著者

須藤 春佳 Haruka SUDO 京都文教大学臨床心理学部臨床心理学科 Kyoto Bunkyo University Department of Clinical Psychology Faculty of Clinical Psychology

出版者

京都文教大学

雑誌

臨床心理学部研究報告 = Reports from the Faculty of Clinical Psychology, Kyoto Bunkyo University (ISSN:18843751)

巻号頁・発行日

vol.1, pp.99-108, 2009-03-31

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The purpose of this paper is to discuss close friendship from social, cultural, and psychological viewpoints. The definition of friend is made by Brain R (1976) as follows: person who is connected by means of affection or dearness, not by blood relation or Eros. In order to consider the meaning of close friendship, we referred to the research of comparative anthropology of Brain. Through his study, we could see how close friendship worked in some culture and society, especially in some tribes in Africa where friendship played very important role. Historically, friendship was formed as a social system in the Middle Ages in Europe. Moreover, trust and affection between friends are emphasized in almost all culture. Thus, friendship is regarded as a fundamental aspect of human nature. Friendship is a relationship which has equality and complement nature, and it has played the role of exchange in some social systems. Also, some societies regard friendship as important as kinship, because it proceeds economical and social negotiation outside the kinship system. Several examples are shown in this paper. In order to see friendship from a psychological point of view, the image of twins was proposed in connection with close friendship. In some society, a close friend is recognized as a substitute for twin, which represents half of one's soul. The image of twin-ship represents "a pair of souls", or "the other self." Brain says that the fundamental aspect of friendship is equality, the form of a pair in soul, and "the other self." So he thinks the image of twins is connected with friendship. Finally, we discussed gender difference in close friendship, and close friendship between the sexes. Men and women can form close friendship with each other. Equality, or the basic nature of friendship, enables men and women to communicate with each other apart from their sexual drives.

著者

須藤 春佳 Haruka SUDO 京都文教大学臨床心理学部臨床心理学科 Kyoto Bunkyo University Department of Clinical Psychology Faculty of Clinical Psychology

雑誌

臨床心理学部研究報告 = Reports from the Faculty of Clinical Psychology, Kyoto Bunkyo University (ISSN:18843751)

巻号頁・発行日

vol.1, pp.99-108, 2009-03-31

---

The purpose of this paper is to discuss close friendship from social, cultural, and psychological viewpoints. The definition of friend is made by Brain R (1976) as follows: person who is connected by means of affection or dearness, not by blood relation or Eros. In order to consider the meaning of close friendship, we referred to the research of comparative anthropology of Brain. Through his study, we could see how close friendship worked in some culture and society, especially in some tribes in Africa where friendship played very important role. Historically, friendship was formed as a social system in the Middle Ages in Europe. Moreover, trust and affection between friends are emphasized in almost all culture. Thus, friendship is regarded as a fundamental aspect of human nature. Friendship is a relationship which has equality and complement nature, and it has played the role of exchange in some social systems. Also, some societies regard friendship as important as kinship, because it proceeds economical and social negotiation outside the kinship system. Several examples are shown in this paper. In order to see friendship from a psychological point of view, the image of twins was proposed in connection with close friendship. In some society, a close friend is recognized as a substitute for twin, which represents half of one’s soul. The image of twin-ship represents “a pair of souls”, or “the other self.” Brain says that the fundamental aspect of friendship is equality, the form of a pair in soul, and “the other self.” So he thinks the image of twins is connected with friendship. Finally, we discussed gender difference in close friendship, and close friendship between the sexes. Men and women can form close friendship with each other. Equality, or the basic nature of friendship, enables men and women to communicate with each other apart from their sexual drives.

