Authorship：Lead author   Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)   Publisher：長崎純心大学  

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

Language：Japanese  

Event date： 2019.9

Language：English   Presentation type：Poster presentation  

Venue：Florence, Italy  

Event date： 2019.7

Language：English   Presentation type：Oral presentation (general)  

Venue：Moscow, Russia  

Nursery schools are an important areas for child development support, but little consideration has been given to the significance of continuous psychological support. In this research, ongoing consultations were conducted at nursery schools and the following points were investigated：(1) childcare perspective on the development of children (2) characteristics of children to be supported. Through (1) and (2), (3) psychological support utilizing daily daycare frameworks was discussed. In this research, consultations were conducted for 2 years at a rate of once every 3 months for 1 nursery school in Kagoshima city. Over 2 years, 32 care givers and 40 children were consulted, though caregivers and children often overlapped. In consultation, childcare records were sent in advance. On the day, we shared information on children to be supported at a preliminary meeting and exchanged opinions on the children caregivers’ development support after the nursery scene was observed. Regarding (1) and (2), records of care staff and pre- and post-meetings with teachers were analyzed. For (3), post-meeting results were analyzed. As a result of category analysis by text mining, the following points were indicated. Regarding (1), as a point of view of children's understanding of childcare, there was a gap from the so-called average development about participation verbally and in group activities. For (2), there was a high rate of children with autistic features and children with hyperactivity / impulsivity issues. Children with a relatively slow pace of intellectual development follow. In addition, there were a small number of children with short-term difficulties, however, they were able to catch up in a short period of time. For (3), it was shown that it is effective to convey the reasons for children's actions according to disability characteristics as a viewpoint of child understanding. Furthermore, while the teaching method at the nursery school emphasized verbal instructions, case studies show that providing concrete methods such as modeling and use of picture cards, according to childrens’ behavioral characteristics have a positive impact. In conclusion, ongoing support showed that child carers showed greater flexibility and turned more of their attention to childrens’ growth.

Event date： 2018.6

Language：English   Presentation type：Poster presentation  

Venue：Montreal  

Trees drawn in the Baum test are said to represent the basic self-image of subjects in many cases.
However, with regard to children with autism spectrum disorder (ASD), the specificity of expression
have been noted and have not been considered from the viewpoint of self-image.To clarify this point,
continuous analysis of the Baum test was conducted over five years, examining self-development of
clients with ASD (n=14) in a group format. Subjects were instructed to draw a tree, and were asked
question upon completion. Examples included, emotional display on tree, the tree’s age.Subjects
were classified into two groups according to intellectual development levels (reference IQ75). For
subjects with IQs of 75 and lower, trees displayed clear changes in morphology levels and size of
trees relative to the paper. For those with IQs 76 and higher, unique expressions consistently remind
like imaginary fruits.Changes seen in the Baum test can be interpreted as representing basic ways of
thinking about self and outside world, as well as those that didn’t change. From this study, the level
of intellectual development, in addition to age related change, decides the aspect of
self-development in the Baum test. From the aforementioned, it was shown that the Baum test is an
important index for self‐development in ASD.

Event date： 2018.2

Language：Japanese   Presentation type：Poster presentation  

Venue：Kagoshima  

Psycho-drama has been practiced and expanded in various fields and studies of individual cases and techniques have been conducted. However, there are very few reports that briefly outline the research trend. Therefore, in this research, we aim to summarize the preceding research on psycho-drama practice in Japan, organize it, and summarize the research trends and trends related to psycho-drama practice.

Event date： 2017.7

Language：English   Presentation type：Poster presentation  

Venue：Amsterdam  

In this study, we examine development of self-other consciousness among children with Autism Spectrum Disorder (ASD; n=5).We practiced the group approach at attached facility of university once a month. The program of the group approach was consisted of games for developing interpersonal relationships between children, psycho-dramatic role playing for sharing emotional experience. In addition to those games, we conducted self-understanding inquiry (Demon & Hart, 1988) at session 3 and at session 14, then compared the two. We discussed the changes of children’s self-other consciousness through self-understanding inquiry and psycho-dramatic role playing. The main results were as follows: (1) as for self-understanding inquiry, increase in clear description relating to themselves were shown; (2) as for psycho-dramatic role playing, deepening of the mutual understanding was showed and both positive comment and positive behavior had increased among the participants. This study showed the advantage of the psychodrama method of psychotherapy in developing of self-other consciousness among children with ASD and importance of multiple perspectives to study the reality of self-other consciousness among them.
　　

Event date： 2017.7

Language：English   Presentation type：Poster presentation  

Venue：Yokohama, Japan  

学齢期のASD児（平均年齢7:5）とその保護者（5名）を対象とした地域支援について、導入期における配慮点と課題を検討した。その結果、導入期における配慮点として、（1）グループ・アプローチのプログラムは、アセスメントのために複数のプログラムを組み合わせることと、仲間との交流促進に重点を置くこと、（2）セラピストが、児童理解の深まりとともに生じる保護者における児童への期待と不安を支えることが重要であることが示された。