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本研究の目的は，教師自身が教育相談に求められる能力や研修をどのように捉えているのかを明らかにすることである。小学校，中学校，高等学校に籍を置く13名の現職教員に質問紙調査を行い，回答を得た。分析の結果，教師は教育相談を行うために，柔軟で多面的なものの見方や，変化に気づく観察眼，日頃のコミュニケーション，教師自身の心の安定，他の職員と連携する力などが必要であると考えていることがわかった。また，そうした力を高めるためには，自己理解や相談技法の研修，事例を知るなどの，教師の力量を高める取り組みの他，教師同士が日頃からコミュニケーションをとり，相談しやすい雰囲気をつくるといった職場環境の改善が重要であると考えていることが明らかとなった。, This paper examined what abilities and the trainings teachers perceive required for educational counseling. The questionnaire survey was conducted on 13 teachers enrolled in elementary schools, junior high schools, or high schools. What teachers considered required for educational counseling were the followings: flexible and multifaceted perspectives, a sharp observant eye to notice studentsʼ changes, daily communication with students, their own mental stability, and collaborating with other staffs. And they considered some trainings would be effective to improve their abilities, such as self-understanding, counseling techniques, and knowing actual cases. Furthermore, they also thought it was important to make their working environment better, having daily communication with each other and creating an atmosphere where they could easily consult with.

本稿では，教育相談におけるスクールカウンセラーの意義と役割についてこれまで発表された研究論文を中心に文献的考察を行った。そこで，スクールカウンセラーは教諭でなく臨床心理士で成績評価をする立場でないことから，クライアントである児童・生徒にとって悩み事など話しやすい，そして学校教諭とは異なった観点よりカウンセリングを行うことができるということが明らかになった。一方課題として，スクールカウンセラーは，当該する学校の職員ではなく，外部の専門家であることから，学校教諭との連携のためにどこまで学校システムに介入できるかを明確にすることが出された。

平成26年度より附属小・中学校の不登校傾向の児童生徒に学生サポーターを活用した不登校支援プログラムを行ってきたが, 昨年度より教育相談に関連する校内委員会との連携を密にし, 対象児童生徒の初期のアセスメントを重視しながら支援体制を再構築してきた（栗本, 2017）。結果的に, 昨年度から「サテライト型」「派遣型」双方とも学生が1対1でかかわる個別支援の形態が定着し, このことから学生の教育相談力の養成が期待された。特に文部科学省の教職課程コアカリキュラム(2017)の「教育相談の理論および方法」のカウンセリングマインドに関連する事項の養成に焦点をあて,活動を通してそれらがどのように培われたのかについて, 4名の大学(院)生にインタビューを行い, その結果をSCAT(大谷, 2008, 2011)を用いて検討した。その結果, 特に個別支援で醸成される姿勢や態度(初期の信頼関係づくりと継続的な関係調整, あいまい耐性の獲得と子どもの理解の深化)と支援するための支えられ体験(入れ子型のスーパービジョン体制)の重要性が示唆された。

本稿の目的は、実際の学校現場で多くの教師にも７分面談は教育相談として有効であるかどうかを明らかにすることである。 教師の多忙感を軽減し、同時に生徒支援に役立つ教育相談モデルとして、定金(2016)は、７分面談モデルを提唱した。定金(2016)は、２事例を検証し、７分面談は教育相談として有効であることを明らかにした。次の課題としては、多くの教師に対して有効かとうかを検証することであった。そこで、中国地方のＡ高等学校で実施された７分面談による「顔合わせ面談」のアンケート結果を中心に分析し、教育相談としての７分面談の有効性について考察している。７分面談モデルによる７分面談が、７分で終わらない問題や、さらなる有用な研修の必要性などの課題も出てきたが、短時間で効率よく面談ができることや、面談に対する負担感も軽減する等、７分面談は、教育相談として有効であることが明らかになった。, The efficacy of ａ seven-minute interview that was conducted in schools as an educational counseling method was investigated. Sadakane (2016) has developed ａ seven-minute-interview model for educational counseling that is useful for reducing teachers'feeling of being busy and providing support for students. Sadakane (2016) examined two case studies and indicated that the seven-minute interview was effective for educational counseling. The remaining issue was to examine the possible efficacy of the interview for the majority of teachers. Therefore, a questionnaire was administered at Ａ high school in the Chugoku region, which inquired about first-meeting interviews using the seven-minute method. Based on the results, the effectiveness of the seven-minute interview as an educational counseling method is discussed. It was indicated that the seven-minute interviews were effective as an educational counseling method because the efficiency of interviews improved, and the burden of interviews decreased. However, there were certain issues remaining to be resolved including interviews occasionally exceeding seven minutes, and the need for further training, among others.

