and actions, (2) pleasant learning experiences provided to the children, (3) job satisfaction, (4) acceptance of the children’s actions, (5) various angles for flexibility, and (6) confidence in the children’s capabilities. The results of the report revealed that in terms of the six themes, experienced elementary school teachers committed themselves to all the children in the elementary school irrespective of personality

バイセキ ジッシュウセイ カラ ミタ スクール カウンセリング ノ キホン

The purpose of this paper was to clarify the basis of school counseling by the training in the junior high school during the year from the view point of the trainee. The counseling, the consultation, and the coordination were used in the discussion of the basis of school counseling. As a result, it was noted that the open (the atmosphere of warm, acceptance, and empathy) and the closed (frame, restriction, and function) school counseling were used by the school counselor. This showed that the maintaining of the fuzzy stance by the school counselor was important

コミュニケーション能力と規範意識を育む小学校における学級活動

本稿は，生徒指導の最終目的である「社会的なリテラシーの育成」を念頭に置き，コミュニケー ション能力や規範意識を高めるための学級活動を通して，社会をよりよくする子どもを育成することを目指した実践研究報告である。６年生を対象とし，よりよい集団の形成と同時進行で規範意識を育むために生活目標である「時間を大切にしよう」の行動目標を決定する話合い活動を実施し，児童の記述データをもとに考察した。その結果，この活動が児童のコミュニケーション能力や規範意識を高 めることができる機会となり得ることが示唆された。さらに，児童自身が自己理解を深め，次の課題に他者と協働しながら取り組んでいこうという意欲を高めるためには，話合い活動の振り返りや継続的に取り組むための工夫，家庭との連携が今後の課題であると考える。This paper is a practical research paper aiming to foster children who can contribute to better society through classroom activities to enhance their communication skills and norm awareness. The pupils of the sixth grader were targeted. We settled specific action goals after discussion to achieve "Let\u27s use the time effectively!", which was one of our classroom targets. We considered them with the pupils\u27 descriptive data. As a result, it showed that this activity could be opportunities that enhanced the pupils\u27 communication skills and norm awareness. To deepen pupils\u27 self-understanding and enhance the motivation to collaborate with others and work on the next problems, the feedback of the pupils\u27 discussion, some ideas to work on continuously and the collaboration with families will be challenged for the future

リンショウ シンリシ ノ シカク オ ユウスル キョウシ ノ ゲンジョウ ト カダイ (I) : キョウシ エノ シツモンシ チョウサ オ トオシテ

The field survey, named as Survey I, was conducted at schools of all three levels as well as specialneeds schools in order to analyze present situations. These studies were carried out to investigate the present situation and issues about the teachers qualified as clinical psychologists who finished the Graduate School of Naruto Univesity of Education.The questionnaire was focused on teachres\u27 works, worries, worthwhile activities among school management and their shifts of minds and benefits after acquiring their qualification as a clinical psychologist. Questionnaires were given to 34 teachers, at schools of all three levels, and special-needs schools and 21 answers were received. (response rate of 62%). The results from the survey were as follows:(1) 76% of the respondents were aged over 40, (2) most of them work as "an educational consultant" (42%) and "a coordinator for special supportive education" (32%), (3) 84% of schools have a guidance or counseling room at their own schools, (4) most of their activities as clinical psychologists are counseling and community psychological supports for schools and their local communities, on the other hand, psychological assessments and research activities were not often conducted as a part of their works, (5) the limitation of their working hours and their positions on the brink between a clinical psychologist and a student\u27s consultant at school are their major concerns, (6) the worthwhile activities in their works were to make their students or their parents change their feelings by their approach, (7) their shifts of minds can be found inthe way of having relationship with students and their parents using clinical psychological approach

キョウシ ト ホゴシャ トノ レンケイ ニ カンスル ガッコウ リンショウ シンリガクテキ コウサツ : イワユル モンスター ペアレント トノ タイオウ

This paper examined merits and demerits of naming parents who claim unreasonable things “monster?parents” ased on real cases. And, it described the movement of the educational world about “monster?parent” around 2007, based on newspaper articles and response?manuals made by school boards. Finally, it discussed how eachers should react the situation that it is difficult to have good relation with parents from the viewpoint of School Clinical Psychology

ケンコウ ズクリ オ シュタイ トシタ キョウシ ノ メンタル ヘルス タイサク ニツイテノ コウサツ

The mental health problem of teachers is a serious problem. According to recent statistics, about 5000 teachers were absent due to mental health problems. Causes :1) long working hours. 2) increased work volume. 3) differences in perceptions of difficult educational activities. 4) business improvement. 5) stress such as human relations in the workplace. In this article, I understand the situation of mental health of teachers and summarized the previous research on stress. we focused on work engagement, discussed teacher mental health prevention and health efforts

