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实践，但在日本，对学校咨询的基本过程的调查却很少。本研究考察教师在学校咨询中对社会支持的认知。对236名初中教师完成了学校咨询支持量表（Rupard, 2009）的翻译。根据因子分析结果，构建了包含工具支持和情感支持两个因子的量表，共20个题项。对量表进行了信度和效度检验。

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.