@article{oai:nagoya.repo.nii.ac.jp:00015824,
 author = {松岡, 靖子 and MATSUOKA, Yasuko},
 journal = {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},
 month = {Dec},
 note = {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.},
 pages = {61--70},
 title = {常勤型スクールカウンセラーによる枠組み作りの工夫},
 volume = {59},
 year = {2012}
}