Updated on 2021/12/25

写真a

 
ARAKI Fumiyo
 

Degree

  • Ph.D(Education)   Coursework ( 2010.9   Tokyo Gakugei University )

Research Interests

  • Clinical Psychology

  • Developmental Psychology

  • School Psychology

Research Areas

  • Humanities & Social Sciences / Educational psychology

Education

  • Tokyo Gakugei University   Doctor's Course   Completed

    - 2010.9

Research History

  • Fukui University of Technology   Associate Professor

    2014.4 - 2015.3

  • Fukui University of Technology   Associate Professor

    2014.4

  • Fukui University of Technology   Associate Professor

    2015.4 - 2016.3

  • Fukui University of Technology   Professor

    2016.4

 

Presentations

  • Implementation of organizational consultation: Engagement of a school psychologist as an internal consultee International conference

    2021.7  International School Psychology Association

     More details

    The study examined the implementation of organizational consultation through the engagement of a school psychologist as an internal consultee for developing an inclusive support system for students with disabilities in a private university over six years. The implementation process considered four stages: entry, problem definition, needs assessment, and intervention. First, administrators consulted a school psychologist working in the university regarding support for students with disabilities. Second, we defined problems that each staff had reported and designed an inclusive support system. Third, they assessed the condition of the students and the existing support systems through reported documents about the students and the organization. Fourth, as an intervention, a committee comprising school psychologists, an administrator and staffs supporting for the students was formed to design support systems, including the transition support system for entering the university, the learning support system to determine procedures and requirements for reasonable accommodations, and the employment support system for after graduation. Although it provided the administrators detailed descriptions of the implementation, it requires further improvement of our evaluation methods. Therefore, an engagement of a school psychologist as an internal consultee is considered to facilitate long-term systems change.