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.

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There have been many prior studies on the value of trust in the domains of philosophy, sociology, psychology, economics, and business management. The elements of a trustworthy relationship are examined when one is developed, and many of them are connected to the concept of trust and the assessment of trustworthiness. On the other hand, not many have concentrated on building a trusting relationship or on how we could do it proactively. According to Bob Anderson's research, which is based on Robert Kegan's Stage Theory of Adult Development, 70% to 80% of professionals are in the Reactive stage of consciousness development, where they rely on external validation for their sense of self. In this article, it is described what is required for a change in consciousness and a behavioral change to proactively build trusting relationships through the use of trust workshops.

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On April 4, 2021, Yoshinori Haraguchi gave a course titled A Coaching Course for People Who Want to Turn Their Teaching Place into a Learning Place (organized by the Association for Online Learning of Online Classes) that clarified the position and goals of coaches. What we have seen through this course is that when we think about education in the future, a coaching approach and a coaching style of teaching become very important. The author himself was inspired to learn coaching through a course by Yoshinori Haraguchi, and in addition, he came to feel the importance of a coaching approach even more strongly through a series of courses by Yoshinori Haraguchi and Haruo Kamijo called Association for Learning the Idea of Coaching by Talking About Your Experience. Various coaching organizations have compiled their philosophy and code of conduct into a code of ethics. When I came across the ICF Coaching Code of Ethics and Competencies, which I dealt with last in a series of courses, I wondered if something similar could be created in education, and if it could become a kind of guiding principle for teachers. The Education Coaching Code of Ethics Project, which started with this question, became an interactive and collaborative project, leading to the proposal of the Education Coaching Code of Ethics. This paper introduces and examines the Educational Coaching Code of Ethics Project as an initiative to show the possibility of learning coaching for about one year and the coaching that came out of it.

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There are a huge number of one-on-one conversations, such as that of between bosses and subordinates in the company, but also that of between doctors and patients, calls at call centers, and so on. Unfortunately, the number of people who empathize with the other person's feelings in those one-on-ones is a minority. If you can increase the types and vocabularies of back-channel feedback and be able to back-channel feedback with sympathy for emotions, it will improve your Net Promoter Score (NPS) at call centers or medical institutions, and 360-degree evaluation score of company managers. In order to be able to empathize with emotions well, it is important not only to absorb knowledge in classroom, but also to actually try and practice and get individual feedback.

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Over the years, I've been involved in working in nonprofit organizations and as a professional coach, and it's been hypothesized that the two sectors may be extremely compatible. In this article, I would like to use verbalization of the hypothesis as an opportunity to deepen mutual understanding between the two sectors.

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As a professional coach, I practice coaching, and in doing so, I have doubts about the use of the word "self-affirmation." As for "self-affirmation," there is an impression that the higher the level, the better, but is that true? Also, is being low a problem? In this paper, we will put an end to the meaningless discussion of "high/low self-esteem" and explore the possibility of a more useful approach to "self-esteem" for clients as a coach, based on previous research. It is something to explore.

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