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静岡大学大学院教育学研究科

障害のある子どもの新たな学び場、居場所として放課後等デイサービスが急速に拡大している。多様なサービスや役割が期待されているが、一方で課題もいくつか指摘されている。ひとつは学校との連携であり、他には専門性の確保と発揮である。第一研究では、保護者、学校、放課後等デイサービス事業者を対象に主に連携について質問紙調査を行った。その結果、一方向の情報伝達実態や保護者を介した情報交換が明らかになった。第二研究では、ある放課後等デイサービスの実際の取り組みを紹介した。専門的な療育の成果は、放課後等デイサービスの可能性を示すことができた。学校との連携においても、支援計画の交換から具体的な連携につながるひとつの具体例を示すことができた。最後に、地域の教育やこども支援の資源としての放課後等デイサービスの役割や今後の課題について考察を行った。, After-school day services as a new learning opportunity for children with handicap increase rapidly. A variety of services and roles are expected to them; at the same time some problems have them pointed out. One is cooperation with the school, the other one is their specialty. At the first study, we investigated about the cooperation targeting parents, teacher and stuff of After-school day services. At the result, actual situation about one-way communication school to stuff and information exchange through the parents were revealed. At the second study, we introduced the concrete activity of the After-school day services as case study. From the result of the specialized approach, possibility of After-school day services was shown. And one specific example about cooperation with the school was provided, it was exchange of Individual Support Program. At last we discussed that After-school day services play a role as a Resources of the local education and child support and their problem toward the future., 静岡大学大学院教育学研究科

終末期にある利用者は残された時間が限られていることから、介護職、看護師、福祉職はチームとして最大限の支援を行っている。それぞれの役割は介護職が生活支援、看護師が健康管理、福祉職がケアマネジメントである。異なる立場と専門性を踏まえて、どのような課題があるのかを量的調査と質的調査の結果から分析を行った。各専門職は円滑な支援を実現するために、想定される範囲で事前準備を行うようにしていた。受け入れが決まった段階での情報収集、緊急時の連絡体制等があった。その上で、終末期にある利用者を担当する際の専門職が抱える課題の検討を行った。介護職は知識と技術に不足があることが明らかになった。これは全ての専門職からの評価として共通するものであった。これに付随して情報の相互共有が困難な場合が課題として生じていた。看護師は業務独占の立場かつ高度な知識と技術を有する立場であるが、介護職や福祉職との情報共有に際してそれが妨げになることがあった。また、福祉職に対する関係性も十分なコミュニケーションがとりにくい傾向があった。福祉職はケアマネジメントをする立場であることから、家族対応に重きを置くようになっていくことから介護職との情報共有や意見交換がうまくいきにくい傾向があり、看護師との関係も意見が伝わりにくい傾向があった。, Since users at the end of life have a limited amount of time left, caregivers, nurses, and welfare workers provide maximum support as a team. The roles of each are life support for care workers, health management for nurses, and care management for welfare workers. Based on different positions and specialties, we analyzed what kind of issues there are from the results of quantitative and qualitative surveys.In order to realize smooth support, each profession made advance preparations to the extent expected. There was information gathering at the stage when acceptance was decided, and an emergency contact system. After that, we examined the issues faced by professionals when dealing with users at the end of life.It became clear that care workers lacked knowledge and skills. This was common to all professional evaluations. Along with this, there was a problem that it was difficult to share information with each other.Nurses are in a position of occupational monopoly and have advanced knowledge and skills, but this sometimes hinders the sharing of information with care workers and welfare workers. In addition, the relationship with welfare workers also tended to be difficult to communicate sufficiently.Since the welfare staff is in a position of care management, it tends to be difficult to share information and exchange opinions with the care staff because the emphasis is on family support, and the relationship with the nurse is also an opinion. Tends to be difficult to convey.

Surveys were conducted to investigate the culinary habits and practices among college and vocational school students. Total of freshmen and graduating students were of 1,545 and 1,312. The respondents were categorized by the period of attendance at college or vocational school. It was found that students whose period of attendance at school was 2 years tended to have higher cooking frequencies compared with students whose period was 4 years. Namely, students with 2 years had higher culinary practices. On the other hand, students with 4 years had more opportunities of cooking during the college than students with 2 years did. So, students with 4 years became to have higher culinary habits. However, dishes made by students and specialty did not depend on the school periods. Therefore, it is considered that students had been preparing to be adults that go out into the world while in school, not depending on their school periods.

In addition to the matcha tea ceremony, the sencha tea ceremony is another popular Japanese tea ceremony. In the matcha tea ceremony, tea leaves milled into powder are dissolved in hot water before drinking. In contrast, the sencha tea ceremony uses leaf tea instead of powdered tea. The sencha tea ceremony was introduced to Japan, during Nagasaki's Toojin trade with China in the Edo period. The ceremony was established by absorbing the fashionable tea culture of China during the Ming and Qing dynasties. There were about ten tea books written about sencha tea following the Edo period in Japan, which quoted several passages from Chinese tea books published during the Ming-Qing dynasties. The authors of these tea books agreed with some parts of the quotes, but refuted other parts according to their own experience or knowledge. These quotes provide several clues to the special characteristics of the Japanese sencha tea ceremony, which were studied by investigating the differences between the tea books of the Ming-Qing dynasties and Japanese sencha tea books.

