日本語

英語

第 326 号
P2-3
特集 いのちの大切さを考える健康教育Ⅲ （全５回予定）

Special Issue “Health Education to Consider the Preciousness of Life”
III (Total of 5 editions planned)

子どものいのちを守るために～包括的な心の健康教育の中でTo protect the lives of children: In the context of comprehensive mental
health education
Professor Yuki Kubota, Graduate School of Education and HumanDevelopment, Nagoya University

名古屋大学大学院教授

窪田 由紀

はじめにIntroduction
There is nothing as heartbreaking as a child taking their own life.
防は国として取り組むべき最優先課題の一つであり、昨年、制定・施 Prevention of suicide in children is one of the most urgent challenges with
行された自殺対策基本法の一部を改正する法律や、それを受けて策定 which Japan must now engage, and the implementation of education which
contributes to measures to address suicide among elementary, junior high,
される新たな自殺対策大綱においても、児童生徒の自殺対策に資する
and high school students are specifically emphasized in legislation to教育の実施が明確に謳われた。
partially revise the Basic Act on Suicide Prevention, which was enacted
and enforced last year, and also in the new framework of measures todiscourage suicide which have been formulated in the light of this.
子どもが自らいのちを絶つほど痛ましいことはない。子どもの自殺予１

児童生徒対象の自殺対策に資する教育とはところで、児童生徒対象の自殺対策に資する教育とは具体的にどのようなものなのだろうか？新たな自殺対策大綱には、１）いのちの大切さを実感できる教育、２）社会において直面する可能性のある様々な困難・ストレスへの対処方法を身に付けるための教育（SOS の出し方に関する教育）、３）心の健康の保持に係る教育、４）児童生徒の

1. What is education which contributes to measures to discourage
suicide for school children?
At this point we must ask what exactly constitutes education to contributeto measures to discourage suicide for school children. The new frameworkof measures to discourage suicide includes: 1) Education which imparts agenuine sense of the preciousness of life; 2) Education to equip school
children with the tools to deal with various difficulties and stresses which
they will potentially encounter in society (Education on how to send outSOS signals); 3) Education on maintenance of mental health; and 4)
1

Increases in effective factors to encourage school children to live. Feelingsが列挙されている。大綱においては、生きることの促進要因として自 of self-approval, trusting interpersonal connections and the capacity forcrisis avoidance are some of the factors indicated as effective factors in
己肯定感、信頼できる人間関係、危機回避能力等が示されている。
encouraging school children to live within this framework.
This essay mainly concerns itself with 2), so-called “education on how
to send out SOS signals,” which constitutes suicide prevention education in
今回特に強調されているのが、２）で、いわゆる「SOS の出し方に the narrow sense of its meaning.
生きることの促進要因を増やすことを通じて自殺対策に資する教育関する教育」と称されている狭義の自殺予防教育である。

2. Education to prevent suicide for school children(1) Significance of education to prevent suicide for school children
２

児童生徒対象の自殺予防教育⑴ 児童生徒対象の自殺予防教育の意味
児童生徒対象の自殺予防教育は、早期の問題認識と援助希求的態度の促進をその構成要素としている（高橋，2014）。すべての児童生徒が、人生においては種々の困難に遭遇して危機的な状況に陥る可能性があること、そのような場合には周囲に援助を求めることで解決に向かうことを知り、地域の相談機関についての知識を得ておくことは、子ども時代の自殺予防に留まらず、その後の人生で何らかの困難に直面した際の心身の健康維持にもつながる。そういう意味で、児童生徒対象の自殺予防教育は「生涯を通してのメンタルヘルスの基礎作り」と位置付けられている。また、子どもが正しい知識を身に着けることで、身近な友人の危機に気づき、信頼できる大人につなぐゲートキーパーとしての役割を果たすことも、児童生徒対象の自殺予防教育がねらいとするところである。思春期以降の子どもが悩みを抱えた際に相談相手は友人であることが多く、児童生徒の力を借りることなしに子どものいのちを守ることは難しいからである。

Education to prevent suicide for school children is comprised of theelements of encouragement towards early awareness of issues and a stanceof willingness to be of assistance (Takahashi, 2014). If school age children
acquire the knowledge that everybody faces the possibility that they willencounter various types of difficulties in their lives and find themselves incrisis situations, the awareness of the potential to seek help in order toresolve such difficulties and situations from those in their immediate sphereshould they arise, and knowledge of the existence of local consulting
bodies, these will all feed into the prevention of suicide during childhood.
This will also facilitate the maintenance of mental and physical healthwhen school children thus equipped are directly confronted with some sortof difficulty in their subsequent life. In this sense, education for theprevention of suicide among school children is positioned as “Creating thefoundation for lifelong mental health.” The acquisition of accurate
knowledge by school children also allows them to take heed of crises
affecting their close acquaintances, and thus to play the roles ofgatekeepers to connect to trustworthy adults. This is another of the intended
goals of education to prevent suicide. Oftentimes the persons in whom ananxious schoolchild will choose to confide after they have entered puberty
2are close acquaintances, and this signifies the fact that it is difficult toprotect the lives of children without the lending hand of other schoolchildren.
(2) Actual status of education to prevent suicide for school children
Education to prevent suicide for school children has been deployed invarious forms for the last several years throughout Japan. I will introduce
one example of the development process for a program in which I myself
児童生徒対象自殺予防教育は、数年来全国で様々な形で展開されて was involved (Kubota, 2016).

