児童発達支援事業(旧児童デイサービス)の職員の専門性向上に関する研究 : キャリア3年未満の常勤職員の質的調査による課題検討

In this study, we examined the current status of changes in two full-time staff\u27 members\u27 awareness of expertise acquired during their introductory period, from pre-employment to post-employment education. The staff members have less than three years\u27 experience working at Day Service for Children. We found that the staff members\u27 awareness of the expertise necessary for early childhood intervention is in an ambiguous state. We considered that this may be related to the separation of issues related to the interaction between subjective learning and experience, an individual\u27s ability to extract / select knowledge regarding early childhood intervention, and the acquisition period necessary to attain knowledge and techniques. During the pre- and post-employment stages, the staff members were aware of their expertise in comparison to their own careers and experience, which had begun as an awareness of a target person and later developed into a role / support methodology. In addition, there turned out to be a timing gap that had arisen between the awareness of the acquisition of expertise immediately after employment, and there were also psychological fluctuations in the process. It came to light that the change in each staff members\u27 awareness of expertise would undergo changes while maintaining the order of "undifferentiation" → "differentiation" → "integration," similar to the developmental principle

児童デイサービスの職員の専門性に関する研究 : キャリアと雇用形態でグループ構成した職員の専門性向上のための課題検討

This is study examines the issues related to improving the expertise of staff members based on their career and nature of employment in the field of day service for children, for effective functioning of day service in the local area. The research targets were 121 staff members of a day service for children in prefecture A, and they were divided into eight groups. Then, factor analysis was applied to 25 items of self-evaluation based on specialty, and eight factors were extracted. Differences between the groups in the self-evaluation of specialty were compared and analyzed. The results demonstrated that three factors did not differ significantly among the groups, while the remaining five factors revealed a significant difference. Based on the results, the staff members were classified into three stages of their careers, "a group of beginners," "a group of present″ and “a group of leaders,” and their issues were established respectively. While for the group of beginners, the content was set according to their common issues and characteristics, characteristics, for the group of present and the group of leaders, it was set according to their common issues and respective employment. The efforts required for quality improvement of expertise were also considered

COVID-19流行下におけるソーシャルワーク実習の模索 ② : 学内代替実習に対する一定の評価

本研究は2020年度における鹿児島国際大学福祉社会学部のソーシャルワーク実習（社会福祉士養成課程）を素材に、COVID-19流行下における①学内代替実習の具体的プログラム内容、②学内代替実習の運営、③実習の5者関係から見た学内代替実習に対する一定の評価、について精査した。学内代替実習プログラムは当事者不在になりがちであったが、「ソーシャルワーク視点･地域アセスメントの可視化」を試みた実習指導者によって実習生とイメージの共有化を図ることができていた。ただし、実習を取り巻く5者関係から再検証すると、実習生が体験すべき「リアリテイ」については不足し、実習生自身の課題が何なのか向き合う機会（成長の機会）の確保が課題であった。また、学内代替実習の運営については様々な課題があったものの、担当するスタッフのチームワークや組織マネジメントによって対応することが可能であった。This research is based on the social work training of the Faculty of Welfare Sociology of The International university of Kagoshima in 2020. Under the COVID-19 epidemic, we scrutinized (1) Specific program contents of the alternative training in campus, (2) Management of the alternative training in campus, and (3) Certain evaluation of the alternative training in campus from the viewpoint of the five-party relationship of the training. Alternative training in campus programs tended to be absent from clients. However, the training instructor who tried "visualization of social work viewpoint / regional assessment" was able to share the image with the trainees. On the other hand, when reexamined from the five-party relationship surrounding the training, there was a lack of "reality" that the trainees should experience. The challenge was to secure an opportunity to notice what the trainee\u27s own problems were. In addition, although there were various issues regarding the operation of the alternative training in campus, it was possible to deal with it through the teamwork of the staff and organizational management

COVID-19流行下におけるソーシャルワーク実習の模索 ① : 学内代替実習の検討プロセスに着目して

本研究は2020年度における鹿児島国際大学福祉社会学部のソーシャルワーク実習（社会福祉士養成課程）を素材に、COVID-19流行下における①ソーシャルワーク実習を学内代替実習へと切り替えるプロセス、②学内代替実習プログラムの検討プロセスについて精査を行った。限られた時間の中で学内代替実習の形をどのように模索し、現実的判断を行うことができたのかについて時系列に出来事や資料を整理することで振り返りを行った。また、学内代替実習のプログラミングを可能にした諸条件として、①本学社会福祉学科及びソーシャルワーカー養成教育の歴史の重なりによる多様な人材、②既存のネットワーク（専門職団体・教員の保有するネットワーク）との有機的連携、③実習プログラミングをサポートする既存の体制の3点が整理された。This research is based on the social work training of the Faculty of Welfare Sociology of The International university of Kagoshima in 2020. Under the COVID-19 epidemic, we scrutinized (1) Process of switching social work training to alternative training in campus, and (2) Process of examining alternative training programs in campus. We looked back on how we were able to explore the form of alternative training in campus and make realistic judgments in a limited amount of time by arranging events and materials in chronological order. In addition, as conditions that enabled programming of alternative training in campus, (1) Diverse human resources due to the overlap of the history of the Department of Social Welfare and social worker training education of the university, and (2) Organic cooperation with existing networks (Network owned by professional organizations and faculty members), (3) Existing system to support field training programming, was organized