原著, Original Articles, 大学病院精神科病棟の看護師が精神科看護の専門性をどのように認識し, 実践しているかを明らかにすることを目的に, 看護師9名に半構造化面接をし, 質的記述的に分析した. 看護師は, 【適切な距離を保ち良好な関係を構築する存在】【多面的な把握による言動の本質を捉えた対応】【看護師の個性・経験知を生かした柔軟な対応】を基盤とし, 【拒否する患者が受け入れやすい介入】【患者の不安定な気持ちの鎮静化】【幻覚・妄想を認めた上で患者の注意を現実に誘導】【精神状態に伴う危機的状況の予防】をし, 患者の将来に向け【患者の力を引きだし自立に繋げる支援】【患者と協働で周囲の支援を得ながら行う退院に向けた調整】を行っていた. また【精神科看護に潜む不明瞭性の自覚】も専門性と認識していた. これらのことから, 不明瞭性を自覚しながらも患者の本質の理解に努め. 患者に応じた看護実践を組み合わせ, その人らしい生活ができるように支援する重要性が示唆された., The purpose of this study was to clarify the perceptions and practice of the psychiatric nursing specialty among nurses working in the psychiatric ward of a university hospital. Data were collected using semi-structured interviews of 9 psychiatric nurses who had ≥2 years of work experience. Interview data were analyzed using a qualitative descriptive method. The following ten categories were extracted from the analysis: (1) considering ways to become a nurse who can build a good relationship with patients while maintaining an appropriate distance from patients; (2) caring for patients while understanding the spirit of patients’ words and behaviors after considering the patients from various perspective; (3) reacting in a flexible manner by making good use of a nurse’s personality and empirical knowledge; (4) intervening in ways that are easy for patients who do not accept their nursing care plan or the treatment plan; (5) easing the unstable feeling of patients; (6) supporting patients who report experiencing hallucinations or delusions to differentiate them from reality; (7) preventing a crisis associated with psychological factors; (8) helping patients become more independent while bringing out each patient’s full potential; (9) creating a comfortable lifestyle for patients after leaving the hospital by establishing cooperation between the patients and those who provide support for them; and (10) remaining aware that there is uncertainty hidden within psychiatric nursing. These finding suggest that it is important for nurses to understanding the spirit of patients while remaining aware of the uncertainty hidden within psychiatric nursing, using flexible practices, and supporting patients to live their own life.

本研究では,教員への質問紙調査を通して,知的障がい特別支援学校における教員の専門性及びそれらの維持・継承に向けた取り組みの実態を明らかにすることを目的とした。結果,知的障がい従事年数別で見てみると,どの年数の教員も「知的障がい児の発達と障がい特性理解」「TTによる役割分担,連携協力」「保護者との連携協力」の選択率が高かった。経験学部別で見てみると,高等部単独校(高等支援学校)は他の学部と比較し,従事年数が長い教員が重要視する傾向のある「アセスメント結果を生かした指導目標や手だての立案」などの選択率が高かった。今後の課題としては,こうした知的障がい教育の専門性及びその維持・継承に向けた取り組みの実態を基に,具体的な支援方策を提案していくことが挙げられる。また,今後増加傾向のある高等部単独校(高等支援学校)に関しても,専門性を確保する方策を検討していかなければならないと言える。, This study clarified teacher's specialties of education for students with intellectual disabilities, and the condition about maintenance and inheritance of them based on a questionnaire survey. As the results, in the engage life, any number of years of teachers had higher selectivity of “Understanding of development and characters for students with intellectual disabilities" “Roles and cooperation by team teaching" “Cooperation with parents". In the experience school section, teachers of special needs education school with only high school section tended to select “Planning of guidance targets and support method utilizing the assessment." compared to other school section. Teachers who have worked long tend to select its question. In the future, we will propose specific support measures based on the results of this study, and consider measures to ensure specialties even in special needs education school with only high school section.

In addition to the matcha tea ceremony, the sencha tea ceremony is another popular Japanese tea ceremony. In the matcha tea ceremony, tea leaves milled into powder are dissolved in hot water before drinking. In contrast, the sencha tea ceremony uses leaf tea instead of powdered tea. The sencha tea ceremony was introduced to Japan, during Nagasaki's Toojin trade with China in the Edo period. The ceremony was established by absorbing the fashionable tea culture of China during the Ming and Qing dynasties. There were about ten tea books written about sencha tea following the Edo period in Japan, which quoted several passages from Chinese tea books published during the Ming-Qing dynasties. The authors of these tea books agreed with some parts of the quotes, but refuted other parts according to their own experience or knowledge. These quotes provide several clues to the special characteristics of the Japanese sencha tea ceremony, which were studied by investigating the differences between the tea books of the Ming-Qing dynasties and Japanese sencha tea books.

