2021 Volume 20 Issue 2 Pages 115-127
This study aimed at (1) modeling the psychological support which teachers on Ishigaki Island expect of school counselors, and (2) examining issues in psychological support unique to Ishigaki Island that the resulting model revealed. Ten teachers were interviewed, and their responses were analyzed using the modified grounded theory approach. A model of psychological support with four categories and 22 concepts was constructed. The four categories were: “understanding of island-specific interpersonal relationships,” “understanding the role of school counselors in Team School,” “demonstrating diverse expertise,” and “dealing with issues unique to the assigned schools.” Four issues were identified based on the model: the difficulty of maintaining externality, the need to uphold confidentiality, the misunderstanding of expertise and the unevenness of quality, and the limited work hours of school counselors.
