**Author details**

Daiki Kato

facilitator mediated their communication, he could now talk to the other members without the facilitator's support (#13). He showed some origami books to the other members. One of the members was interested in origami too; they talked together about origami works while

When he first began to attend the group, he seemed to be nervous. It should be noted that he felt conflict because it was the first time he had joined a group with unfamiliar people. For example, in #2, he had a conflict between two emotions: the desire to communicate with other members and a lack of competency concerning his own social skills. His comment "Many people talking together looks like fun. However, it is difficult for me to join them; today's experience is exciting" strongly represents his conflict. The "medium of hobby" had an important role in communication in his case. Origami and photos functioned as a medium for communication. However, if he had had no "medium of hobby," it would have been difficult for him to establish relationships with other members. Common interests or hobbies can thus be a useful medium to facilitate communication. It is important for the facilitator or counselor

This student's positive approach to others could be clearly seen in #7 and #8. He introduced his interest to other members through photos or events. His comment "I want to try things I'm not good at" in #11 represents his growth and confidence. Ultimately, he was able to communicate with other members without the facilitators' support. The experience of the group

The good thing about the Collector's Club was that various students could gather with common hobbies. Participants could join the group regardless of age, gender, major, or diagnosis. The role of facilitators was important for the success in their communication. However, it should be noted that the facilitators were not supposed to disturb the natural communication of participants. While directive support was necessary on some occasions, a nondirective approach was more fundamental. The main roles of the facilitator were to watch carefully

Shimoyama et al. [30] suggested that roles within student counseling should resemble "support," "education," and "community." These points were also important in this case study's group approach. First, we focused on the viewpoint of "support." Participants of the group had several difficulties with communication and social skills. In addition, as secondary problems, they lacked confidence or self-esteem. A secure base was necessary for them, and the group served within that role. The facilitator collaborated with the students' tutors to participate with the group as necessary. This collaboration could supply a new realm of support for each participant. Second, regarding "education," the uniqueness of the program featured the curiosity and interests of the participants; however, sometimes, their interests were highly specific, such as stamp collecting or animation. For example, the participant in the case study described above was interested in origami. At first, many of the other members did not have the same level of interest in origami, but after he introduced the details and good points of origami, they gradually became more interested in it. The discussion turned to the relation-

to notice the medium and share their interest in verbal and nonverbal ways.

over the group dynamics and to support the participants where necessary.

facilitated his confidence and reduced hesitance.

looking at the books (#15).

46 Socialization - A Multidimensional Perspective

**5.3. Discussion**

Address all correspondence to: daiki-k@kinjo-u.ac.jp

Kinjo Gakuin University, Nagoya, Japan
