An investigation of factors fostering school consultation

虽然学校咨询对教师和学校心理学家来说是一种有效的做法，但在日本，关于学校咨询的基本过程的调查只有少数几个。本研究考察了教师在学校咨询中对社会支持的认知。完成了学校咨询支持量表(Rupard，2009)的译本，共编制了236名初中教师。在因素分析的基础上，编制了由20个条目和两个因素组成的量表，即工具支持和情绪支持。对量表的信度和效度进行了检验。

Although school consultation is an effective practice for teachers and school psychologists, there is only a few surveys of a fundamental process of school consultation in Japan. This study examined teachers' perceptions of social support in school consultations. A translated version of the school consultation support scale(Rupard, 2009) was completed 236 junior high school teachers. Based on results of factor analysis, the scale was constructed consisting of twenty items with two factors, i.e., an instrumental support and an emotional support. A reliability and validity of the scale was examined.