This study clarifies the problems linked to the policy development of the School Social Worker (SSWr) Project. For this purpose, the budget compilation materials for each year are analyzed by comparison with the actual support practice in Schools. The Ministry of Education, Culture, Sports, Science and Technology (MEXT) launched the SSWr Research Commissioned Project in 2008, but was initially unclear in its policy intention. The SSWr project was incorporated as part of the project corresponding to Article 13 of the Fundamental Law of Education in the following fiscal year, 2009. Subsequently, the SSWr Project was implemented in 2013 as a countermeasure against bullying, which is a problem of “Education” for children (context 1), and in 2015 as a measure against child poverty, which is a problem of the “Environment” of local communities and homes (context 2), by the Cabinet Office. In 2018 and onward, the SSWr Project was positioned as “School as a team”, which is a problem of the “Work Style” of busy teachers (context 3). Based on the above results, this study examines and discusses the gaps between policy and practice due to policy re-contextualization.

Anti-oppressive social work practices are considered as a necessary approach to structural barriers that cause oppression and discrimination. However, the analysis of the structure and impact of oppression on children from the perspective of school organizations and cultures has not been clarified. In addition, analysis and consideration for reviewing the current state of social work practices in Japan from the perspective of concerned parties have not yet sufficiently advanced. Therefore, the purpose of this study is to understand the actual situations of young people who experience difficult living due to oppression and discrimination, and to clarify the analysis from their narratives and viewpoints. An interview survey is carried out on the life story of oppressed young people in youth support facilities, to enable the analysis and consideration of their actual situations and backgrounds. As a result, the dynamics in which social structural oppression is chained and multiple difficulties are individually manifested and internalized, and the viewpoint of concrete ideas for analyzing oppression have been clarified.

To support infants with special needs, nursery school teachers are required to acquire knowledge and skills related to care work and demonstrate the full function of social work. This study examined the use of behavioral consultation techniques as logistic support for nursery school teachers in fully demonstrating the functions of social work. We reviewed studies published since 1999, when the first report on behavioral consultation was issued in Japan, and obtained suggestions on parental participation, shared understanding, and multidisciplinary collaboration. The result suggested that providing support in terms of planning and implementing support programs in nursery schools and kindergartens and paying attention to the independence and autonomy of nursery school teachers in solving problems are important roles of external experts. The finding further revealed that the key to evaluating the usefulness of behavioral consultation techniques lies in their ability to motivate nursery school teachers to solve problems and promote child-centered reflection. Moreover, the techniques should contribute to building equal and open relationships with colleagues and other professionals.