Abstract
The purpose of this study was to clarify the effectiveness of the psychological support system from the support team in the school community and future improvements based on an analysis of school crisis intervention support practices in City B, Prefecture A and feedback from the target audience on them. The results of the analysis showed that in order for a school to recover from an emergency, it is beneficial for a support team with an external affiliation outside to come in and empower the school while supporting students and teachers in their hurt and confusion and that it is necessary to provide psychoeducation on crisis intervention advance, especially for young teachers. Furthermore, importance was suggested for the support team to support the teachers from the viewpoint that they, too, are involved in the situation. For schools and external support teams to collaborate in developing psychological support, it is important to practice from a preventative standpoint, including psychoeducation, relationship building, and building a system for crisis intervention and to conduct simulations of how to respond to crisis intervention not only within the school but also in the school community. With the need to build a support system/network in the community on a daily basis, psychologists involved in the school community are expected to proactively participate in the creation of manuals for crisis intervention and psychoeducation in and out of school as members of such networks.
https://ror.org/04g11bp59 
