K ジョシ ダイガク ノ ピア サポート カツドウ ニ オケル ガクセイ ノ セイチョウ : ピア サポーター ノ セイチョウ ニ チュウモク シテ

摘要

A purpose on this report is reviewing growth drivers of the university students in peer-support activity. In "K" Womenu27sCollege, they provided advice and planned events for other students as peer-supporter. Then they acquired u27ShakaijinKisoryokuu27 (Basic Skills to Work in the Society) through the peer-support activity.According to what peer-supporters say, they learned as follows, through peer support activity. In the first, they have come tobe able to think more actively than before. Second, they constructed new relationships. That is to say, this is their first time towork together in harmony. Finally, the activity gave them a sense of achievement. These experiences allowed them to grow. Four factors have made them grow. First, it is their surroundings. It is important that all faculty members have entrustedthem. Second, it is their relationships. That is to say, they must understand each other and collaborate together. Third, it isimportant to motivate them with success experiences. And, the last factor is atomosphere of peer-support community. Juniorstaff members have learned and been supported their growth by senior ones. It has been formed in their activity. Therefore in this case, peer-support activity has offered opportunities to act for others and collaborate with others, to them,who had used their all energy only for themselves. As the result, they have grown by the opportunity.