⑵ 児童生徒対象自殺予防教育の実際きている。その中から筆者自身がプログラム開発過程から関わった例

1) Development of teaching materials
In City A, the municipal department responsible for measures todiscourage suicide outsourced development of teaching materials to a１）教材の開発：A 市では、自殺対策の担当部署が臨床心理士会に委
society of certified clinical psychologists. They formulated leafletscomprising six pages each of teaching materials to be used in suicide
託して、小学校高学年から高校生を対象とした自殺予防教育のた
prevention targeting from upper grades of elementary school students to
めに用いる教材として 6 ページからなるリーフレットを開発しhigh school students. Their content attempted to get across the three
た。その内容は、①今の自分のこころの状態を知るための「ここmessages that: “Everyone experiences times of suffering,” “However
ろのもやもや度」チェックと対処方法、②友だちの話の聴き方、
tough this might be, it will end,” and “Know you can confide in andconsult with somebody.” The content comprised: (1) Checking on③友だちの深刻な悩みを聴いた時の対処、④児童生徒が利用でき
students “Internal strife levels” in order to become aware of their own
る相談機関からなり、「だれにでもこころが苦しいときがある」、
mental states and the means to deal with these; (2) Ways to listen to「どんなに苦しくても、必ず終わりがある」、「だれかに相談できwhat their friends are talking; (3) Ways to react when they hear serious
る力を持とう」という３つのメッセージを伝えようとするものでconcerns from their friends; and (4) Consulting bodies that school age
children can use.
ある。
（窪田，2016 ）を紹介する。

2) Class programs in practice
Takahashi (2014) alludes to consensus building among concerned
persons, appropriate approaches, and screening and follow-up forhigh-risk school children as preconditions for measures to discourage
3２）授業プログラムの実際
高橋（2014）は、児童生徒対象の自殺予防教育実施の前提条件として、関係者の合意形成、適切なプログラム、ハイリスク児童生徒のスクリーニングとフォローアップを挙げている。シャルマ（2016）は、それらを踏まえて中学生対象に実施した授業の例を示している。
授業に先立ち、教職員研修による合意形成、学年教師とスクールカウンセラー（ SC ）との打ち合わせ、事前アンケートを行い、日頃のsuicide among school children. Sharma (2016) provides the example ofa class held for junior high school students based on thesepreconditions.
It is effective to conduct consensus building by means of training
sessions for teachers, meetings with school year teachers and school
counselors (SCs), then conduct preliminary questionnaire surveys andbecome intimately acquainted with the day-to-day demeanor of
students, and hold team teaching sessions involving the homeroom
teachers, who are closest to the children, and SCs, as experts in themental status of children.

生徒の様子をよく知り、最も身近な支え手である担任と学校における心の専門家である SC とのティームティーチングで実施するのが効果的である。

4

Table 1. Class programs in practice (Sharma, 2016)
1. Presentation of results ofpreliminary questionnaire
surveyFrom the preliminary questionnaire, present the extent of the presenceof: “Children who at times do not want to go to school,” “Children
who have suffered mental distress to the extent that they have wantedto die”
⇒Realize that everyone experiences times of suffering (learn the real
status of the class)

2. Affirm learning guides“Let’s learn about what we should do when we are suffering inside”

3. Check internal levels of strife

Distribute a leaflet and have everyone complete this themselves

4. Introduce variousstrategies to combat
internal strife

Present the results of the preliminary survey “What are your strategies
to combat internal strife?”⇒It is most important to find strategies to combat internal strife suited
to you“When you are suffering inside, will you consult with somebody?”;“Who will that be?”⇒Learn that when you are suffering consulting and talking withfriends are strategies for combating internal strife⇒Understand the merits of consulting with somebody

5. Learn the Three messages

Page three of the leaflet ⇒Recounting of personal experiences byteachers (Experiences of internal strife)

6. Learn how to listen towhat people are talking

Page four of the leaflet ⇒The keys for listening to what a person istalking(Children complete roleplays together after model example where
teachers speak/SCs listen)

7. How to respond when you
have been confided in to theeffect that “I am suffering somuch I want disappear”

Page four of the leaflet ⇒Confide in a trustworthy adult

8. Get to know persons and thehelp desk you can consult with

Page six of the leaflet ⇒Explanation of specific places for consultation

9. Summary

Record and collect impressions (post program questionnaire survey)

