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service learning

Service learning is a learning method that deepens learning through social contribution activities.
In the lower grades, through community contribution activities, we will connect them to future learning through how to relate to society, problems and discoveries of the community and society.In the upper grades, by making use of their specialized knowledge in community contribution activities, they will be able to meet new selves that they have not been aware of before and reach a deeper level of learning.

Service learning activity report

✚2019 Activity Report List

Service learning program

Introducing some of our past programs.

No.1 Learning support for elementary school students

Activity outline We provide after-school learning support to children in grades 3 to 6 of elementary schools with the aim of improving their basic academic abilities. Support will mainly be provided using self-study handouts for Japanese language and mathematics, and will be provided individually under the direction of the elementary school instructor. Support activities are held approximately 10 times in both the spring and fall semesters.
Learning goals Observe and understand the actual state of learning in elementary school children, who are still in the process of development, by making use of their own childhood experiences while utilizing the psychological knowledge they learn in class.
Through learning support for "mathematics" and "reading and writing in the Japanese language", learn what kind of difficulties children have, and consider what kind of support measures are effective from the children's point of view.In addition, by tackling learning tasks with children, students will learn how to interact with children in a more desirable way.
The knowledge and skills related to the development and learning of children who have experienced learning support activities, which is a social contribution, will lead to deeper learning in psychology classes to be studied at university in the future.
Impact of activities It functions as an aid to improve basic academic skills for children who show learning difficulties.
Children can experience interpersonal relationships with familiar people of different ages.In addition, this activity can build a track record of collaboration and cooperation among different educational institutions in Miki City, and can promote collaboration and cooperative relationships with children's guardians and local people.
Place of activity Miki Municipal Midorigaoka Elementary School
Implementation period spring semester
Target Department of Human Psychology, 1st year and above
Course conditions Those who are interested in children's psychology, development, education, welfare, parenting, etc.
Desired image of a student Those who like children and wish to become teachers in the future
Those who wish to become child instructors, facility staff, etc. in the future

No.2 Know children, learn from children

Activity outline While supporting the growth of children from infants to elementary school students through various activities such as playing games and supporting the operation of the children's cafeteria, deepen their understanding of the environment that nurtures children.
Learning goals XNUMX. Understand the environment surrounding children and their upbringing.
XNUMX. To be able to plan and appropriately implement programs that are useful for children's growth according to the actual situation of the child.
③Be able to understand and interact with children by making use of the content of specialized subjects in psychology.
④Be able to understand what they have experienced through the activities by making use of specialized subjects in psychology.
Impact of activities By interacting with today's children, it is possible to understand the reality of local children.In addition, they will be able to understand the actual situation and issues of activities related to children in the community, as well as the situation of adults raising children.
Understanding of subjects such as "developmental psychology", "counseling", and "educational psychology" that are learned in the classroom is promoted, and knowledge and skills of these subjects can be utilized.
By involving students who are relatively close in age to the children participating in the activities, it leads to the provision of role models for the children.
Place of activity Midorigaoka Naka 2-chome Park, local exchange facility “Minna no Hiroba Ookinaki”
Implementation period spring semester
Target Department of Human Psychology, 1st year and above
Course conditions Students who are interested in the growth of children, the child-rearing environment, parent-child relationships, and taking care of others, and who are willing to take initiative.Students who have taken related courses or plan to take them after the activity.
Related subjects "Developmental psychology" "Educational psychology" "Counseling"

No.3 Learning support and exchange promotion for foreign children and students

Activity outline Through activities that interact with foreign children/students living in Miki City, empathically understand the problems they face in living in Japan.Through learning support, you will discover points to consider when communicating with foreigners in Japanese, and learn how to interact with them based on their cultural and religious backgrounds.
In addition, while feeling the difficulty of interacting with foreign children, I will think about what can be done to make this country, this town, a place that they can accept as their own place.
Learning goals ①Be able to explain the overview of foreigners living in Japan and the educational problems faced by their children.
XNUMX. Understand how difficult it is for foreigners to communicate in Japanese, and be able to explain it.
XNUMX.Be able to understand, accept, and understand religious and cultural differences, and consider, organize, and communicate how to live together.
④Through interaction with foreign children, students can experience, accept and interact with diversity.
Impact of activities As part of cross-cultural understanding, it is important to understand, empathize with, and develop a spirit of mutual help when foreigners live in Japan.In Japan, which is promoting the acceptance of foreigners, to think about the various problems associated with coexistence with foreigners.
For children of foreign nationals, college students' older sisters and older brothers are reliable people, and the university (campus) can be a source of support for them.Ultimately, I want the local community to know that the university can function as a node for cross-cultural coexistence in the local community.
Place of activity Miki Campus
Implementation period Spring/Summer term
Target Department of Human Psychology 1 year or more
Desired image of a student There are many different kinds of children. People who accept it and actively try to get involved.
We will do various activities. A person with a sense of responsibility who does not give up midway.

