Yozo Takino

type:Article トラウマは、当事者の口から語ることが容易ではないことから、適時適切なケア・関わりが届きにくい現状にある。本稿では、アートという媒体と通して“こころ"や“人生"のテーマで絵を描いてもらうワークショップを実施する中で見いだされた、子ども時代のトラウマに着目した。子ども時代のトラウマは、自他ともに気づかれないまま放置され、現在の生きづらさにつながっていた。無理強いしないアートという方法で、子ども時代のトラウマに気づくことが、トラウマを過去のものとして、未来に進んでいける一歩になる可能性を秘めていた。海外では盛んな、地域におけるトラウマインフォームドな実践の一例を報告した。 Trauma Informed Care refers to support based on trauma understanding. Understanding trauma-informed care begins with recognizing some of us who may be traumatized. This paper is a report of "Kokoro Art Expression Project" in 2019. It is an effort to have the picture express one's difficult experience and difficulty living in the mind. In a safe and secure space, we aimed to support empowerment by allowing individuals to face memories that cannot be translated into language, and in the process, to be aware of the power hidden in them and to take new steps, to enhance the resilience of such people. The target is those who want to express themselves in art. As a result, 40 mentally handicapped people, their families, and supporters participated. We found trauma in many of the works we were asked to write about one's life. When categorized, it became mal-treatment, grief, trapping, and so on. In this paper, we discussed paintings depicting childhood traumas. By drawing a picture, an unconscious childhood trauma emerged, and being aware of it led to the empowerment of the person. It was confirmed that it was necessary to respond sensitively to people who might have trauma.

type:Article 学校における児童生徒の対応の中でも性被害・性加害について、対応に苦慮し困ることが多い。筆者らはX市において、児童生徒の性被害・性加害における教職員の対応についての調査を実施し、あわせて、トラウマインフォームドケア(TIC:Trauma Informed Care)を踏まえた性被害・性加害の研修を行った。限られた時間の研修であったものの、研修前後で、性被害・性加害の子どもや保護者への対応ができる効力感が1.5 倍～2.24 倍に増し、トラウマについての認識(トラウマの経験率/種類/脳・身体への反応/影響)も、有意に向上した。TIC 実践をするための研修においては、バイオ・サイコ・ソーシャルな多面的な視点からトラウマに関連する内容を盛り込むことに意味があったと考えられた。また、TIC の視点を教職員が有することが、被害・加害を超えて、それぞれの子どもと向き合える可能性の拡大につながっていた。 This reported on the actual situation of the awareness survey of faculty and staff on sexual harm and victim in City X and the effect of training session for sexual harm and victim from the perspective of Trauma Informed Care (TIC). We examined how TIC should be introduced to faculty and staff in the future. We also mentioned that in schools where various students participate, it is necessary to take care of not only the victims but also the perpetrators. Beyond the damage, each irreplaceable student must be cherished by everyone. They can take care of their lives owing to teacher's helps.

type:Article 学校における児童生徒の問題行動や課題は、増加傾向にある。それに対応する生徒指導として、トラウマインフォームドケアの視点が、今後、必要となってくると考えられる。筆者らはある中学校に対して、トラウマインフォームドケアの視点を導入するために、事例相談と教職員研修を行なった。その内容から、トラウマインフォームドケアの視点は、スムーズな生徒指導をもたらすだけでなく、教職員自身のストレスを減少させる可能性があることが示唆された。 Recently problems and challenges of students in school have been increasing. The present authors came to think that implementation of Trauma Informed Care(TIC) for student guidance was very useful. A practical study that led to the introduction of TIC was conducted in a junior high school. The various occupational team worked closely with the school and teachers' needs to share the TIC perspective in consultation and training. As results of two years of intervention, teachers learned that understanding TIC lead to appropriate student guidance and reduce problems students.

