其他摘要：This study started from the question: why th e students who come to the counseling room and can learn and make friends there do not adjust themselves to classroom activities. Observing teachers' practices, the author has found that able teachers timely use the counselors' function of understanding and waiting as well as teachers' function of teaching and guidance. In the classes with these teachers who use both teachers' and counselors' functions,“problem children ” seem to regain their composure and the problems become less prominent. In this study, the practies of four teachers who intentionally use both functions were examined. The results are as follow.(1) School environments may interfere with the counselors' function of understanding and waiting.(2) Two directions are observed. One is the direction where teachers' roles as professional in teaching subjects and counselors' roles as professional in mental health are made clear as different roles. The other is the direction where teachers' and counselors' functions are integrated in school as a whole. These resuls suggest that as five years have passed since placement of school counselors we should examine the issues such as professionality of teachers, and roles and placement of school counselors.
