Aoyagi Chiharu, Kanaizumi Shiomi, Shikama Kumiko, Sakou Keiko
Takasaki University of Health and Welfare.
Nihon Koshu Eisei Zasshi. 2017;64(2):78-84. doi: 10.11236/jph.64.2_78.
Objectives To offer an empirical lens-based on the account of a yogo teacher employed at a temporary school in the community where she was relocated after experiencing the Great East Japan Earthquake alongside her students-into the subjective experience of health support activities carried out during the year immediately following the disaster.Method An interview was conducted with one yogo teacher who experienced the Great East Japan Earthquake, employed at a public junior high school in the region to where she was evacuated. Analysis involved a narrative approach whereby the yogo teacher's story was rewritten as a story in chronological order.Results The immediate course of events following the disaster was divided into three periods and examined. Period 1: The yogo teacher first experienced the earthquake and was forced to evacuate alongside her students, during which time she felt strong [sense of loss] and [sense of despair]. Period 2: At the reopening of the school in temporary classrooms, she believed her top priority was doing what she could as a yogo teacher and contributing to reopening the school, while working with other teaching staff to make the most of their surroundings. The school's reopening brought a significant sense of security and joy to students. This led her to [finding hope], and she recovered her positive attitude. Subsequently, problems manifested such as bullying and violence. She believed that [being there for the children] was the most important thing she could do as a yogo teacher and continued to provide [emotional care]. Period 3: At the time of completion of a temporary school building, she was [confused and explored] the delay of the children's recovery from emotional problems. She coordinated with a university professor of psychology to conduct classes to alleviate students' tension and stress using strategies such as relaxation techniques. She realized the importance of initiatives that involve [a keen sense of connection and joy].Conclusion The yogo teacher interviewed for this study, despite being affected by the disaster herself, was always thinking about what she could do to address the various health problems that troubled her students, flexibly promoting health support activities in cooperation with school faculty and mental health professionals. Through these health support activities, she realized that these activities should be accomplished not solely by the yogo teacher, but by bringing together various teachers and professionals in- and outside of the school.
基于一位瑜伽教师的经历提供一个实证视角。这位瑜伽教师在东日本大地震后与学生一同被转移到社区的一所临时学校任教，借此了解震后第一年开展的健康支持活动的主观体验。方法：对一位经历过东日本大地震、在疏散地所在地区的一所公立初中任教的瑜伽教师进行了访谈。分析采用叙事方法，将这位瑜伽教师的故事按时间顺序改写。结果：对灾难发生后的直接事件进程进行了三个阶段的划分和考察。第一阶段：这位瑜伽教师首先经历地震，被迫与学生一同疏散，在此期间她感到强烈的[失落感]和[绝望感]。第二阶段：在临时教室复课之时，她认为自己作为一名瑜伽教师的首要任务是尽己所能，为学校复课做出贡献，同时与其他教职员工合作，充分利用周边环境。学校的复课给学生带来了极大的安全感和喜悦。这使她[找到了希望]，并恢复了积极的态度。随后，出现了诸如欺凌和暴力等问题。她认为作为一名瑜伽教师，[陪伴孩子们]是她能做的最重要的事情，并继续提供[情感关怀]。第三阶段：在临时校舍建成之时，她对孩子们情感问题恢复的延迟感到[困惑并进行探索]。她与一位大学心理学教授合作，开展课程，运用放松技巧等策略缓解学生的紧张和压力。她意识到涉及[强烈的联系感和喜悦感]的举措的重要性。结论：本研究中接受访谈的这位瑜伽教师，尽管自身受到灾难影响，但始终思考着如何应对困扰学生的各种健康问题，与学校教职员工和心理健康专业人员灵活合作，推动健康支持活动。通过这些健康支持活动，她认识到这些活动不应仅由瑜伽教师单独完成，而应汇聚学校内外的各类教师和专业人员共同进行。