実践論文

紀要論文, Students of senior high schools for special needs education are getting more diverse year by year. Teachers find it difficult to instruct their students, especially when trying to guide them in problem solving. We analyzed the contents of educational counseling, wherein teachers held consultation with psychologists, to determine the needed contributions of psychologists in senior high schools for special needs education. We collected 133 examples and categorized them into 31 subgroups of 7 large categories. The most troublesome difficulties for students are a low level of “group adjustability,” which is affected by six other large categories, namely “speech communication ability,” “situation judging ability,” “affection control ability,” “problem solving ability,” “self-management ability,” and “self-esteem.” Furthermore, we found that “problem solving ability,” an essential requirement when students start working after graduation, is affected by three large categories, namely “self-esteem,” “speech communication,” and “group adjustability.” However, it is difficult to teach at school and is rarely instructed in class. Teachers need to assess the background factors of the students’ difficulties to find out the most effective instruction methods, rather than focusing on teaching skills. Teachers and psychologists need to work in mutual cooperation and keep updating the instruction methods.

本研究の目的は「教育相談」の授業でカウンセリングの本質をどう教えるべきかについて考察することである。この科目に関するほとんどのテキストでは、カール・ロジャーズの来談者中心療法に基づいてカウンセリングの解説が行われている。このことは、来談者中心療法の基礎理論がカウンセリングの本質であると一般に考えられていることを示唆している。しかし、「ロジャーズの３条件」すなわち来談者中心療法の基礎理論を適切に解説しているテキストはほとんどない。これらのテキストの主たる問題点は以下のようなものである。（１）ほとんどのテキストにおいて、「ロジャーズの３条件」がカウンセリングの中でどのように機能するかについて十分に説明されていない。（２）反射、つまりカウンセリングにおいて「共感的理解」を伝える典型的な応答についての取り上げ方が表面的である。（３）「受容」について十分に説明されていない。以上の検討に基づき、「教育相談」においてカウンセリングとは何かについての適切な説明はどのように行われるべきかについて考察された。, The purpose of this paper is to discuss how to instruct the essence of counseling in "Educational Counseling". Most of textbooks on that subject explain about counseling based on client-centered psychotherapy by Carl Rogers. This fact suggests that the basic theory of client-centered psychotherapy is generally considered to be the essence of counseling. But there are few textbooks that explain "Rogers' three conditions", i.e. the basic theory of client-centered psychotherapy, adequately. Main problems in those textbooks are as follows: (1) Most of the textbooks do not refer enough how "Rogers' three conditions" function in counseling, (2) Refection, a typical response that shows "empathic understanding" in counseling, is dealt with superficially, and (3) "Acceptance" is not explained adequately. From this analysis, it is discussed how adequately the essence of counseling should be instructed in "Educational Counseling"., 実践論文(Practice-Based Article)

本研究は,幼稚園教諭・小学校教諭が子どもの問題・不適応行動を,教育相談としてどのように理解を作り,どのような対応・支援の過程を進めているのかを質的に明らかにすることを目的とした。現職の教員によって提出された「現在取り組んでいる教育相談の実践事例または過去に取り組んでいた実践事例」を対象とし,あげられている問題・不適応行動,理解から対応・支援までの過程について,KJ法を参考に分析を行った。その結果,あげられている問題や不適応行動は,発達障害や家庭環境から低学力いじめ,不登校と学年が上がるにつれて複雑化していることが明らかになった。また,理解から対応・支援までの過程については7のステップが生成された。これらの理解や対応・支援の過程について,実践事例のステップのクリア度という点から考察を行った。, The primary aim of this study is to qualitatively analyze the actions taken by kindergarten and elementary school teachers when confronted with students who are faced with a wide variety of educational and school life related problems. By means of educational counseling in what way was understating of the problem first established, and what kind of action was then taken on the teacher's part to resolve said problem. Using teachers' reports regarding practice cases of educational counseling (with the aim the understanding and providing help, given to children who face educational, social, mental and home-life related problems from the either the past or present) as a target, the problems being faced, and the process from first understating to then taking action was subjectively analyzed by means of the KJ method. It was made clear by the results of this study that, in cases in which younger children face developmental disorders or problems at home, that with age and development, a wide variety of related and increasingly more complicated issues (such as low acadmic achievement, low attendance, bulling, etc.) often occur. We then divided the previously mentioned process of first understanding and then taking action into 7 steps. Using the steps taken in the practice examples as a reference, the level of success of the aforemantioned understanding/taking action process was put under consideration.