5

3. In the context of comprehensive mental health education
ところで、今日学校現場ではさまざまな予防教育が行われている。 Various preventative educational activities are being practiced at schools
today. At most junior high schools, anti-drug abuse and sex education is
多くの中学校で薬物乱用防止教育、性教育が実施されている。一方で、
held. Meanwhile, social skills training, structured group encounters and児童生徒の人間関係作りやコミュニケーション能力の育成のためのstress management education to nurture interpersonal connections and
社会的スキルトレーニング、構成的グループエンカウンター、ストレ foster communications skills of school children is gaining scope.
スマネジメント教育等も、広がってきている。しかしながら、所謂狭 Nevertheless, there are very few examples of preventative education—in
what might be thought of as the narrow meaning of the term—or of
義の予防教育と人間関係作り教育などを体系づけて実施されるケー
education to nurture interpersonal connections being implemented in a
スは殆どない。周囲の支援が乏しいために自尊感情が低く、衝動コン structured way. Even if the seriousness of the dangers of drugs and theトロールが困難な子どもたちに、薬物の危険やいじめ被害の深刻さを harm caused by bullying is explained to children with low self-esteem and伝えてもなかなか心に響かない。危険だと知っていても唯一声をかけ difficulties with impulse control, it does not easily resonate with them as
the support from their immediate sphere is lacking. Even if they are awareてくれた仲間からの誘いを断ることは容易ではない。これらの問題行
of the dangers, it is not easy for them to refuse invitations from friends who
動の予防のためには、まずは周囲の支援の認知、自身の価値の受容、 talk to them. Prevention of theses problem behaviors is presumed firstly on
衝動のコントロール、対人スキルの獲得が前提であり、その上で特定 their awareness of the support available from their immediate sphere,の問題を予防する知識やスキルを身に着けるといったように、包括的 embracing their own self-worth, controlling their impulses, and acquiring
the skills to deal with others. After these are achieved, it is desirable that
な心の健康教育として小学校段階から体系的に実施していくことがthey acquire the knowledge and skills to prevent specific issues, with望まれる。そうすることで、問題の予防にとどまらず心身の健康を基 systematic implementation from elementary school of comprehensive
mental health education. Through this, it can be anticipated that lifelong
礎とした生涯を通じてのウエルビーイングの実現が期待される。
well-being grounded in mental and physical health and not limited toprevention of these issues could be realized.
３

包括的な心の健康教育の中で

6

Preventativeeducation for
specific issues

Anti-drug
abuseeducation

Anti-bullyin Sex
g education education

Anti-dating
violence
education

Suicideprevention
education

Social skills (making relationships with others, respecting oneself and others, and problem solving)

Learning toincrease
basic skills
for dealing
with others

Stress management (becoming aware of and controlling one’s own stress levels)

Sense of self-esteem (accepting one’s self as one is)Social support (awareness of being supported and approved of by those in one’s immediate sphere)

Figure 1. Conceptual visualization of comprehensive mental health education(Kubota, 2013)

Bibliography
Kubota, Yuki (2013), Gakko ni Semaru Kiki [The Crisis Threatening
窪田由紀（2013）. 学校に迫る危機．速水敏彦（編著）．教育と学びの Schools]. Hayamizu, Toshihiko (author and editor), Kyoiku to Manabi no
心理学．名古屋大学出版会，pp.265-280
Shinrigaku [The Psychology of Education and Learning]. The University ofNagoya Press, pp. 265-280.
参考文献

Kubota, Yuki (ed.) Kubota, Yuki; Sharma, Naomi; Nagasaki, Akiko;

窪田由紀（編） 窪田由紀・シャルマ直美・長﨑明子・田口寛子（著） Taguchi, Hiroko (authors) (2016), Gakko ni okeru Jisatsuyobo-Kyoiku no（2016）. 学校における自殺予防教育のすすめ方─だれにでもこころが苦しいときがあるから. 遠見書房.

Susumekata: Daredemo Kokoro ga Kurushii Toki ga Arukara [Approachesto Education on Suicide Prevention in Schools: Because Everyone
7Experiences Times of Suffering], published by Tomishobo.
Sharma, Naomi (2016), Jugyo Puroguramu no Jissai [Class Programs inPractice]. Kubota, Yuki (ed.). Kubota, Yuki; Sharma, Naomi; Nagasaki,由紀・シャルマ直美・長﨑明子・田口寛子（著）学校における自殺予 Akiko; Taguchi, Hiroko (authors), Gakko ni okeru Jisatsuyobo-Kyoiku no
Susumekata: Daredemo Kokoro ga Kurushii Toki ga Arukara [Approaches防to Education on Suicide Prevention in Schools: Because Everyone
教育のすすめ方─だれにでもこころが苦しいときがあるから. 遠見書
Experiences Times of Suffering], published by Tomishobo, pp. 102-132.

シャルマ直美（2016）. 授業プログラムの実際．窪田由紀（編）．窪田房, pp102-132．

Takahashi, Yoshitomo (2014). “Preconditions for implementing education
高橋祥友（2014）児童生徒の自殺予防に向けた取組に関する検討会の on suicide prevention directly targeting children and for study groups
relating to initiatives towards the prevention of suicide in school children.”
経緯と子供を直接対象とした自殺予防教育を実施するうえでの前提
条件
文部科学省（2014）子供に伝えたい自殺予防

6-9

Ministry of Education, Culture, Sports, Science and Technology (2014).
“Suicide prevention which should be conveyed to children.” pp. 6-9.

8