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K女子大学のピア・サポート活動における学生の成長 : ピア・サポーターの成長に注目して
https://doi.org/10.18881/00000080
https://doi.org/10.18881/000000806c4c0be4-b994-487b-8f2d-7181ef6cf44f
名前 / ファイル | ライセンス | アクション |
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KJ00009444879.pdf (2.4 MB)
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Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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公開日 | 2013-03-31 | |||||
タイトル | ||||||
言語 | ja | |||||
タイトル | K女子大学のピア・サポート活動における学生の成長 : ピア・サポーターの成長に注目して | |||||
タイトル | ||||||
言語 | en | |||||
タイトル | The Growth of Graduate Student through peer-Support Activity : Focus on the Growth of peer-suppoter | |||||
言語 | ||||||
言語 | jpn | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | ピア・サポート | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 大学生 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 社会人基礎力 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 学生支援 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 脱生徒化 | |||||
資源タイプ | ||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
資源タイプ | departmental bulletin paper | |||||
ID登録 | ||||||
ID登録 | 10.18881/00000080 | |||||
ID登録タイプ | JaLC | |||||
雑誌書誌ID | ||||||
収録物識別子タイプ | NCID | |||||
収録物識別子 | AA12036066 | |||||
論文名よみ | ||||||
タイトル | K ジョシ ダイガク ノ ピア サポート カツドウ ニ オケル ガクセイ ノ セイチョウ : ピア サポーター ノ セイチョウ ニ チュウモク シテ | |||||
著者 |
鳥越, ゆい子
× 鳥越, ゆい子× 武, 佐和子× 川西, 千弘× TORIGOE, Yuiko× TAKE, Sawako× KAWANISHI, Chihiro |
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著者所属(日) | ||||||
帝京科学大学こども学部こども学科 | ||||||
著者所属(日) | ||||||
立教大学人権・ハラスメント対策センター | ||||||
著者所属(日) | ||||||
京都光華女子大学人文学部心理学科 | ||||||
記事種別(日) | ||||||
内容記述タイプ | Other | |||||
内容記述 | 原著論文 | |||||
抄録(英) | ||||||
内容記述タイプ | Other | |||||
内容記述 | A purpose on this report is reviewing growth drivers of the university students in peer-support activity. In "K" Women'sCollege, they provided advice and planned events for other students as peer-supporter. Then they acquired 'ShakaijinKisoryoku' (Basic Skills to Work in the Society) through the peer-support activity.According to what peer-supporters say, they learned as follows, through peer support activity. In the first, they have come tobe able to think more actively than before. Second, they constructed new relationships. That is to say, this is their first time towork together in harmony. Finally, the activity gave them a sense of achievement. These experiences allowed them to grow. Four factors have made them grow. First, it is their surroundings. It is important that all faculty members have entrustedthem. Second, it is their relationships. That is to say, they must understand each other and collaborate together. Third, it isimportant to motivate them with success experiences. And, the last factor is atomosphere of peer-support community. Juniorstaff members have learned and been supported their growth by senior ones. It has been formed in their activity. Therefore in this case, peer-support activity has offered opportunities to act for others and collaborate with others, to them,who had used their all energy only for themselves. As the result, they have grown by the opportunity. | |||||
書誌情報 |
帝京科学大学紀要 en : Bulletin of Teikyo University of Science 巻 9, p. 45-56, 発行日 2013-03-31 |
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表示順 | ||||||
内容記述タイプ | Other | |||||
内容記述 | 6 | |||||
アクセション番号 | ||||||
内容記述タイプ | Other | |||||
内容記述 | KJ00009444879 |