今日,「安全」は様々な分野において何よりも重要な優先課題とされているが,これまで,個人の備えるべき「安全能力」の概念については,明確に定義されていない。そこで我々は,安全教育の目標をより明らかにするため,「安全能力」の定義となる概念を明確に構造化して示すことを試みた。
ここで定義する「安全能力」の概念は,「危険予知能力」,「安全維持能力」,「事故対応能力」の三要素を上位概念とし,各要素の内容を中位概念・下位概念とするもので,それぞれに具体的な内容を示した。
この「安全能力の概念と構造」は,「安全能力」の育成・評価に必要な安全教育の目標,学校段階別到達目標,指導内容,チェックリスト等を作成する基盤になり,新しい安全教育の方向性を示すものと考える。
なお,この研究は,日本安全教育学会に2000年に設けられた,「安全能力育成評価研究委員会」における研究の結果をまとめたものである。

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In recent years, the significance of the upgrading of safety culture in societies and organizations has been frequently advocated. The aim of this study is to consider the concept of organizational safety culture by reviewing the concept of organizational safety culture in the past literatures. Additionally, we intend to propose, here, the course of action of safety education in schools for the contribution to the promotion of organizational safety culture.
Although a number of concepts regarding organizational safety culture has been postulated, the concept of safety culture or climate is yet to be clearly defined. At least, however, the shared belief, value and attitude toward the priority for safety among the all members of an organization is essential to develop and maintain the upgraded level of organizational safety culture. In addition, the prevention of critical harms by establishing reporting system and adequate response regarding incidents and near-misses will be required. Furthermore, the contribution to improvement of social safety culture as well as upgrading of the organizational safety culture will be desired in these days that corporate social responsibility has attracted much attention.
Regarding the course of action of safety education in schools to contribute to the promotion of safety culture and climate in societies and organizations, the efforts for the development of the sense of value that gives the toppriority to safety will be the most essential. Additionally, the education will be required intending to bring up the competence and attitude, for utilization of information associated with accidents and incidents, reporting one's experience of errors and near miss, analyzing the cause of accidents and incidents from various views, planning and executing the measures for reoccurrence prevention and resisting one's impulses, emotions that pose hazards to oneself and others, and the attitude toward the contribution to social safety activities.

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本研究の目的は,Rotterの社会的学習理論として紹介されたLocus of Controlの考え方を基に,安全統制感尺度の構築の可能性について検討し,併せて,その安全統制感とソーシャルサポート認知との関連性についても検討することである,そこで今回,2つの小学校の5 6年生を対象に,安全統制感尺度の作成を目的とした質問紙調査を実施し,437名の回答を得た。
得られたデータについて因子分析を行った結果,安全統制感尺度として,仮説と一致した「自己統制」,「他者統剃」,「運命統制」の3因子が抽出され,この3因子を下位尺度として信頼性と妥当性を有することが確認された。

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The aim of this research is to study how the approaches concerning crisis-management were prepared at each school. In this study, we analyzed the data collected in an in-service training of teachers held in Tsukuba. We found that the crisis-management to prevent impending risk in school tended to be more sufficiently prepared in elementary schools than in junior high schools. The reason of this result seems to be that elementary schools have younger students than junior high schools. Therefore, it is thought that the awareness for crisis-management of elementary schools tend to be higher than that of junior high schools. We also found that the approaches of crisismanagement concerning the prevention of risk and the aftercare for accidents were less prepared than those of emergency. In conclusion, it was recommended that improvement of the present crisis-management manual should be made taking the results obtained in the present study into consideration.

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The approach to school safety during commute was investigated. The data were collected in in-service training of teachers held in Tsukuba. In this study, data obtained from 104 teachers of junior high school were used. In many schools, students were educated for crime prevention and were given security goods. Furthermore, the approach for cooperation among schools, homes, and communities was found. On the other hand, it was found that these approaches had difficulties to practice due to conditions of location. In conclusion, it is important that improvement of cooperation among schools, homes, and communities should be done to keep security of students.

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