type:Article 近年、米国を中心にトラウマインフォームドケアと呼ばれ、トラウマを念頭に置いたケアが普及している。本稿ではこのケアを本邦に導入することを目的として、その概念と米国で実践されているプログラムの内容をまとめ、問題点を検討した。トラウマは社会生態学的モデルで捉えられ、ケアの鍵概念としては「トラウマへの気づき」、「安全性の重視」、「コントロール感の回復」、「ストレングスに基づくアプローチ」が挙げられていた。子どものプログラムでは家族、養育者、支援者、管理者など子どもを取り巻く援助資源に働きかけ、連携していくことが推奨されていた。最後に、導入する際の問題点として、資源、マンパワー、負感情について検討を行った。 The care called Trauma-Informed Care(TIC) is spreading led by the United States. In this paper, we summarized the concept of TIC and the program practiced in the United States, and examined its problems for the purpose of introducing this care into Japan. In TIC, trauma was considered in Social-Ecological Model, and there were key concepts of "Trauma awareness", "Emphasis on safety", "Oppotunities to build control","Strengths-based approach". In child program, supporters who help survivors need to work on and collaborate with various resources like families, caregivers and managers. Finally, the problems for introducing into Japan were examined resouces, manpower and negative emotion.

東日本大震災子ども・学校支援チームが，震災直後2011 年3月11 日からチームとして行ってきた支援活動を，被災地に在住する支援者と遠隔地に在住する支援者との立場からまとめ，チームとしての形成過程について整理した。そして活動全体に対し，文化の違いを越え，危機介入の専門家がコンサルテーションを行い，さらにそれらの意義を，異文化圏の心理・教育の実践的専門家が集う，第35回International School Psychology Association年次大会で報告した。チームの活動を共有する語りと記録の往還の成果としては，学級担任制が中心となる日本の学校で，学校心理学・学校教育相談などの側面から，学校心理士が行える活動が示され，今後さらに獲得すべき力量が明確化された。また，遠隔地の者・異文化にある者から支援できる側面が明らかになり，その中核となる情報の共有の重要性が確認された。課題としては，他の文化に向けてこの経験を役立てるには，体験の般化をさらに進める必要性があることが示された。 Activities following the Great East Japan Earthquakes Child using the School Support Team used a team building process and international supporting experience. The recovery and growth activities were reviewed by outside supporters as well as inside supporters who were also affected by this event. Cross-cultural consultation was provided by an international crisis intervention specialist over two years. This entire process was reported at the 35th International School Psychology Association annual meeting held in Porto Portugal in which the practical specialists of the psychology and the education were gathered. It is believed that the team building process which included on-going communication of narratives and reports on every aspect and progress concerning the difficulties in supporting children and schools in the affected areas facilitated recovery and provided the necessary psychological support. As a result of the overall consultation and supporting process both within Japan and from outside, the findings showed team facilitation and the abilities and knowledge of the Japanese school psychologists using assistance of outside and overseas supporters helped the main supporters in the affected areas, and gave important information about the psychological and physical needs of those in the affected areas. Finally, in order to make this experience useful for future help to people from different cultural backgrounds, it was shown that our experience was common to others experiencing overwhelming natural disasters.

type:Article 本研究では,大学における「いじめ」について,他の年齢段階の「いじめ」との関連性,独自の観点から位置づけを試みた。大学生318名に対して,大学に「いじめ」があるかどうか,大学の「いじめ」が深刻だと思うかどうか,大学生の「いじめ」行動,「いじめ」に対する考え方,大学に「いじめ」が存在する原因,「いじめ」が存在しない原因を尋ねる調査を行った。その結果,大学においては,小学校,中学校においてみられるような「暴力」による「いじめ」はあまりみられないものの,「拒絶」や「集団によるいやがらせ」などの行為が「いじめ」として認識されていることが示唆された。また,大学に「いじめ」があると認識し,それが深刻であると認識している大学生は,高い割合で「いじめ」はどんなことがあっても許されない行為であるという考え方に賛同していることが示唆された。さらに,大学に「いじめ」が存在すると考えている大学生は,それが深刻であると考えているものほど,その原因を「人間性」や「環境」に求める割合が高いことが明らかとなった。また,大学に「いじめ」が存在しないと考えている大学生は,その原因を「人間関係の希薄さ」に求める割合が高いことが明らかとなった。 The present study investigated bullying at a university in comparison with bullying at primary, secondary and high schools. University students (N=318) completed a questionnaire asking whether there is bullying at the university or not, whether bullying at the university is serious or not, which actions does university student's bullying have, how is thought of bullying, why bullying exists at the university, why bullying does not exist at the university. As a result, it was suggested that the actions such as "Rejection" and "Annoyed by the group" be recognized as bullying in the university though bullying by "Violence" shown in the elementary schools and the junior high schools was not so done. It was suggested that the university students recognized serious bullying at the university agreed to the idea that bullying was the action never permitted at a high rate. It was also suggested that the university students recognized serious bullying at the university answererd on ground of "Human nature" and "Environment". The university students who thought that bullying did not exist at the university were assuming that the weakness of the interpersonal relationship was the reason at a high rate.

