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  1. A200 教育学部/教育発達科学研究科
  2. A200b 紀要
  3. 名古屋大学大学院教育発達科学研究科紀要. 心理発達科学
  4. 59

常勤型スクールカウンセラーによる枠組み作りの工夫

https://doi.org/10.18999/nupsych.59.61
https://doi.org/10.18999/nupsych.59.61
6d3d68d1-a125-4dfa-83a4-c4c6caac83a0
名前 / ファイル ライセンス アクション
02matsuoka.pdf 02matsuoka.pdf (434.8 kB)
Item type 紀要論文 / Departmental Bulletin Paper(1)
公開日 2013-04-15
タイトル
タイトル 常勤型スクールカウンセラーによる枠組み作りの工夫
その他のタイトル
その他のタイトル Full-time school counselor's device to establish framework
著者 松岡, 靖子

× 松岡, 靖子

WEKO 86418

松岡, 靖子

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MATSUOKA, Yasuko

× MATSUOKA, Yasuko

WEKO 86419

MATSUOKA, Yasuko

Search repository
キーワード
主題Scheme Other
主題 full-time school counselor
キーワード
主題Scheme Other
主題 borderline personality disorder
キーワード
主題Scheme Other
主題 cooperation
抄録
内容記述 Due to the fact that the number of the people who works for either private school or free schools as full-time school counselor is much smaller than the number of people who work for public junior high schools as part-time school counselor, the studies on the activities of full-time school counselors are also limited. However, there are not a few calls for full-time school counselors in the educational context, and a need is thought to exist for a consideration through accmuulated actual practice, of the effects of the full-time presence of school counselors. For that purpose, this paper has as its objective a consideration of the means of creating a framework for full-time school counselors. This framework is also called therapeutic structure, and is a precondition for carrying out psychological support. Counselors seem to carry out support through a flexible structure in the school situation in any case, but when supporting an unstable client long-term, it is said that more effective support can be achieved with a higher degree of structure. Regarding the creation of this framework, in order for a full-time school counselor to function effectively in the school setting, they are said to be required to consider a system of cooperation with teachers as the framework for treating students and to put that framework in order; however, with regard to unstable students with borderline personality disorder, building this framework is extremely difficult. However, the construction of the framework itself has a therapeutic meaning and is also significant. This paper introduces a case study in which a full-time school counselor worked with a high school student suspected of having borderline personality disorder, and discusses the process of building a framework for a full-time school counselor. The student in this case study at first displayed severe symptoms such as self-injury and loss of consciousness making a one-to-one interview framework with the school counselor difficult to build. The counselor thus worked in cooperation with teachers, parents and medical personnel, building frameworks on three levels: 1) "framework building within the school," 2) "framework building through cooperation with home and hospital," and 3) "framework building through cooperation with home and hospital on an all-organization level." Through this process, the student's condition eventually stabilized. In the future, through accumulating still more case studies of various situations, it will be necessary to generate an activity model for a full-time school counselor.
内容記述タイプ Abstract
出版者
出版者 名古屋大学大学院教育発達科学研究科
言語
言語 jpn
資源タイプ
資源 http://purl.org/coar/resource_type/c_6501
タイプ departmental bulletin paper
ID登録
ID登録 10.18999/nupsych.59.61
ID登録タイプ JaLC
ISSN(print)
収録物識別子タイプ ISSN
収録物識別子 1346-1729
ISSN(Online)
収録物識別子タイプ ISSN
収録物識別子 2434-1258
書誌情報 名古屋大学大学院教育発達科学研究科紀要. 心理発達科学

巻 59, p. 61-70, 発行日 2012-12-28
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