No.4 Fusion of music and knowledge in libraries - Aiming for an exciting library -

Activity outline It has been a long time since students began to shy away from printing.In this program, as a field of the Miki City Central Library, we propose a program aimed at cultivating new users as well as learning about the role of the public library by becoming a user.After supporting the activities of the children's program "Waku Waku Yoru Library" currently being practiced, we will plan and operate a program for adults, and plan the next year's program based on those experiences.
Learning goals ① Learn about the characteristics and activities of university libraries and public libraries
② Plan to promote library use
③ Understand the effects of music. ~Learn about music therapy
Impact of activities It is possible to bring about change in an environment where people are moving away from print from the student's perspective. Materialization of school cooperation.
Place of activity Miki City Central Library, Kansai International University Media Library
Implementation period Spring/Summer term
Target Department of Human Psychology 1 year or more
Course conditions Must be able to participate in all pre-post studies and local activities
Desired image of a student Be interested in library activities. Ability to actively engage in pre-learning, on-site training, and post-study

No.6 Learning with animals ~ Self [interpersonal understanding] through service activities at Horseland Park ~

Activity outline As a local activity, at Miki Horseland Park
・Provide service activities centered on stable work.
・Perform work on self-understanding and interpersonal relationships based on AAT (animal-assisted therapy).
As a prerequisite for this, students will learn in advance about safety management related to the facility and animals, and AAT, which is a theoretical premise.
In post-learning, review the entire activity, make proposals, and prepare for the debriefing session.
Learning goals XNUMX. Explain the history and overview of Miki Horseland Park.
XNUMX. Explain the basic knowledge of AAT and AAA.
XNUMX. Explain the usefulness of horse-mediated activities in self- and interpersonal understanding.
(XNUMX) To be able to make suggestions about activities at Miki Horseland Park.
Impact of activities Acquire the basics of working in society (and the prerequisites for internships).
Learn clinical psychology and practice it in the future to expand the base of rice planting.
Learn to respect yourself and others through interaction with animals.
Deepen your understanding of yourself and others through the basic learning of AAT.
Through this program, we would like to rediscover the resources of the facility and revitalize the area.
Place of activity Miki Horse Land Park
Implementation period Spring/Summer/Autumn Semester
Target Department of Human Psychology 1 year or more
Course conditions It is desirable to take Introduction to Clinical Ethics (spring of 2nd year) in the second year, or have already taken it.
Desired image of a student Sincere and enthusiastic participation is a prerequisite.Working with animals comes with risks.With this in mind, it is necessary to consider the safety of oneself and others.

No.7 Learning with children ~ Stand in front of the child, walk to the side, and follow from behind ~

