担当区分：筆頭著者   記述言語：日本語   掲載種別：研究論文（大学，研究機関等紀要）  

担当区分：筆頭著者   記述言語：日本語   掲載種別：研究論文（大学，研究機関等紀要）   出版者・発行元：長崎純心大学  

担当区分：筆頭著者   記述言語：日本語   掲載種別：研究論文（大学，研究機関等紀要）  

記述言語：日本語  

開催年月日： 2019年7月

記述言語：英語   会議種別：口頭発表（一般）  

開催地：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.

開催年月日： 2018年6月

記述言語：英語   会議種別：ポスター発表  

開催地：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.

開催年月日： 2018年2月

記述言語：日本語   会議種別：ポスター発表  

開催地：鹿児島  

心理劇は様々な領域において実践され広がりをみせ、個々の事例や技法の検討は行われてきた。しかしこれまでその研究動向を俯瞰する報告は極めて少ない。よって、本研究では、我が国における心理劇実践に関する先行研究を概観し、それを整理することにより心理劇実践に関わる研究推移と動向をまとめることを目的とする。

開催年月日： 2017年7月

記述言語：英語   会議種別：ポスター発表  

開催地：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. 　　

開催年月日： 2017年7月

記述言語：英語   会議種別：ポスター発表  

開催地：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。