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本研究の目的は，心理実習における実習生の多職種連携に関する学びの変容過程を明らかにすることであった。通年授業（全30回）の1回目，15回目，30回目の計3回のレポートの特徴語の分析により，連携する人（機関），情報（共有），職種の理解の3点について，学びの変容が見出された。それに伴って，公認心理師の専門性についての言及も増加していた。実習生は他の職種について理解を深めたことで，公認心理師という自職種について，その役割や存在意義について考えるきっかけとなっていたことが示唆された。今後は，「他者を知ることで，自分を知る」機会となる教育プログラムを構築していきたい。The purpose of this study was to clarify the transformation process of trainees’ learning about interprofessional in Practical Training in Psychology. By analyzing the characteristic words in the reports of the first, 15th, and 30th sessions of the fullyear class （30 sessions in total）, transformation process of learning was found in terms of three points: people （institutions）to collaborate with, information（ sharing）, and understanding of professions. Furthermore, there was an increase in references to the professionalism of the Certified Public Psychologist. The results suggest that the trainees deepened their understanding of other professions, which has led them to think about the role and significance of their own profession as the Certified Public Psychologist. It is necessary to construct educational programs that provide opportunities to “Know oneself by Knowing others”.

本科では３年次開講の「心理インターンシップ」とは棲み分けて「心理実習」を4年次に開講することになった。2021年度は事前指導と事後指導の45時間と代替実習を含む見学実習を40時間以上実施することができた。今後は大学院の「心理実践実習」の連携教育を強化し，科学と実践を意識した教育を行っていきたい。In this department, we decided to separate the “Psychology Internship” offered in the third year from the “Practical Training in Psychology” subject offered in the fourth year. We were able to provide more than 45 hours of pre-and post- guidance and more than 40 hours of observation practice, including alternative practice in 2021. We would like to strengthen the educational program in cooperation with the graduate school’s “Advanced Practical Training in Psychology” subject, and provide education with an awareness of science and practice.

In this study, we categorize the reasons for job satisfaction among psychological support professionals. We asked 81 clinical psychologists and clinical developmental psychologists about their job satisfaction using a 6-point scale ranging from “very satisfied” to “not satisfied at all,” and asked them to freely explain their reasons. Of the 81 participants, 67 （82.7％） were satisfied with their job and 14 （17.3％） were not satisfied. The reasons for job satisfaction are divided into three categories: “chance to exercise one’s abilities and growth,” “employment environment,” and “human relations.” “Chance to exercise one’s abilities and growth” has four subcategories: “rewarding/achievement,” “self-growth through work,” “sense of achievement at the desired job,” and “utilization of specialized skills.” The second category, “employment environment” has four subcategories: “work-life balance,” “flexible working style,” “salary/welfare,” and “employment status.” The third category, “human relations” has three subcategories: “existence of colleague psychological support professionals,” “good relationships” and “cooperation with other professionals.” The contents of each of these categories reveal much about the characteristics of clinical psychological support professionals.

本研究は，海外の福祉施設体験学習による，教育効果を検証することを目的とした。対人援助職の基盤となる態度やコミュニケーションスキル，社会的視点の醸成に寄与する効果があるのかについて検討を行った。体験学習に参加した12名を対象として，インタビュー調査を行い，SCATによる質的分析を行った。結果，海外で違う文化や国民性を感じるうちに認知的枠組みの見直しが起こり，省察が促進されて，受容的態度やコミュニケーションスキルの向上，社会的視点の獲得につながっていた。さらに，学習や活動へのモチベーションが向上し，精神状態の安定につながるといった，学習のレディネスが高まるという効果が示された。, In this study, we aimed at validating the educational effects by practicing at social welfare facilities abroad. We examined if the practice has effects for attitude, communication skills and fostering social perspective that become the basics of Human service professional. We interviewed the 12 students who participated in the practice in Thailand and tried the qualitative analyses by SCAT. As a result, we learned that they have revised their Cognitive frame while they were learning different culture and national identity, their reflection was developed and it led to the improvement of receptive attitude, better communication skills and the Social perspective. Furthermore, their motivation for leaning and activities grew and it led to the stability of mental condition, which means it increased their readiness for learning., 研究ノート, Research Notes