Abstract
This study focused on the consultation given by school-counselors (SC) to teachers within school. It also aimed to demonstrate the state of research related to this issue in Japan, discuss the characteristics and issues of this research, and consider future orientation. The study indicated that some studies had ambiguous theoretical backgrounds and definitions, and that there are many case studies and practice studies. Through analysis of case studies, it was found that the issues dealt with were varied and not limited to school non-attendance; consultees were often homeroom or nurse-teachers and expanded to other people as necessary, the frameworks of continuation methods and policy sharing were flexible, and there were many cases wherein consultation involves others apart from the consultee. Parallel to the common process of consultation (conducting assessments, communicating them, and working out countermeasures), the SCs shared their perspective, provided emotional support, and shared the progress; however, when compared with school-consultation processes, the possibility of relationship-building occurring before commencement of the consultation process, indistinct post-consultation evaluation, and open-ended termination were found. Future research should elucidate the meaning of these characteristics, define theoretical backgrounds, devise a format of reporting cases, and examine consultation from the perspective of consultees.
