2021 Volume 60 Pages 175-191
In recent years, the problem of "child poverty" has become a big issue in Japan. However, none of the papers that the Japanese Association of Educational Psychology has published has dealt with this problem, so it would be fair to say that our Association has not directly addressed this problem. On the other hand, other research disciplines and academic societies, including those in other areas of psychology, have started discussing this problem, and some intervention practices have been implemented both privately and publicly. The current article reviews the findings of child poverty from other areas and describes an educational approach that the authors have conducted for years by collaborating with a nonprofit organization supporting children in families receiving welfare support. This practice utilizes the idea of "cognitive counseling" to cultivate the development of students' learning skills and beliefs for self-regulated learning, and it is based on psychological perspectives. Interview results show that, although no significant changes have been produced, there are important, notable changes that have occurred through this practice. By analyzing this practice qualitatively, the paper examines why the psychological views and the idea of "cognitive counseling" are perceived as challenging to use in learning support against child poverty. It proposes how to encourage staff who support children in poverty to utilize psychological perspectives in their practices.
