この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/35607
広島大学国際センター紀要 4 号
2014-03-31 発行
留学生の危機対応をテーマとした教職員向け研修のあり方 : 岡山大学における実践を基に
Effective Ways to Train Faculty and Staff on "The Crisis Management of International Students" : Based on the Practice at Okayama University
岡 益巳
Abstract
The author had an opportunity to be the lecturer of a seminar "Crisis Management of International Students" for faculty and staff of Okayama University. As an international student advisor, the author had two main aims for the seminar. One was to let the audience understand the annual activities of the international student advisor's office, and the other was to introduce to them ten typical international students cases.
Yokota & Shiratsuchi (2004) insist that it is useful for people who are not professional counselors to have pseudo-experience of serious cases concerning international students in order to accumulate experience in a short period.
The author suggests the following three points for improvement. In the first place, he should train participants in understanding how to communicate with international students and avoid misunderstandings. In the second place, he should also make clear to them the significance of having pseudo-experience of serious cases involving international students. In the third place, he should give participants enough time to consider and, if possible, discuss how to deal with each case after it has been outlined and before the results are introduced.
Yokota & Shiratsuchi (2004) insist that it is useful for people who are not professional counselors to have pseudo-experience of serious cases concerning international students in order to accumulate experience in a short period.
The author suggests the following three points for improvement. In the first place, he should train participants in understanding how to communicate with international students and avoid misunderstandings. In the second place, he should also make clear to them the significance of having pseudo-experience of serious cases involving international students. In the third place, he should give participants enough time to consider and, if possible, discuss how to deal with each case after it has been outlined and before the results are introduced.
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