ニュウヨウジ トノ ジョウドウ チョウリツ ニヨル カンジュセイ クンレン ノ コウカ : シンリ リョウホウカ オ メザス ダイガクインセイ オ タイショウ ニ

Training institutes, including graduate schools for clinical psychology have been producing qualified and skilled clinical psychologists in society. In order to become good clinical psychologists, the candidates need to have not only knowledge and skills in the subject area but should also have personal characteristics such as sensitivity, empathy, and introspection. In this study a sensitivity training program, which focused on emotional attunement to infants and children, was developed and its effectiveness was investigated using three questionnaires : the perceived coding ability scale, the interpersonal sensitivity measure, and the non-verbal sensitivity scale. Out of 60 graduate students, 18 participated in this program once a week at a nursery school for a period of 5 months. The results showed that the scores of the perceived coding ability scale were significantly increased for students who participated in this program but there was no difference in the scores of the other two scales. The results also showed that there were significant differences between the scores of students who participated in the program and those who did not, with respect to the perceived coding ability and interpersonal sensitivity scales. Students who participated in this program showed higher sensitivity scores even before participating in this program. Therefore, we concluded that the program needs to focus more on emotional attunement and the selection process must change such that all students participate in this program

ダイガク キョウイク イインカイ ガッコウ ト レンケイ シタ キョウイク カイゼン ニ カンスル ジッセン キョウイク VII : ホンガク ト スズカシ キョウイク イインカイ ト ノ レンケイ ジギョウ ニ カンスル ガッコウ シエン ノ ケイカ

教職大学院を中心組織として，本学と鈴鹿市教育委員会は，平成２３年３月連携事業に関する協定書を交わした。事業内容は，以下の５点である。 ①本学教職大学院教員による公立学校を対象とした訪問指導 ②本学教職大学院教員による教育委員会及び校長会等への指導・助言の実施 ③鈴鹿市教育委員会による本学教職大学院への教員派遣の協力 ④鈴鹿市教育委員会による本学教職大学院が実施する教育実践研究に関する協力 ⑤その他，本学教職大学院と鈴鹿市教育委員会の協議結果に基づき実施する事業 この協定に基づき実施している連携事業の具体的方法を示すことを通して，大学，教育委員会，学校の三者の連携のあり方について考察した。本稿は，大学・教育委員会・学校と連携した教育改善に関する実践研究（I），（V）（VI）の継続論文である。On March 2011,Naruto University of Education, putting Advanced Practice of School Education as a center organization, signed an Agreement of Cooperative Project with Suzuka Board of Education. The five areas of the project are as follows: 1. On-site coaching to public schools by professors of Graduate School of Education. 2. Providing advices and instructions to the Board of Education and the principals by professors of Graduate School of Education. 3. Cooperation of teacher visits by Suzuka Board of Education to Graduate School of Education. 4. Suzuka Board of Education\u27s cooperation to practical educational research conducted by Graduate School of Education. 5. Other projects based on the discussion and agreement between Graduate School of Education and Suzuka Board of Education. Through concrete methods of this cooperative project based on this agreement, we studied the cooperation among universities, boards of education, and schools. This Study is a sequel of "Practical Study on Educational Improvement through Partnership among University, School and The Board of Education(I),(V)and(VI)

ヨウチエン デノ プレイ セラピー ノ ジッセン ケンキュウ : ヨウジ ノ ソダツ チカラ ト コソダテ シエン トシテノ コウカ

Collaboration was organized between A university and two kindergartens in A city and play therapy was performed with nine children using empty kindergarten classrooms. University teachers with a clinical psychology qualification held discussions with the parents of these children, and kindergarten teachers provided consultation to the parents and exchanged information with them. The effectiveness of play therapy was verified on the basis of a questionnaire conducted before and after play therapy implementation. The results showed that after play therapy, the children became emotionally stable, had fewer behavior problems, and showed an improvement in their social nature. Moreover, seven out of the nine parents perceived that their children had matured. The kindergarten teachers presented the same evaluation from their results. The practice records showed that the children gained confidence and pride by enjoying playing with therapists and being accepted by them, which led to them taking interest in their friends. Their growth potential was activated. In addition, changes in parent−child relationships were observed. Play therapy also supported the parents, and it was considered an effective child raising support measure