Training of school guidance and counselling workers in Japan: Concerns and challenge s for future development

Citation data:

Journal of Learning Science = 学習開発学研究, ISSN: 1883-8200, Issue: 8, Page: 67-79

Publication Year:
2015
Usage 16
Abstract Views 16
Repository URL:
https://repository.hkbu.edu.hk/hkbu_staff_publication/5909
Author(s):
Chan, Mow Chiu Raymond; Shinji, Kurihara; Ericson, Yukiko; Akane, Yamasaki
Publisher(s):
広島大学大学院教育学研究科学習開発学講座
Tags:
School guidance and couselling worker; teacher training; induction; professional development; Japan
article description
In Japan, school guidance and counselling has shifted from problem-solving remedial services to a more developmental, preventive approach. With this approach, the aim of school guidance and counselling is regarded as establishing a system that helps students develop a positive identity through successful, rewarding learning experiences in a school that provides support and care. Toward this end, a holistic approach has been adopted, which involves the collaboration of different psychological specialists and education professionals with different training and qualifications. This paper examines current practices and the training systems of different school guidance and counselling workers in Japan. With reference to the framework suggested by Gysbers (2000), four components of an effective school guidance and counselling delivery system-guidance curriculum, individual student planning, responsive services, and system support-are adopted as the framework for analysis. Based on a training model developed by Kurihara (2010a; 2010b), the expected roles of different school guidance and counselling workers are reported. This paper also proposes recommendations for pre-service training, induction, and in-service professional development for school guidance and counselling workers.