@article{oai:nagoya.repo.nii.ac.jp:00025774,
 author = {山下, 陽平 and 窪田, 由紀 and YAMASHITA, Yohei and KUBOTA, Yuki},
 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 = {School maladjustment is a social problem in Japanese schools. Therefore, a precautionary approach to school maladjustment is required. Among the various preventative initiatives, we focus on psychoeducation in this research. The purpose of this research is to describe the current situation and identify problems by reviewing psychoeducation in Japanese schools. Previous studies have described many practices such as Social Skills Training (SST), Structured Group Encounter (SGE), and Stress Management Education (SME) in psychoeducation programs at Japanese schools. In this study, the following three problems of psychoeducation are identified. First, there is a mixture of naming by program structure, purpose, and background theory. Second, exercises with similar contents are implemented using different frameworks. Finally, practices geared toward the same program objectives are presented in different frameworks. As a result, it is difficult to choose which programs are best suited to specific classrooms and children’s situations. Therefore, it is necessary to analyze the contents of each psychoeducation program and reorganize psychoeducation based on the results. In the future, to facilitate the selection and implementation of programs in accordance with the situation of specific classes and children, apart from using a framework based on the theoretical practices of psychoeducation (SST, SGE, SME, etc.), it will be necessary to clarify the relationship between the program purposes and contents. As per the content analysis of psychoeducational programs, we believe that developing tools for program selection and implementation based on the children’s needs and classes will encourage the introduction of psychoeducation at schools. In addition, the following issues concerning the introduction and implementation of psychoeducation are raised. Challenges regarding time, personnel, resources, and educational opportunities, arise. Moreover, there are issues concerning (1) teachers’ classroom assessment, (2) teachers’ difficulty in choosing psychoeducation, and (3) the generalization of psychoeducation in the daily life. School counselors play a major role in introducing and implementing psychoeducation. However, it is unclear as to which factors promote or suppress the effective introduction and implementation of psychoeducation programs. Furthermore, it is insufficient to examine the influence of school counselors’ involvement, and exploratory consideration is needed in this regard. The study results indicate that clarifying the role of school counselors requires the creation of an environment for teachers to facilitate the introduction and implementation of psychoeducation.},
 pages = {51--61},
 title = {我が国の学校臨床における心理教育の現状と課題 : 学校への本格的導入に向けての促進要因・阻害要因の検討},
 volume = {64},
 year = {2017}
}