This research aims to analyze student guidance in the guidance theory introduction period and study the history and problems of post-war school social work services. The Ministry of Education, Culture, Sports, Science and Technology provides a “Student Guidance Outline” that suggests that social work practices form a part of educational activities in schools. However, it does not clarify the purpose and function of social work at school. The relation between children's educational security and their welfare has been discussed several times after World War II, but the relation between student guidance and school social work continues to be overlooked. In this paper, I investigate this problem based on a historical study of student guidance in the early stage and of post-war school welfare services; I also focus on the possibility of building a pragmatic theory for school social work.

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This study implements school social work with the goal of developing family preservation in high-risk families. The results show a decline in the child's problematic behaviors during school hours and a change in the manner in which the caregiver/guardian related with the child. Moreover, in providing child family support, consultation based on sufficient knowledge of the family and advice formulated in a manner that suited the family's present circumstances were much more effective than consultation or advice that used specialized terms. Therefore, a school social worker's consultation skills and responsibilities are of monumental importance. This study reflects upon the importance of using a multi-faceted support system when accounting for every aspect of the environment in which the child grows up.
The study concludes that child family support under school social work is an effective mechanism for family preservation, as well as for the creation of a cooperative community that provides support to families struggling to sustain livelihood. These are pivotal factors in securing a desirable child-rearing environment.

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It is important for school staff to acquire deep knowledge and understanding through training workshops to become competent in responding to child abuse. In this study, we gauge the effect of training workshops on the ability of school staff to respond to child abuse. Training workshops were conducted for elementary school and junior high school staff with the aim of promoting early discovery of child abuse and the enactment of pre-emptive response moves. Results show that the self-efficacy subscale scores of dealing with child abuse increased after the training workshops, thus proving the workshops to be effective. Upon separately studying the data for categories of schools (elementary school or junior high school), job positions (management positions or other school staff), and the number of times of training workshops attended by individuals, it was observed that the workshops should be designed and conducted separately for managerial level positions and the other staff. Furthermore, it was also revealed that training workshops needed to be conducted periodically to improve the school staff's competence of identifying instances of child abuse and responding to them.

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[in Japanese]

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This report intends to clarify the recent trends and problems.in social work supervision, including school social work, by drawing on a substantial number of studies, following Part 1. For the. purpose of this report, the author chose 14 articles and books from “CiNii” and “NDL Search” and 25 articles from “Academic Search Premier” that were published during the last 10 years. These texts were classified based on their domain, purpose, study method, and main conclusion.
The analysis shows that there exist a substantial number of studies on the development, enforcement, and inspection of the supervision model. It was further found that studies on the development of the manuals and tools of supervision have been conducted. Particularly in overseas studies, the development of the SV model including the macro for each practice domain and culture has been pushed forward. However, even when the report in Part 1 was included, there were few SV studies in SSW wherein no macro SV studies were found.
Drawing on the knowledge and limitations of the previous studies, it is suggested that a substantive SV study be conducted to promote a change of system of approaching schools and communities in SSW.

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