「教育相談」ではカウンセリングについて教えることになっており、学生のカウンセリング・スキルをどう伸ばすかが課題の一つである。しかし、教育相談のほとんどのテキストではカウンセリングの実際面が取り上げられていないため、授業担当者は学生のカウンセリング・スキルを向上させるための教材をみずから開発しなければならない。本研究の目的は、筆者が考案したそのような教材を紹介し、その意義を考察することである。この教材は、実際に行われたロールプレイの逐語録をもとに作成したもので、カウンセラーの言葉がところどころ空欄になっており、学生はその箇所に自分がカウンセラーならどう発言するかを書くようになっている。紙上ロールプレイと名づけられたこの方法は、実際のロールプレイが実施困難な時に使用できる点で有用だと考えられる。, "Educational Counseling" is one of the subjects in course for teaching profession and is supposed to deal with topics on counseling in school education. It is suggested that one of the problems concerning the instruction of counseling in "Educational Counseling" is how to improve the skills of students to conduct counseling (Tokuda, 2014). But most of the textbooks for this subject do not deal with practical aspects of counseling. So those who hold the chair of "Educational Counseling" must devise teaching methods to improve the counseling skills. This paper aims to introduce a sample of teaching materials that is devised for the sake of practical training of counseling and to discuss the significance of such materials. The teaching material presented in this paper is a series of transcript of counseling that was based on a case of role play actually conducted. It is divided into several parts and there is a blank space at the end of each card. These blank spaces are the parts which were originally the words of counselor. Students are instructed to write words in those blank spaces on the assumption that they were counselors. This method is named role-play on paper. Such a method is considered to be useful in the situation when it is difficult to practice ordinary oral role play., 実践論文(Practice-Based Article)

The purpose of this study was to examine the effects of support provided by the counseling department in career guidance and to propose new support activities for teachers in educational counseling at high school. The participant was a newly recruited teacher. This research consisted of the following two studies. Study 1: (1) By using PAC analysis, the counselor examined whether or not she had any support needs in her career guidance sessions with students. The results showed that she had need of support. (2) Based on the information gained from PAC analysis, the counselor gave her the following two kinds of support: a) In order to make her feel more comfortable with asking questions to her colleagues, a list of all the teachers’ specialities, including her own, was made and distributed to all the teachers at school. b) Meetings with experienced teachers who have confidence in career guidance were set up, so she could receive advice on how to talk to students effectively. Study 2: PAC analysis was used to examine the effects of support given to her, then the results were compared with Study 1, and examined. The results: The support from the counselor was shown to be effective for her in her career guidance. It was also shown that counselors can contribute to gaining the guidance skills of teachers and a wider improvement in the school in leading students. In the future, many more counseling and coordination studies on support for different teachers will be needed.

日本人にとって，「ふつう」であることは，他者との関係性構築において望ましい特性であるとされている。しかしながら，「ふつう」という言葉はその用いられる文脈によって意味合いが異なるため，本研究では「ふつう」の用いられる様々な文脈を検討することを目的として，教育相談場面の発話を取り上げて質的分析を行った。その結果，クライエントにとっての「ふつう」という言葉の意味を，以下の四つのカテゴリーに大別することができた。（1）保護者の考える人並みの「ふつう」にこだわることや，（2）他者からの「ふつう」評価に囚われることは，「ふつう」を巡る焦燥感や傷つきといったネガティブな感情につながっており，（3）保護者の高い基準を重視し，「ふつう」を軽視することは子供への否定的対応につながっていた。一方で，（4）「ふつう」を肯定的に捉えなおし，価値を置いている場合は，「ふつう」を肯定的に捉え，子供を尊重して関わっていることが示された。 The purpose of this research is to understand the meaning of “Futsu” for parents who come to educational counseling, by means of a qualitative approach. Based on the interview records of 9 parents, their narratives about “futsu” are categorized into the following four categories of persons who: (1) believe that being like others (being “futsu”) is most important, and force it upon their children, (2) are forced to accept the “futsu” values of other people, (3) believe that their own values are superior to “futsu”, (4) are relatively positive about “futsu”. It seems that the “futsu” values observed in category (1) and (2) tend to arouse negative feelings like anxiety, and possibly leave their children with mental scars. Parents in category (3) tend to have negative feelings about their children, because most children already share with friends and/or teachers “futsu” values, which usually conflict with parents’ ones. In contrast, parents in category (4) accept and respect their children just the way they are.