【目的】臨床経験と専門性の異なる領域の講義を担う看護専門学校教員の講義準備の内容を明らかにし，考察を通して講義準備に必要不可欠な要素を検討する．【方法】看護専門学校教員787名を対象に，講義担当の有無と講義準備の内容を問う質問紙を用いてデータ収集 を行った．【結果】臨床経験と専門性の異なる領域の講義を担う看護専門学校教員の講義準備の内容として，「講義内容の理解に必要な学習」「講義内容・教育方法に関わる学会や研修会の参加」「講義に使用する資料と視聴覚教材の検討」など30カテゴリが形成された．【結論】講義準備の内容を表す30カテゴリには，《講義内容・教育方法に対する理解》《講義内容となる概念や法則に関する具体的な事実や事象の収集》《教育目標とカリキュラムの理解に基づくシラバスの作成》など５つの必要不可欠な要素があることを示した．, 【Objectives】The aim of the study is to clarify the content of lecture preparation provided by the nursing diploma program teachers, who teach in areas different from their specialties or clinical experiences, and consider factors essential for lecture preparation through investigation. 【Method】Data were collected from 787 teachers and lecturers of the nursing diploma program through a questionnaire survey asking whether they held lectures, and if so, what the contents of lecture preparation were. 【Results】30 categories were formed from the contents of lecture preparation by the teachers, who teach in areas different from their specialties or clinical experiences. The categories were "self-learning of lecture contents", "participation in workshops and academic meetings related to lecture contents and teaching methods", "examination of audio-visual aids and materials to be used for lectures", among others. 【Conclusion】 We found that the 30 categories, which represent the contents of lecture preparation, contain five essential elements such as the understanding of lecture contents and teaching methods, collection of events and facts related to specific laws and concepts to teach in lectures, and the creation of syllabuses based on the understanding of curriculums and educational goals.

P(論文)

This paper considers the identity and specialty of student counseling. First, the terminological problems of the term student counseling is discussed. When SPS (Student Personnel Services) was introduced to Japan after the war however, the university people of our country did not have the readiness which understands the specialty of student service. From literature overview, some main points of earlier discussion on student counseling became clear. One is that the student counseling’s specialty was considered as the realm of clinical psychology in the 1980’s and 90’s. From the standpoint of clinical psychology, student counseling was regarded as one field of its expertise. Then, a new point of discussion came out under the influence of the university reform in the middle of the 2000’s. In those discussion, university people and counselors define that the student counseling covers one part of the specialized area within the comprehensive student support system. In today’s standard understanding, the identity and specialty of student counseling is based on the assessment and psycho-educational technique from the broad practical psychology including clinical psychology. In sum, further systematization of practical knowledge, for example, the psychological development theory of “student”, etc. is needed to establish student counseling as one academic field.

P(論文), The certified social worker (CSW) has a wide range of spesialty. But the specialty is notnecessarily defined clearly at present. In fact newly-made qualification of care manager, whichwas introduced by the enforcement of the law of social insurance for long-term care system, hasmade it more difficult to distinguish the specialty of CSW from that of others. In specialized welfare education emphasis tends to be on passing qualifying examination forCSW rather than making a profound study of its specialty even in welfare universities wherestudents are trained as CSW. As a result, it is probable that most students will graduate fromuniversities without having what is called specialty. Considering these things mentioned above, the question which we must ask is what is thespecialty required for a CSW and how it should be, to which little attention has been given so far. This paper is intended to investigate of the specialty of CSW on the basis of the questionnairesurvey given to our welfare unversity freshmen. In other words, the aim of this paper is toexamine how the students studying welfare realize their specialty and to show how theirconsciousness of welfare is biased.A good place to start is to focus attention on the stereotypes students have about specialty ofwelfare. Here we fined out three typical ones : First, they are more interested in geriatric welfareand children's welfare and less interested in low-income bracket welfare ; secondly, they are moreinterested in direct practice ; finally, they give more weight to the practical subjects andseminars than any other subjects; The findings of this investigation also read us to explore a little further into the possibilityabout how properly we can educate students for professional CSW in the course of social welfare.

The purpose of this study was to investigate specialties of early childhood educator for children with special needs. It's time to change educational direction for children with special needs, that is, special support education. With this change, it should be change about specialties of early childhood educator for children with special needs. I investigate students' recognition in early childhood educator training school. Investigation was done for twenty students. First, it was divided into two groups which composed twenty students of ten boys and ten girls. Second, one group members discuss about "specialties of early childhood educator for children", and another group members discuss about "specialties of early childhood educator for children with special needs". Each groups use KJ method in discussion to classify their opinion. The results that "specialties of early childhood educator for children" are classified eight items and "specialties of early childhood educator for children with special needs" are classified nine items. A common point is that it was divided into 3 items with an analysis by two. Those are "heart", "head", "hand" named three "H". The opinion which affection for children was shown in is made "heart". The opinion which children's understanding was shown in is made "head". The opinion which children's support was shown in is made "hand". But, when both were compared, that rate was different. There were more rates of "heart" of specialties of early childhood educator for children with special needs than specialties of early childhood educator for children. In "head", there were more rates of "knowledge" of specialties of early childhood educator for children with special needs than specialties of early childhood educator for children. As for that knowledge, it was necessary to know children's needs. This was close to the thought of special support education.