Child abuse is one of the most serious social problems in Japan. Although the largest group of child abuse cases is among elementary students, there are very few studies on the collaboration between child guidance centers and elementary schools. Even less has been written about the role of school social workers in child abuse.
This study examined not only the current state of collaboration between child guidance centers and elementary schools but also the activities that child welfare commissioners expect of elementary school personnel and school social workers using a self-administered survey, which was completed by 134 child welfare commissioners. Results indicated that 53 percent of the surveyed child welfare commissioners experienced difficulties in collaborating with elementary school staff. These findings suggest that detecting and reporting child abuse, supporting abused children and family members, supporting faculty members, coordinating faculty members' opinions and taking charge of collaboration, and networking among local residents should be the roles of school social workers.

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This research clarified the changes of course and a role which result in installation of a special support educational coordinator. The method of research compared the implementation guidance of model enterprises, the report, the report of a council, the notice, etc, such as the Ministry of Education, Culture, Sports, Science and Technology in connection with enactment of special support education. A role of the special support educational coordinator changes gradually and the contents of the role are expanded. It was shown that the role of promotion for making the organization of special support education is needed for the background. Moreover expansion of a role was seen also about the role of the coordinator of a special support school. However, description of an international role called the support to cooperation with the off-campus organs concerned, elementary and junior high schools, etc, was a center. About a special support educational coordinator's state, it inquired succeedingly and suggested that it was expected that a role and positioning also change.

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Ln future, the statement such as a qualification of the training course system at the qualification authorization or the university, a program of the person of present office training, adoption and the appointmemt, the duties indicator will be indispensable to the employment of the social worker in the school. I become important for a process of the talented person training in there being a node of today social welfare and the school education where to push forward the work and it how I appoint it.
I think about the basic main point in the talented person training while at first 1 examine the present Conditions of the node and stand on a curriculum and training of the graduate school education in advanced ground U.S. A. and those enforcement environment by this report, and considering a problem of the reflection of the university education practice (training of the trial in Fukushima University) of the writer.

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The ministry of Finance is planning to spend 1. 5 billion yen to set school social workers in 141 regions. It is necessary to discuss the training system for school social workers sufficiently.
In South Korea, the activity of school social work has been active since 1990's. Two national projects are being done and the legislation is being discussed now.
The system for giving the qualification of school social workers has already been established in South Korea. In addition to the national certification of school social worker, it obligates the practice, the acquisition of certification, and the supervision.
In this paper, I would like to introduce the system for giving the qualification of school social workers in South Korea based on the guide of Korean Association of School Social Workers and make the best use of it when we discuss such a system in Japan.

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It is objective one of the school social works (following, SSW) to promote the collaboration of the home -school -community. By the school social worker practical use business carried out from 2008, human placement to the educational institutions such as schools is pushed forward. Through such a base maintenance, a school becomes interface (a mutual contact surface) of education and well-being at this stage, and a role to tie home and community to a school is demanded. Then on that occasion what kind of existence does a school become as interface of education and well-being in SSW? I considered the school theory where SSW should have caught “the school as social center” of John Dewey (1859-1952) who was an education philosopher as a clue in the future by this report for this question.

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This study is a process of the ecological approach for supporting junior high school students in School Social Work (SSW). The purpose was to examine effects of the peer-coach training program (PCT ; 3 times in 3 weeks) on self-acceptance (SA), school-life skills (SLS), health, life-satisfaction and social support in high school students (peer coaches). They learned the basic empower-coaching for supporting junior high school students, in preventive, and developmental perspectives, in PCT. The empower-coaching is, based on the empowerment theory, the technique integrated basic counseling, coaching, teaching and advising methods into. High school students (experimental groups: N=44; control group: N=25-27) completed questionnaires composed of SA, SLS (including career decision skills, group activity skills, self-study skills, health maintenance skills and peer communication skills), health, life-satisfaction and social support. In the experimental groups, there were significant changes of total of SLS, career decision skills, group activity skills and peer communication skills after PCT. The results suggest that PCT will be useful for the ecological approach in SSW. Studies, however, are needed to verify more practical usefulness in facilitating peer interactions.

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[in Japanese]

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