日本人留学生の帰国後のケアを目的とした自助グループ活動―リエントリー課題への対応とキャリア形成の支援を焦点に―

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  • 髙濵 愛
    一橋大学大学院法学研究科講師　異文化間教育学
  • 田中 共子
    岡山大学大学院社会文化科学研究科教授　社会心理学・異文化間心理学

書誌事項

タイトル別名
  • Self-help Group Activities to Support Japanese Students Returning Home from Study Abroad Programs: A Focus on Challenges upon Reentry and Support for Career Development
  • ニホンジン リュウガクセイ ノ キコク ゴ ノ ケア オ モクテキ ト シタ ジジョ グループ カツドウ : リエントリー カダイ エ ノ タイオウ ト キャリア ケイセイ ノ シエン オ ショウテン ニ

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説明

<p>In order to provide Japanese students who are planning to and who have returned from study abroad with consistent support from universities both before and after the study abroad, this study aims to offer them educational support by applying the idea of self-help group activities to support their readjustment. The goal of the support is to promote their smooth readaptation, while preventing students from maladaptation upon reentry, to situate their study abroad experiences in accordance with their life-career goals, and to develop and connect the experiences to their future careers through the self-help group activity session. First, prior to the session, a questionnaire survey was conducted to investigate their conditions at the stage of reentry. Second, seven students of X University who had studied abroad joined the session, and their responses were analyzed. Finally, eight months after the session, a follow-up questionnaire survey was conducted to investigate the effects of the session. The results show that they experienced psychological and realistic difficulties, and they needed support. In the session, they shared emotions and information with fellow students who also had study abroad experiences. It is inferred that they felt relieved by sharing difficulties, found numerous ways and places to apply their experiences, and became further motivated to achieve their career goals by developing a vision for future. In the follow-up survey, they welcomed the session because it aligned with their needs, and the session was also evaluated positively. The session was effective in developing students’ cognition (discovery), helping them share their emotion (relief), and in formulating action (motivation and vision); thus, it is called “the three factors model describing the influence of the session.” On the basis of the above discussion, it is implied that self-help group activity alleviates maladaptation, and it provides support to achieve the career goal.</p>

収録刊行物

  • 異文化間教育

    異文化間教育 35 (0), 93-103, 2012-03-31

    異文化間教育学会

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