Today, both from the standpoint of psychology of education and adolescence, it is very significant to do any study on college students' life. However, this sort of study is not necessarily matured ; and there are problems, such as students' power, marriage among students, deviate behavior of students, etc. which are untouched yet. Researchers, here, have been engaged in a study as is seen below:
Emphasis is made on the following four areas. And analysis is based on materials obtained during ten years.
(1) Consciousness and attiudes of students. The following problems are reviewed: Conscious way of life; View of life; Consciousness to value system, to colleges and universities, to college life and to social system ; Attitudes toward human relations, to society, to politics and to occupations, etc.
(2) Co-curricula activity at colleges and universities. From the following viewpoints review has been made: Participation to co-curricula activity, Life in domitory, Use of student union, Engaging in part-time job, Finding financial aid (Problem of being independent of family regarding finances), Use of leasure time including reading tendency and enjoying mass media.
(3) Maladjustment in college life. From the following viewpoints review has been made: Maladjustment of students with low academic standard or who have flunked out, Maladjusted students with psychological problems (action research, screening test, etc.), Orientation and articulation to college life.
(4) Counseling and psychotherapy.
Followings are the viewpoints: Role and function of counseling in colleges and universities, Problem of role taking of staffs and their team work in counseling activity, Technique of counseling, Worries and suicide problem of students.
By reviewing those problems, researchers have found out some problems to be studied hereafter. However, research has been limited to the problems about students in Japan, this time. And the writers hope to extend it to the problem of students in foreign nations and to the crosscultural studies.

抄録全体を表示

　本稿は，文部省及びCIEが実施したIFELのうち，「厚生

」をテーマとした講習（以下，「IFEL厚生部門」と略記）の実態と役割に着目し，戦後日本の「厚生」の端緒を実証的に明らかにする．戦後の大学行政は，新たな制度等の導入とともに各種の研究会，講習会が実施された．そこで「IFEL厚生部門」の実態とその役割に着目し，「理念」，「活動内容」，「普及」の視点から分析した．分析の結果，「IFEL厚生部門」では，①米国人講師が先導して新たな「理念」を紹介したこと，②日米の講師が分担することで学生生活全般の「活動内容」が提示されたこと，③この「理念」，「活動内容」を「普及」させるため，指導者・実践者の育成が図られたこと，を考察した．以上の3点より，「厚生」の端緒が構造的に形づくられた．

抄録全体を表示

目的：本研究の目的は、ふれあいサロンの担い手確保の方策を検討する基礎資料とするために、高齢者を対象とするふれあいサロンにおける保健

員の果たしている役割と活動体制を明らかにすることである。

方法：須坂市の12の地域福祉圏(以下、地区とする)のうちの10地区から各1名、合計10名の保健

員を対象に、半構造化面接によるインタビュー調査を行った。質的帰納的分析方法を用いて、分析を行った。

結果：ふれあいサロンにおける保健

員の果たしている役割に関しては、【健康情報の提供】、【健康知識の提供】、【健康に役立つ活動の実践】、【健康のための個別の支援】という4つのカテゴリーが抽出された。ふれあいサロンにおける保健員の活動体制に関しては、【保健員個人が持つ資源を活かした体制】、【OBの継続的な協力がある体制】、【当番等による柔軟な体制】、【任期交代制による半義務的な体制】、【組織のバックアップがある体制】という5つのカテゴリーが抽出された。

結論：ふれあいサロンにおいて保健

員が果たしている役割について、結果で述べた4つがあると明らかになった。以上の役割を実践することで、ふれあいサロンの参加者の保健意識の一層の向上につながると考えられる。それと同時に、保健員が自身の果たしている役割を認識することで、活動における自己の有用感が実感でき、積極的に活動しようとする気持ちや、活動に協力し続ける意思が生まれると考えられる。また、活動体制について、結果で述べた5つの体制があると明らかになった。そういった活動体制が機能することで、担い手の固定化、後継者の育成困難や義務感・負担感があるといった担い手の課題の軽減につながると考えられる。以上のふれあいサロンにおける保健員の果たしている役割と活動体制を明らかにできたことは、ふれあいサロンの担い手確保の方策を検討する基礎資料となり得ると考えられる。

抄録全体を表示

The Family Court can entrust delinquent boys to Hodo-Itakusaki, according to the process of juvenile justice (The Japanese Juvenile Law, art. 25). Of Course, it is necessary for such a decision to be based on a reasonable judgement. The trustee (master of Hodo-Itakusaki) protects and guides boys for the restoration of their sound daily lives. In case guidance in Hodo-Itakusaki is successfully completed, the boys don't generally need treatment in a refomatory. This paper aims to describe the present state of Hodo-Itakusaki, from the viewpoint of its speciality and diversity. Most of the data used are based on interviews with the four trustees. 1. Hodo-Itakusakies have specialities in some respects in overall jevenile protection system. (1) Delinquent boys must leave their usual living conditions when they are entrusted to Hodo-Itakusakies, and very often they can get out of their pathological living conditions. (2) The boys come to lead regular lives under the guidance of trustees. (3) Trustees treat boys individually and understand each boy's way of thinking. (4) Trustees guide boys with positive guidance programs. (5) The goal of this guidance by Hodo-Itakusakies is to make boys lead stable lives in their new living conditions. For example, most boys individually need to get jobs suitable for them. 2. There is diversity in Hodo-Itakusakies. Itakusakies are different from each other in some respects, to meet diversity of boys' needs. (1) Itakusakies vary in the capacity and the composition of their staff, although the maximum capacity of each Itakusaki is 20 boys. (2) Each Itakusaki has a unique evironment and living facilities. Some Itakusakies are located in cities, others in places closer to nature. (3) Each Itakusaki has its own image of a boy who will fit its programs and lives, and as long as boys are suitably selected and entrusted, the guidance for boys generally yield goods effects. (4) Each Itakusaki has its own concrete guidance program. It provides boys with opportunities to reflect on themselves in some cases, train themselves in others. There are the speciality and the diversity in Hodo-Itakusakies. If these resources are effectively and appropriately applied, the role of the Hodo-Itakusaki in total juvenile justice system will become increasingly important.

