@article{oai:bunkyo.repo.nii.ac.jp:00002236,
 author = {谷島,弘仁},
 journal = {生活科学研究, Bulletin of Living Science},
 month = {2008-03-01, 2013-02-01},
 note = {Although school consultations are an effective practice for teachers and school psychologists, only a few surveys have examined the fundamental process of school consultations in Japan. Therefore, this study examined teachers' perceptions of characteristics used by school psychologists in school consultations. A translated version of the Consultation Evaluation Scale for Schools (CESS) was completed by 118 high school teachers. Based on the results of factor analysis, a twenty-five-item scale was constructed that consisted of the following five factors: facilitated support support for teachers, perceptions of effectiveness of consultations, professionalism of consultant, and understanding of teachers. The present findings suggest that Japanese and American teachers hold different views of the characteristics used by school psychologists in school consultations. Correlational analysis revealed a significant positive relationship between CESS score and help-seeking preference among teachers. Furthermore, a significant positive relationship was observed between CESS score and individual efficacy among teachers.},
 pages = {187--196},
 title = {教師が認知するコンサルテーションの特性に関する研究},
 volume = {30},
 year = {}
}