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Jun Miyajima, Chubu Gakuin University Keywords:

Suggestion from School Community based Approach in NZ ‐ Hearing investigation to Multi-professional Team -. Jun Miyajima, Chubu Gakuin University Keywords: School community, approach, multi-professional teams, hearing. Introduction.

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Jun Miyajima, Chubu Gakuin University Keywords:

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  1. Suggestion from School Community based Approach in NZ‐ Hearing investigation to Multi-professional Team - Jun Miyajima, Chubu Gakuin University Keywords: School community, approach, multi-professional teams, hearing

  2. Introduction This report is the result of an investigation in NZ and put into practice by the School community to give their youth a healthy upbringing. In the past, NZ was one of the countries with the worst bullying problems in the world. In order to clear this bad reputation, the government, local administration, schools, and people came together with the creation of the School community as their aim. This reporter tried to concretely grasp the measures taken by NZ against bullying. I visited both the NZ Ministry of Education, which is responsible for NZ’s anti-bullying policy, the Ministry of Social Development, which works with the SSW, and NGO located in the suburbs of Wellington. I conducted hearings at each of them. Based on the knowledge which gained through this investigation, I investigated the ways in which the educational ideals and welfare practices of NZ could be adapted to the development of youth in Japan.

  3. Research 1)date：11-12, 3, 2013 2)place： Challenge 2000 Staff office, Porirua Johnsonville, Wellington, NZ 3)target： Challenge 2000 Staff, Youth Development Agency / Kiri Alexander, National Office / Mark Brown, Ministry of Education / Tina May Wilkins, Child and Youth center 4)method： Hearing 5)practical moral：I visited the above-mentioned organs after having obtained their understanding regarding its purpose, aims, the topics of the hearings, and the ways in which the research results would be used. Moreover, additional confirmations were conducted on the day of the hearings, in which I showed the documents that I had shown beforehand once more.

  4. Result The NZ Ministry of Education is raising an affirmative school climate, such as can be seen in Diagram 1, and is supporting the youth through the structure indicated in Diagram 2. In regions in which support is necessary, it is not offered in “zones,” which consist of the community which surrounds a school, but rather, as shown in Diagram 3, is offered in a comprehensive manner in “clusters,” while attempting to enlist the participation of the residents. In regions where obtaining the participation of the residents is difficult, a community action is deployed by NGOs. According to the results of projects deployed by NGOs, such as indicated on Diagram 4, they create regional establishment and a positive cycle for young people, and are useful in fostering community action successors.

  5. Diagram1：Positive School Climate in all New Zealand Schools and Kura

  6. Diagram2：Summary of Positive Behavior for Learning Initiatives

  7. Diagram3：Social workers in Schools service: Relationship

  8. Challenge 2000 report

  9. Diagram4：Serving Young people and Families since 1988

  10. Community action of NGO Wesley

  11. Conclusion In Japan, the cities, towns, and villages in which young people spend their daily lives are equipped with Boards of Education and Social Welfare Councils. From the position of SW and based on the investigative results of this report, I would like to emphasize the fulfillment of the functions of the Social Welfare Councils. This is because the particularities of the Social Welfare Councils: 1)permanent civil groups established by the Social Welfare Act, 2)injected with a certain amount of public funds, 3)Established in every city, town, and village across Japan. These three points differ from the above mentioned civil groups in NZ, and provide a large advantage. If our Social Welfare councils can learn an approach based on NZ’s School community, and add these councils’ practical approach, the blank period in the support of Japanese children and youths will be eliminated. This will allow Japanese youths to have a rich upbringing, and will in all likelihood lead them to break free from negative cycles.

  12. Acknowledgement I thank the chairperson who gave an opportunity of such an announcement and the person concerned. I am very grateful for your cooperation for my investigation in NZ.

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