【目的】発達障害生徒の教育的支援に必要とされる、学校と家庭間の関係構築に着目し、これを促進する教育相談の視座、及び技法の提言を目的とした。【方法】専門相談機関に来所した発達障害生徒の保護者の相談記録中の、学校や教師との関係に関する相談内容に着目し、エピソード等を収集・解釈した。【結果】教育現場における、家庭から提供された情報の活用、生徒のニーズへの着目と共通理解、特別支援への主体的実践等、これら諸点が教師と保護者間の関係構築に関与していた。【考察】教育相談において、(1)保護者が提供する情報の尊重と有効活用、(2)背景情報と文脈情報の重視、(3)意図・目的を確認し合う相互の対話、(4)相談の目的確認、(5)保護者の要望への適切な対応・応答、(6)教師自身のコミュニケーションの省察、(7)生涯発達支援における情報の価値への気付き、(8)支援仮説の言語化、(9)特別なニーズを有する生徒の支援を、教師の職業的アイデンティティーの中に位置付けることの重要性を提言した。

大阪教育大学へ教育相談に来られた発達障害の幼児児童生徒16名(幼児4名、小学生11名、中学生1名)の保護者(父親1名、母親15名)を対象に、面接調査を実施した。障害を告知され、保護者(特に母親)が前向きに子育てができるためには、最初に十分な説明やフォローも大切ではあるが、その後、保護者をどのように支援するか等の支援体制の必要性が示唆された。 就学前に障害が分かった保護者は、大学以外の相談機関と重複して相談している。上村(2003)が指摘しているように、身近なところで、「点による教育相談から線や面による教育相談」が 必要ではないかと考える。また、相談や指導内容の感想としては、子どもへの指導だけでなく、親同士の情報交換ができてよかったとの意見が多かった。このことから考えると、守屋(2006)が指摘しているように、相談機関は、子どもの療育や指導だけでなく、保護者の自我発達や自律にとって重要な役割を果たしていることが示唆された。, This study aimed at discussing the effective and appropriate educational counseling for parent through the interview survey. Subjects were 16 parents, 1 father and 15 mothers, who have children with developmental disabilities(4preschool children, 11 elementary school students, and 1 junior high school student). The result showed as follows: (1)It was necessary to account for children's disability in the primary stage, and to organize support systems for positive parenting. (2)It was vital to change "the educational counseling from point to line or plane" (Uemura,2003). (3)The roles of counseling institutions were not only the care for children, but forparents'self-development and autonomy

本論文では児童・思春期の子どもに対するグループ介入に関するいくつかの問題を取り上げ,効果的なものにしていくよう基本問題を検討した.そのひとつとして,グループが置かれている文脈に留意することがしばしば欠けてしまっていることを指摘した,状況においてどのようなグループが求められているのかは文脈によるため,目標は全体の状況の理解を踏まえて明確にするべきである.グループ目標を達成するために,グループ介入のいくつかの分類を提示し検討した.もうひとつの問題は,心理社会的発達の問題を実践家が特に軽視しているということである.グループは,子ども達が表面上見せている行動上,および心理学的な問題の背後にある発達的苦闘を克服するのを援助するためにデザインされるべきである.これを踏まえて,グループの意味と児童・思春期の発達課題を簡潔に概観し,発達位相に適した活動内容を提示した,さらに,実践技術の問題,すなわちグループ規範,グループリーダーの役割,グループダイナミクスの重要性を,グループの実践的有効性を検証するために考察した.グループでの抵抗の効果的な取り扱い,精神分析的理解に基づく対話的手法,問題解決と目標達成のためにプログラムをデザインすることに関して,例を示した.最後に,将来の実践に向けて,グループデザインのアイデアを提示し,心理療法訓練生による心理教育的な活動グループの実践例を紹介した., This article pointed out several problems on group interventions to children and adolescents, and discussed some basic issues so that they might be effective. Among those problems, the lack of focusing on the context of the group was pointed out. Because the kind of group required depends on its context, the goal should be clarified on the basis of understanding the whole situation. For group goal to be accomplished, several classifications of group interventions were presented and discussed. Another problem pointed out here was that the practitioners sometimes make little of psycho-social developmental issues; group should be designed to help those children and adolescents overcome their developmental struggles behind apparent behavioral and psychological problems. On its basis, the meaning of group and developmental tasks in childhood and adolescence were briefly reviewed, and the contents of activity appropriate to developmental phases were presented. Furthermore, issues of practical techniques, i.e., the importance of group norm, role of group leader, and the significance of group dynamics, were considered to validate practical usefulness of groups. Some examples were presented with regard to effective management of resistances in groups, dialogic approach on the basis of psychoanalytic understanding, and designing programs to solve the problems and achieve the goals. In the end, ideas on group design were reviewed toward prospective practice, and an example of psychoeducational activity group run by psychotherapy trainees was introduced.

