WEKO3
アイテム
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定時制高校に対する地域臨床的支援の試み(その5)
http://hdl.handle.net/10112/00018754
http://hdl.handle.net/10112/00018754cc01deb9-b3d1-4d86-914f-e7a56bdddd1b
名前 / ファイル | ライセンス | アクション |
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KU-1100-20150312-13.pdf (1.1 MB)
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Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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公開日 | 2020-01-09 | |||||
タイトル | ||||||
言語 | ja | |||||
タイトル | 定時制高校に対する地域臨床的支援の試み(その5) | |||||
言語 | ||||||
言語 | jpn | |||||
資源タイプ | ||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
資源タイプ | departmental bulletin paper | |||||
その他のタイトル | ||||||
その他のタイトル | Community Clinical Psychological Support of an Evening High School (V) | |||||
言語 | en | |||||
著者 |
清水, 達哉
× 清水, 達哉× 妹尾, 美鈴× 有福, 和× 羽田野, 瑛子× 宮地, 佑香子× 結城, 進矢× 向阪, 俊佑× 佐藤, 栞× 中田, 行重 |
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著者別名 | ||||||
姓名 | Shimizu, Tatsuya | |||||
著者別名 | ||||||
姓名 | Senoh, Misuzu | |||||
著者別名 | ||||||
姓名 | Arifuku, Nodoka | |||||
著者別名 | ||||||
姓名 | Hatano, Hanako | |||||
著者別名 | ||||||
姓名 | Miyaji, Yukako | |||||
著者別名 | ||||||
姓名 | Yuki, Shinya | |||||
著者別名 | ||||||
姓名 | Kousaka, Syunsuke | |||||
著者別名 | ||||||
姓名 | Satou, Shiori | |||||
概要 | ||||||
内容記述タイプ | Other | |||||
内容記述 | ある定時制高校への大学院生による地域臨床的な支援活動も5年目を迎えた。今年度も、咋年同様、相談室内外での生徒対応や授業内支援、年に2回のグループワークの実施、先生方との共有ファイルの活用に取り組んだ。また、新たな取り組みとして相談室の広報活動の1つとなる相談室通信の発行を開始した。本稿では、筆者らの活動内容について報告し、活動を「改訂版支援モデル」の6つの構成要素に分けて考察し、そのモデルの指針としての妥当性を検討した。その結果、そのモデル論の通り、支援活動の浸透化と先生方との連携を継続することで基盤ができ、支援活動が充実し、その支援活動によって更にその基盤が強固になることを確認することができた。このことにより、前年度より引き継いだ支援モデルは年度を越えて、筆者らの活動の指針となることが明らかになった。 | |||||
概要 | ||||||
内容記述タイプ | Other | |||||
内容記述 | It has been 5 years since a team of graduate students began offering psychological support to an evening high school. Our activities for this year have been essentially the same as in previous years: providing the students with opportunities to talk with us in and out of the consulting room, supporting their learning in the classroom, organizing and facilitating one hour of group work every six months, and creating files about students to share with the teachers. In addition, we began this year to issue our community papers to let the students and teachers know about us. The article first gives a detailed description of our support activities and examines the revised support model (Inoue, Okawa, Shibukawa et al., 2014) to determine if it is valid enough to explain our activities by dividing them into the six components. Consequently, the model proved to be in accordance with the interactive fact that the basis of our support activities was secured through continuous permeation of the activities and cooperation with teachers, which allowed the activities to be more fruitful, leading the basis of the activities even secured. It is indicated that the model can be a guideline for our activities. | |||||
書誌情報 |
Psychologist : 関西大学臨床心理専門職大学院紀要 巻 5, p. 109-117, 発行日 2015-03-12 |
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書誌レコードID | ||||||
収録物識別子タイプ | NCID | |||||
収録物識別子 | AA12590224 | |||||
著者版フラグ | ||||||
出版タイプ | VoR | |||||
出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
出版者 | ||||||
出版者 | 関西大学大学院心理学研究科心理臨床学専攻 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 改定版支援モデル | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 相互作用 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 定時制高校 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 地域臨床 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | revised support model | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | interaction | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | evening high school | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | community psychological practice | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 関西大学 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | Kansai University |