@article{oai:naruto.repo.nii.ac.jp:00028526,
 author = {久米, 禎子 and 石井, 景子 and KUME, Teiko and ISHII, Keiko},
 journal = {鳴門教育大学学校教育研究紀要, Bulletin of Center for Collaboration in Community Naruto University of Education},
 month = {Feb},
 note = {本研究の目的は，養護教諭の自己理解と生徒理解を促進するための取り組みとして「プロセスレコード演習」を実践し，その効果を検証することである。中学校に勤務する養護教諭３名を対象とし，①態度分析，②異和感の検討，③ロールプレイからなる「プロセスレコード演習」を個別に１か月に１度のペースで３回行った。その結果，演習を通して，いずれの対象者も生徒対応場面において対象者の言動の背景にあった思考や感情が意識化された。また，生徒の感じ方や受け取り方への理解が深まった。その一方で，自分自身や生徒対応を振り返って見直すことは，対象者にとって怖さや痛みを伴う作業であり，自分や生徒と向き合うことへの措藤もみられた。このことから，「プロセスレコード演習」をより効果的に実施するためには，実施者が対象者の理解を一方的に促そうとするのではなく，対象者の措藤を受け止め，共に理解を深めていくことが必要であると考えられる。, This paper examines the effectiveness of "process record-exercises (PRE)" on Yogo teacher (Japanese school nurse)'s self-understanding and student-understanding. PRE consisted of three parts, ① attitude analysis, ② examination of a sense of incongruity and ③ role-playing. Participants were three Yogo teachers of junior high schools. They were instructed to create a process record picking up one scene from those of treating students with some sort of troubles, and they took part in individual monthly PRE with the facilitator over a three months period. The results showed that all participants had become more aware of their own feelings and thoughts behind their behavior to the students. They also had increased their understanding of the students' feelings and thoughts. However, some participants seemed to feel fear or pain to reflect on themselves and their behavior, so that to have conflict feelings for facing themselves and students. Conducting PRE more effectively, a facilitator need to go along with participants respecting their ambivalent feelings without forcing them to deepen their awareness.},
 pages = {17--26},
 title = {「プロセスレコード演習」が養護教諭の自己理解と生徒理解にもたらす効果},
 volume = {34},
 year = {2020},
 yomi = {クメ, テイコ and イシイ, ケイコ}
}