We have just started to discuss “what disaster social work is” since the Great East Japan Earthquake occurred in March 2011. The author describes that one of the characteristic methods by social workers working in the stricken areas is intervention to the situation called “4Cs” -Collapse, Crisis, Confusion, Conflict-. Theorizing disaster socialwork is quite important to minimize disaster-related death.

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Japanese schools play a special role in the aftermath of national disasters as they provide both shelter and resources. Regarding this, we review the literature surrounding school social workers.as they help their communities prepare for and respond to disasters. We examine the peculiarities of practicing social work in a disaster setting with griefstricken teachers, students, and families. Further, we explore the power of social work in educating the community about disaster preparedness, rebuilding both physical structures, and recovering the mental health of communities after a disaster.

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In this study, members of the Regional Council for Children in Need of Protection (hereinafter, “the Council”) were interviewed to ascertain their expertise and limitations. In all, 23 responses were collected (a response rate of 85.2%), and, based on the data collected, a forum for an open dialogue in which support for high risk families could be discussed was identified as a desideratum. However, using information extracted from the data, such as understanding facts and planning for the consistency of information gathered from different geographical areas, it was concluded that the Council had only limited ability to produce reliable information. The Council is a fair and neutral forum for handling reliable information for family support; thus, it is required to be a forum for open dialogue. That is, the Council is a place for the creation and provision of child and family support and services matched to family circumstances, by means of its cumulative knowledge and the technology gathered from local supporters. Thus, there is a paramount need for open dialogue among practitioners.

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This study examined what consultation services are available for children of LGBTQ in schools, what work is actually done, and how support can be provided by school social workers. We analyzed the results of a survey conducted among nursing teachers likely to be consulted by the children of LGBTQ. The surveys were distributed and collected at work sites where the children consulted individually responded to questions on aspects of school life, psychology, and relationships. The results were then subjected to simple aggregation and content analyses. Teaching staff reported that they. considered that it was necessary to have appropriate physical conditions and school systems to facilitate the promotion of knowledge. This study stresses the importance of encouraging solutions accounting for the interaction between individuals and their environments and additional possibilities that may arise from the proper utilization of Japanese school social workers.

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My paper explores ways in which school social workers (SSWs) can come to grasp disability acceptance among parents relative to the awareness of child disability at school. I interviewed SSWs to obtain data on such problems. First. it takes time for SSWs to be able to begin supporting children with disabilities in a way that takes living conditions and the level of disability acceptance of the family into account. It is difficult to provide effective support for children throughout the school growth process. Second, support is required not only of these children's parents but of their teachers. so that they can more effectively communicate with children with disabilities. This is all true even where the precise disability cannot be determined at school. SSW s must respond to the concrete needs of the children. Therefore, SSWs must build a support system for teachers and staff in close cooperation with those supporting children with disabilities.

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This study examines a relationship operating on the front lines of school education, investigating difficulties with social workers in schools, and clarifying influence factors. Ten social workers working in schools in Tokyo municipalities where multiple social workers are assigned participated in this study. The collected data were analyzed using the text-mining method. Seven clusters were extracted. An examination of those clusters revealed the following four influence factors.
(1) The peculiarity of school social work in its function of assisting the families of students.
(2) School social workers' own expertise and their professional performance.
(3) Social workers' action or inaction to share information among themselves and the availability or unavailability of opportunities for consultation.
(4) The deployment of school social workers relative to their public image and their coordination with other organizations.

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This study examines cases of children in elementary schools and junior high schools who require protective care or assistance and are registered in child abuse prevention networks in an unidentified city. The problems children encounter, such as their ecological environment, the state of their guardians and/or their own states, how school social workers support them, and changes in them, their guardians, and schools were all determined. Thanks to the support of school teams including school social workers, it was found that in more than half of cases that parents and schools created relationships or school staff and children did so. In more than 40% of the cases, the children found a place in their school and their life environment was improved. In more than 30% of cases, the behavior problems of the children settled down, and they found far more for themselves in school than they found with their friends. Therefore, it was shown that support by a school social worker can change a child, a home, and a school, and it is essential to create a system that takes into account the point of view of a whole city.

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This paper gives an overview of research and practice trends in school social work in the U.S., reviewing Children & Schools for research trends and accounting for practice trends demonstrated in the School Social Work Association of America's (SSW AA) conference programs. This paper also gives implications for school social work research and practice in Japan. The review focuses on research methods, continuity between research and practice, theoretical bases and approaches, and macro-practice and social action. Research and practice should have continuity, and practice research based on collaboration between researchers and practitioners has become more important in recent years. This paper sheds light on the continuity, depth. and breadth of school social work research and practice in the U.S., providing information from both SSW AA conferences and articles in Children & Schools.

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