Japanese educational reforms and initiatives as they relate to school psychological practice. Issue 2 (3rd April 2019)

• Record Type: Journal Article
• Authors: Yoshikawa, Koichi; deLeyer-Tiarks, Johanna; Kehle, Thomas J.; Bray, Melissa A.
• Is Part Of: International journal of school & educational psychology. Volume 7:Issue 2(2019)
• Page Start: 83
• Page End: 93
• Publication Date: 2019-04-03
• Subjects: school psychology in Japan -- Japanese educational reform -- special education in Japan -- psychology in schools; Educational psychology -- Periodicals; Educational psychology; Periodicals; 370.15
• DOI: 10.1080/21683603.2018.1564896
• Languages: English
• ISSNs: 2168-3611

Abstract

ABSTRACT: In the past few decades, as Japan has navigated a rapidly shifting social landscape that has altered the underpinnings of Japanese society, the Ministry of Education, Culture, Sports, Science, and Technology (MEXT) has attempted to adapt by undertaking multiple revisions and reforms to the national education law with important implications for the practice of school psychology, particularly in the areas of special education and school mental health. This article will review Japan's educational reforms and recent policy initiatives, discuss challenges and demands placed on the field as it takes strides into uncharted territory, and explore potential avenues for the future of Japanese school psychological practice. This article reviews Japanese educational reforms and initiatives as they relate to the developing practice of school psychology in this country. As is the case with all countries in which the field of school psychology exists, the evolution of school psychological practice is closely tied to historical milestones and changing societal demands to address perceived educational and psychological needs. Thus, reforms in education impacting the practice of school psychology in Japan will be introduced in sociohistorical context before presenting current trends in the field, challenges, and potential directions.