Developing guideline for psychological support to school crisis in Japan (4)

Tominaga, YOSHIKI (Yoshiki)¹, Kubota, YUKI (Yuki)², Kobayashi, TOMOKO (Tomoko)³, Hiwatashi, TAKANORI (Takanori)^4
1Graduate School of Disaster Resilience Governance, University oh Hyogo, Japan
²Faculty of Human Sciences, Kyushu Sangyo University, JAPAN
³Faculty of Education, Shizuoka University , Japan
⁴School Counselor of Kitakyushu-City, JAPAN

 

Submission type

Poster only

Scheduled

Hallway, 22-07-2016, 16:00 - 17:00

Keywords

School Crisis in Japan, Delphi method, Guideline, Natural Disaster

Summary

 

 Despite the widespread practice of providing psychological support to Japanese schools in crisis, there is little consensus regarding its basic concepts and methods. Therefore, this study aimed to develop guidelines for psychological support to Japanese schools’ crisis. This report examines nine statements based on the three-step support model (Tominaga, 2014) for schools to recover from the crises caused by natural disasters. A two-round, web-based Delphi process was conducted. In the first round, there were 107 (87%) valid responses. The statement with the highest mean score of 8.64 was “After a disaster, it is most important for their recovery to enrich the child’s daily experiences such as eating, sleeping, studying, and playing.” The statement with the lowest mean score of 6.81 was “Children share their experiences following the disaster, including stress management and psychoeducation, for more than a year since the disaster.” Only this statement did not meet the criteria: The mean score of the modified statement “The school counselor helps teachers' activities for children to express and share their experiences after the disaster and gradually expose their disaster experiences.”  rose to 7.86, and reached the criteria.

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