The purpose of this study is to construct a school social work practice model for Japanese LGBTQ students based on an empowerment perspective. Additionally, in constructing this practice model, we used the qualitative analysis of a narrative from LGBTQ parties.

The analysis resulted in five factors within the schooling environment leading to the decline in LGBTQ students’ power (intolerance systems to LGBTQ, shocking events, unintelligible behavior of others, no whereabouts, and negative self-image), and four factors promoting empowerment were revealed (tolerance systems to LGBTQ, receptive attitude of others, existent whereabouts, and positive self-image). In addition, to approach these in multiple ways, we presented a school-social work practice model based on the empowerment process. These practices are based on human rights and social justice for children, respect for diversity, and work to support children at micro, mezzo, and macro levels.

Key words：supervision, model generation, participatory evaluation

This study aims to evaluate the outcome of campus social workers (CSWs) at four-year colleges from the viewpoint of student support managers and clarify the correlated CSW activities. Based on questionnaire survey data for universities nationwide, we analyzed 33 cases in which managers and CSWs answered comparably. CSWs with long daily working hours as well as those engaged in suicide prevention were more likely to be evaluated for the effects of increased discussions by faculty and staff and improved use of student-support departments in the college compared to those who did not. Taking time to hold a case meeting for planning and monitoring also related to the evaluation of effectiveness. From free description, if a CSW focuses exclusively on individual student support, the manager’s outcome evaluation would likely be low; however, if CSWs hold case meetings with faculty and staff, use various social services, and report activities to on-campus administrative committees, the manager would evaluate them highly from various perspectives.

This study examined the establishment of an in-school, team-based collaborative support system and expectations for school social workers’ roles to establish the support system through surveys and semi-structured individual interviews. This study particularly focused on the roles of an in-school educational assistance committee and its collaboration with other school committees. At a junior high school that served as a research site, a three-year collaboration with a school social worker (Author 1) revealed the expansion of teachers’ knowledge of school social workers, including expectations for Author 1. In addition, revisions to an assessment form used by the educational assistance committee have visualized “strategies for information sharing and future plans” and increased the efficiency of committee discussions. However, such discussions were frequently kept within the committee and not shared with other school committees. It was suggested that educators and school staff members could gain deeper understandings of children and better support them by sharing information on children and collaborating as one school unit.