type:Article 本邦におけるレジリエンス研究は未だ活発に研究が行われていない状況にある。そこで、本稿では本邦におけるレジリエンス研究の動向を概観し、発達段階別に整理を行った。レジリエンス測定尺度は、個人内要因に着目するものが多く、資源の認知と使用を区別する尺度も見られた。リスク要因は多大なリスクやストレスではなく、日常的なストレス場面を取り上げている研究が多く、逆境の定義が曖昧であることが指摘された。またレジリエンスは総じて精神的健康度を良好に保つための要因となることが考察された。 The study on Resilience in Japan has not been actively done yet. This paper surveyed the trend in Resilience researches on Japan and reviewed from the point of view of the developmental stages. Resilience scales used in the researches were more focused on the individual factors and it was found a resilience scale distinguished between the cognition and use of resources. Risk factor was featured many scenes of daily stress rather than the enormous risk and serious stress. It was also pointed out that the term of “adversity" was not well defined. Resilience can also be a consideration of factors to keep in good mental health generally.

type:Article 米国ロサンゼルス市統合教育区教育委員会(LAUSD)における学校危機管理と介入について調査を行った。LAUSDでは,さまざまな学校危機が想定されており,危機介入チームの各担当者の業務内容が明確に細分化されていた。また,危機時に使用する設備やリストが事前に用意されていた。日本においても危機への準備性を高め,学校や地域の取り組みを推進していく必要がある。 We investigated the school crisis management system used by the Los Angeles Unified School District (LAUSD) of United States. In LAUSD, varieties of school crises were assumed, and the work contents of each person attached to the crisis intervention team was subdivided clearly. Moreover, the equipment and list used at the crisis were prepared beforehand. It is necessary to improve the preparation for crisis and to promote the approach in school and community in Japan.

Various kinds of school incidents and accidents are being reported more frequently than in the past, and school crisis preparedness and intervention have received increased attention recently. "Risk management" is defined as the process in which, before incidents and accidents occur, school personnel attempt to prevent their occurrence, and after an occurrence, personnel wrestle to control the resulting crisis in the school. Crisis management minimizes damage just after incidents and accidents, and promotes early recovery. Essential for the preparation for school crises are management for and education about safety, and installation of a school-based crisis response team. The psychological impact of incidents and accidents may continue for a long time in the school setting. In order to facilitate the recovery process, the response to students should be made very carefully, because individual differences in reaction to incidents will increase over time. Therefore, psychoeducation about trauma care is quite important in order to enable teachers, parents, and mental-health professionals to deal with affected students. Psychological assessment is also an important basis for long-term care. The present article describes some of the present author's experiences in the Ikeda incident, as a member of the crisis response team, and also experiences conducting simulation exercises for crisis teams, using vignettes of school crises. Such exercises should result in a better balance of prevention and intervention in the future. A new trend in prevention education is to develop methods that encourage students' initiative and activities, thus fostering good relations in the classroom. In addition, research on and evaluation of crisis intervention and crisis prevention training programs should be conducted, in order to improve the practice of such programs. It is important that educational psychology and school psychology contribute to school crisis prevention and intervention. School psychologists should take an important role in the response to crises.