Activity outline After participating in an outdoor activity program for elementary school students and gaining experience as a support staff, the final step is to plan, implement, and operate the program.
Experiential learning ①“On the run!”
Through interaction with the children of the participants, learn about the physical, psychological, and social conditions of children and their backgrounds.
Experiential learning ②"Water Battle!"
Consider whether such an outdoor activity program is required for children's physical and mental growth.
Experiential learning ③“Independent planning program”
Based on the current situation surrounding children, we will implement outdoor programs that contribute to the physical and mental growth of children.
Learning goals (XNUMX) To be able to sense the movements of children's minds and acquire communication skills that match the fluctuations of children's minds.
(XNUMX) Acquire facilitation skills to smoothly proceed with the program.
XNUMX. Acquire proactive action and management skills that can be put into practice while planning and proceeding systematically with programs on their own.
XNUMX. Understand the physical, psychological, and social problems surrounding children today, and be able to propose countermeasures.
Impact of activities Through experiential learning based on the above learning goals, students will be able to learn while imagining the actual situation, even in lecture subjects at the university.In addition, it will be possible to approach learning with a specific future course in mind.
The Eo no Mori Campsite can make up for the lack of local volunteers who support the operation of the program, and can provide a relationship with children that only university students can.Local community centers can play a part in the summer school as a summer event.It will also be an opportunity to create connections between local children and university students.
Place of activity Eo no Mori Training Center (in Miki Horseland Park)
Implementation period Spring/Summer term
Target All departments, all grades
Course conditions The content of this program includes many practical activities.Especially for first-year students, many mistakes are involved because they carry out field activities with little preliminary knowledge and minimal manners.While cherishing that failure experience, we are positioning it so that it can be used in classes (clinical psychology, counseling, social skills exercises, leadership exercises, etc.) from the second year onwards, based on an image of the actual workplace.
Desired image of a student People who can tackle some hardships with a ``heart of enjoyment''
Of course, those who are able to ``enjoy with others'' instead of ``enjoying to themselves''
People who aim to become teachers or clinical psychologists, people who want to learn experientially about children's minds, and people who want to acquire communication and facilitation skills related to people.

No.8 Protect the elderly from special fraud

Activity outline After surveying and researching the actual situation of special fraud damage and countermeasures, we will produce skits and picture-story shows about crime prevention measures that students have devised, and by showing them to the elderly in the area, we will disseminate information widely and contribute to the prevention of damage. .
Learning goals By discovering various problems from the actual state of crime occurrence, considering and proposing comprehensive crime prevention measures, and tackling the difficult problem of creating a safe and secure community, students develop problem-solving and execution skills and develop a sense of norms. We aim to nurture and nurture the zest for life.
Impact of activities After discovering various problems from the actual state of crime occurrence, students will consider, devise and implement comprehensive crime prevention measures by themselves, so that they will develop problem-solving and execution skills as well as communication skills. Acquisition and willingness to contribute to society will be fostered.
Approximately 70% of special fraud victims suffer from the normalcy bias of thinking, "I'm fine." can be dealt with appropriately.Its contribution to society is great.
Place of activity Groups such as senior citizens' associations in Miki City
Implementation period summer term
Target Department of Human Psychology 1 year or more
Course conditions Must have a passion for protecting the elderly from crime and be able to work together responsibly.
Desired image of a student The class is about creating skits and picture-story shows and showing them to the elderly with the aim of eradicating special fraud, which has become a social problem, so students must be able to work together responsibly until the end.

No.9 Learning support for elementary school students (fall semester)

Activity outline After-school learning support is provided for elementary school children in grades 3 to 6 who aim to improve their basic academic skills.The support mainly uses self-study printouts for Japanese language and mathematics, and is provided individually under the direction of the instructor in charge at the elementary school.
Support activities are held about 10 times each in the spring and fall semesters.
Learning goals Observe and understand the actual state of learning in elementary school children, who are still in the process of development, by making use of their own childhood experiences while utilizing the psychological knowledge they learn in class.
Through learning support for "mathematics" and "reading and writing in the Japanese language", learn what kind of difficulties children have, and consider what kind of support measures are effective from the children's point of view.In addition, by tackling learning tasks with children, students will learn how to interact with children in a more desirable way.
The knowledge and skills related to the development and learning of children who have experienced learning support activities, which is a social contribution, will lead to deeper learning in psychology classes to be studied at university in the future.
Impact of activities It functions as an aid to improve basic academic skills for children who show learning difficulties.
Children can experience interpersonal relationships with familiar people of different ages.In addition, this activity can build a track record of collaboration and cooperation among different educational institutions in Miki City, and can promote collaboration and cooperative relationships with children's guardians and local people.
Place of activity Miki Municipal Midorigaoka Elementary School
Implementation period fall term
Target Department of Human Psychology, 1st year and above
Course conditions Those who are interested in children's psychology, development, education, welfare, parenting, etc.
Desired image of a student Those who like children and wish to become teachers in the future
Those who wish to become child instructors, facility staff, etc. in the future

Inquiries & Contacts

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