抄録全体を表示

本稿の目的は，「学生担当職」の担い手の実態と役割，必要な資質・能力を歴史的に考える上で，そのルーツを考察することである。具体的には，1950年代半ばの「学生部職員名簿」に基づき，実態，資質・能力の諸相を明らかにする。更に，「第3回研修」を事例に，そこで参画していた「学生担当職」が，その後各大学で「厚生

」の要職に就いていった可能性に言及した。本稿の知見を整理すれば，以下の3点である。第1に，「学生担当職」は，教員，事務職員の双方が「学生部」という組織を乗りあいにして業務を担っていた。第2に，教育的かつ実践的な資質・能力が求められていた。第3に，全国規模の研修では教員，事務職員の双方が「講師」や「助言者」を担当していた。しかし，教員，事務職員の双方がどのように協働しながら各大学で「厚生」を普及・推進させていくのか，という現代に至る学生支援の課題は，既に1950年代半ばに析出されていた。

抄録全体を表示

Many pre-delinquents in Japan are handled by the police without being referred to the court.
The writer participated in an observation of the methods which the police use in handling these pre-delinquents at a youth center administered by the juvenile department of the Tokyo Metropolitan Police.
The police act in two ways (1) Quick and spontaneous advice is ginen by the special patrol squads at the place where the youth is found to have commited a wrong-doing, or at one of the sub-stations where he is brought without being coerced. Parents are often called in order to take the 'wrong-doer' home, (2) Counseling over a period in given by psychologists at the youth center for maladjusted youth or for worried parents who voluntarily appear. The former method in a kind of shock treatment for the wrong-doer and a way of letting the parents know about his wrong-doing. This way appears, however, to be ineffective, except in the case of an incipient wrong-doer and for parents who are ready to improve their home environment by themselves. As a consequence, stress has been increasingly placed on the latter method.

抄録全体を表示

本稿では京都市の資料を基に， 1960～70年代の京都市教育委員会生徒福祉課による「非行や問題行動」に対する「学校のケースワーク的実践」の先駆的な事例を考察する．そして，生徒福祉課の実践は子どもや保護者の考えを尊重して，教職員と関係機関の職員がチームで生徒個人と取り巻く社会背景を見立てて，役割分担をして対応するなどの点で，現在行われるSSW事業の方向性と重なる部分が多いことを明らかにした．
当時の生徒福祉課による試みは現在，継続していないが，現代のSSWを実践する際にはこの事例から学ぶべきことがある．それはSSW事業の推進には教育行政の提起だけでなく，教職員や生徒，保護者がSSWを有効な実践であり，学校や生徒管理の単なる道具ではないという意識を共有し，関係者相互の連携が必要になるという点である．

抄録全体を表示

This paper discusses the concept of “Guidance and Welfare” for university students in the early postwar years by analyzing the process of the deliberation and its report (1958) on the committee of the Japan University Accreditation Association (JUAA). The concept of “Welfare and Guidance” was discussed and developed as services or affairs for students in the early postwar years. Some previous studies have stressed the importance of the roles of the deliberation and its report from JUAA in terms of “Welfare and Guidance.” Therefore, this paper examines the process of the deliberation and its contexts in the report by the JUAA by relying on primary sources. As a result, this study provides a comprehensive discussion on “Welfare and Guidance” in the JUAA context and reveals the major implications for the diverse backgrounds and roles of student services and affairs.

抄録全体を表示

In-service training programs are playing an increasingly important role in Japanese higher education. Relying on primary sources that was researched and collected in the US and Japan, this study examined the historical role of the Special Institute of Welfare and Guidance (Kosei- Hodo Tokubetsu Kenkyukai, 1955) for the academic and non-academic university staff of student affairs in the mid-1950s in Japan. Some previous studies have pointed out the actual situations of the Institute of Welfare and Guidance (Kosei-Hodo Kenkyukai, 1951-1952) before the Special Institute of Welfare and Guidance Therefore, in this study, I examined both the implementation process and the actual details and features of lectures and participants at the Special Institute of Welfare and Guidance As a result, the importance of analyzing the Special Institute of Welfare and Guidance and the new role of academic and non-academic university staff of student affairs in the mid-1950s in Japan are shown.

抄録全体を表示

This paper clarifies how “ welfare and guidance ” for college students were discussed and defined in the early postwar years. I analyzed the discussion process in the Student Welfare Council, which was formed in MEXT. After World War II, welfare and guidance were implemented through a variety of measures until the 1950s. Previous studies have pointed out that the systematic definition and content of welfare and guidance appeared for the first time in a report by the Student Welfare Council in 1958. Since then, this framework has long been the model for student affairs at Japanese universities. In this paper, I examined the process of deliberation in the “joint working group of welfare and guidance” by analyzing the minutes of the Council. These primary sources are examined for the first time in this paper.

There were three main findings: (1) the classification and standardization of welfare and guidance contributed to the clarification of those activities; (2) the categories of welfare and guidance gradually expanded and diversified; and (3) the final report reflected each university’s activities through members of the working group, who were deeply involved in the contexts and realities of welfare and guidance.

抄録全体を表示