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「悩めない」大学生への理解と支援 : 学生相談カウンセラーの視点から
笠井, 萌乃;渡邊, 誠
Permalink : http://hdl.handle.net/2115/92155
JaLCDOI : 10.14943/RSHSK.6.39
KEYWORDS : 「悩めない」大学生;学生相談室;質的研究;university students who “don’t worry”;student counseling room;qualitative study
Abstract
近年、葛藤を抱えたり、自分の感情と向き合うことができなくなる、つまり「悩めない」状態にある大学生が増加していることが指摘されている。本研究では、大学生にとって身近な相談機関である学生相談室が、「悩めない」大学生をどのように理解し、支援を行っているか明らかにすることを目的とし、3名の協力者にインタビューを実施した。協力者の語りから、困り感などの身体感覚や思いを言語化することが難しいために、悩みの存在がどこかで意識されつつも、ありありと目に見える形で現前せず、悩みへと近づいて行けないことが、「悩めない」ということだと考えられた。また、このような学生たちを迎え入れる学生相談室の在り方も語られ、カウンセラーが学生に対する「わからなさ」を抱え、そのことを自覚していることが求められること、不確実さに耐えながらもカウンセラー自身が悩むモデルとして、学生の前に居続けることの重要性が示された。
In recent years, it has been noted that the number of college students who are unable to conflict or face their feelings, in other words, “don’t worry,” has been increasing. In this study, we interviewed three collaborators with the aim of clarifying how the Student ounseling Center, a familiar counseling institution for university students, understands and supports university students who “don’t worry”. From the collaborators’ narratives, it was considered that the “don’t worry” is the result of the difficulty in verbalizing physical ensations and thoughts, such as a sense of distress, and that although they are aware of the existence of their problems, they are not tangible and obvious form, therefore they are not able to approach them. The counselors are required to be aware of the “unknowability” of the students, and it is important for them to remain in front of the students as a model for their own distress, while enduring uncertainty.
In recent years, it has been noted that the number of college students who are unable to conflict or face their feelings, in other words, “don’t worry,” has been increasing. In this study, we interviewed three collaborators with the aim of clarifying how the Student ounseling Center, a familiar counseling institution for university students, understands and supports university students who “don’t worry”. From the collaborators’ narratives, it was considered that the “don’t worry” is the result of the difficulty in verbalizing physical ensations and thoughts, such as a sense of distress, and that although they are aware of the existence of their problems, they are not tangible and obvious form, therefore they are not able to approach them. The counselors are required to be aware of the “unknowability” of the students, and it is important for them to remain in front of the students as a model for their own distress, while enduring uncertainty.
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