These days, school counseling rooms are required to provide several support options. However, it is not easy for school counselors to support clients without the help of teachers. To enhance collaboration between school counselors and school teachers, we decided upon 4 aims: (1) to introduce more school-counselors; (2) to reduce the stress of the teachers; (3) to promote clinical-psychological knowledge; (4)flexible consultation times. To put these aims into practice, four projects were started at the school. They were: (a) a counseling room open to any students or teachers at certain times; (b) support programs which connect students more closely to the school; (c)comprehensive psycho-educational curriculum; (d) stress-management classes for the teachers. Through these experiences, not only did communication between the school-teachers and the counselors become smoother, but also the counselors were able to correspond with more students than before. It was also found that these projects tied school and the students together more strongly.

近年,「スーパービジョン」は一つのトレンドの様相を呈している。周知のように,スーパービジョンは,すでに19世紀の終わりにアメリカでソーシャルワークの労働領域で開発され,その後,その対象領域を拡大し,近年,教育活動の領域においてもその必要性が論じられるようになっている。本小論では,まず教育活動の領域において近年,なぜスーパービジョンの開発が必要とされるようになったのか,その社会的ニーズを明確にすることをとおして,教育活動領域のためのスーパービジョンは,他の労働領域とは異なったコンセプトを必要としていることを論証する。次に,その論証に基づいて,現在必要とされている教育学的スーパービジョンの特質とその基本的コンセプトを理論的に検討する。なお,この基本的コンセプトの検討は,教育学的スーパービジョンの組織形態と過程構成の検討を含み,実践可能な開発に向けた課題を明らかにする意図をもつ。, In recent years, "supervision" seems to be a trend. It is common knowledge that supervision has been already developed in the field of social work in the United States at the end of nineteenth century. The field of supervision has expanded since then. Many scholars argue the need of supervision in the field of educational activities these days. Why is it necessary to develop supervision in this field? First I demonstrate that supervision in this field needs different concepts from the other fields by the explanation of social needs in this paper. Second I consider theoretically characteristics and fundamental concepts of pedagogical supervision necessary for today based on this demonstration. The consideration of fundamental concepts includes the examination of the organization and process construction about pedagogical supervision, and intends to show the tasks toward its practicable development.

This paper reports the psychotherapy process of a student with school refusal tendency in educational counseling. Educational support and psychotherapeutic support is required for educational counseling but educational counseling won't be able to treat the client. The purpose of the paper is to clarify the role of psychotherapeutic interviews in educational counseling. And it is to investigate the significance of introducing "the encouraging support" in the field of educational counseling, and to examine recognition from the viewpoint of support in the case. There is some agreement and disagreement about educational support and psychotherapeutic support in educational counseling, and this support is expected for many things. The role of psychotherapeutic interviews tends to be unclear there. Therefore, it was supported to stabilize of the clients' mental health, and it was introduced in the encouraging support in the psychotherapeutic interviews. One client with school refusal was encouraged to go to school by proceeding with a therapist, some teachers and his family. He attended school after a while, and he could graduate school. It was carried out consultation of educational support and psychotherapuetic interview in educational counseling well. The role of psychotherapuetic interview became clear and understood by investigating about the case.

We developed diagnosis of motivation for learning cooperatively from 1985 to 1986. This is the standardized test due to the questionaire made up from viewpoint of educational psychology. Naturally, it is different from the clinical psychlogical test being performed for hypobulia and hyperbulia at the hospitals. This paper clarifies the developmental process of this diagnosis from the point of view as the educational counselor. Contents are as following: 1. Structure of motivation for learning from viewpoint of educational counseling. 2. General view of studies on diagnosis of motivation for learning. 3. Process of development on the diagnostic test of motivation for learning. 4. Consideration on the diagnostic case of motivation for learning.

As I've been taking charge of counseling about mental health of teenagers, recently I'm anxious about the increase of children who showed symptoms of alexithymia. I guide those who have difficulties in expressing one's emotion with the method of training for emotional expression which is developed originally by the author. The purpose of this training is to let the children express vividly their emotion here and now. The aim of this research is to analyze a case of educational counseling adopting the training for emotional expression, and to prove its effect and problems on practical use. The contents are as follows; 1. The personality trait of the children with symptoms of alexithymia. 2. The purpose and the way of training for emotional expression. 3. The analysis of case adopting the training for emotional expression. 4. The effects of the training for emotional expression and problems in its practice.