著者

平岡 聡 Satoshi HIRAOKA 京都文教大学臨床心理学部臨床心理学科 Kyoto Bunkyo University Department of Clinical Psychology Faculty of Clinical Psychology

出版者

京都文教大学

雑誌

臨床心理学部研究報告 = Reports from the Faculty of Clinical Psychology, Kyoto Bunkyo University (ISSN:18843751)

巻号頁・発行日

vol.2, pp.65-74, 2010-03-31

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This paper aims to elucidate some problems concerning discrimination and equality in Indian Buddhism from the standpoint of Buddhist karmic concepts. In understanding a religion, it is very important to clarify how the religion looks at human beings. We could easily surmise the idea of equality of human beings in Christianity, because they are thought to be equally created by God. Or we could guess the equality in Christianity from another aspect: human beings all share the original sin which was fi rst committed by Adam and Eve. Then what stance does Buddhism take concerning this problem? How has the view of humanity in Buddhism been infl uenced by karmic ideas (especially bad karma accumulated in one's past lives) corresponding to sin in Christianity? I will make clear the problem in Indian Buddhism and then consider the direction which Buddhism should take in the future.

著者

吉村 夕里 Yuri YOSHIMURA 京都文教大学臨床心理学部臨床心理学科 Kyoto Bunkyo University Department of Clinical Psychology Faculty of Clinical Psychology

出版者

京都文教大学

雑誌

臨床心理学部研究報告 (ISSN:18843751)

巻号頁・発行日

no.3, pp.45-68, 2010

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In this study, the writer analyzes the resources of patients with dementia as well as current problems in dementia care that are elucidated through "classes involving participation of patients with dementia and their families", a measure that is part of "user involvement training of the social work professional education". First, the writer performs a literature analysis to review studies related to the history of informed consent, various discussions on notification of dementia, and notification of cancer, and demonstrates that the current approach of avoiding notification of dementia is already reaching its limit. Next, the writer reports on the classes in which the elderly with dementia and their families participated, and analyzes episodes of conversation between the elderly with dementia and students by participation observation. The result of analyzed episodes showed the elderly with dementia perceived the setting to be a public place that they attempted to make use of their resources by using the skill of "passing" which Goffman pointed out in order to maintain face-toface interactions, and tried to communicate the wisdom they had acquired from life experiences to the students. Finally, the results show that even when their condition becomes severe, the elderly with dementia desire public places where they can utilize their social resources so that they can maintain their identity, and that they strive to establish their private and public lives in their environment.

著者

高木 綾 Aya TAKAGI 京都文教大学臨床心理学部臨床心理学科 Kyoto Bunkyo University Department of Clinical Psychology Faculty of Clinical Psychology

雑誌

臨床心理学部研究報告 = Reports from the Faculty of Clinical Psychology, Kyoto Bunkyo University (ISSN:18843751)

巻号頁・発行日

vol.2, pp.107-119, 2010-03-31

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The purpose of this study is to consider the “alienness” and the “otherness” in “Self”, and the inside and outside of “Self”, and the boundary between them, by focusing on the unconsciousness and the body. “Self” is not monolithic, but it contains something which one can not readily feel as one’s own or does not want to feel one’s own. The unconsciousness and the body, in particular, are felt alien to “Self”, and carry even the “otherness” as well, in that we can not control them completely. This indicates that the structure of “self inside/ others outside” is not always conclusive, or the inside and outside of “Self” are not fi xed statically, but they exist changing places or intertwining at various levels. The inside and outside of “Self”, and the boundary between them, are considered being referred to the sociological concept of “stranger”. From the viewpoint of psychology, it is supposed that “stranger” exists not only outside of “Self”, but also inside of “Self”. This means that relation not only with the outside “stranger”, but also with the inner “stranger” forms the boundary between the inside and the outside of “Self ”. That boundary continues to be updated (renewed)constantly, and we usually have to concern ourselves in the subject of the “alienness” and the “otherness” to be oneself. Then it is indicated that “Self” is a dynamic process itself over its inside and outside. On the basis of this discussion, it is also pointed out that perceiving “Self” from the manysided and fl exible viewpoint is required in psychological clinic.

著者

柴田 長生 Chosei SHIBATA 京都文教大学臨床心理学部臨床心理学科 Kyoto Bunkyo University Department of Clinical Psychology Faculty of Clinical Psychology

雑誌

臨床心理学部研究報告 = Reports from the Faculty of Clinical Psychology, Kyoto Bunkyo University (ISSN:18843751)

巻号頁・発行日

vol.5, pp.3-23, 2013-03-31

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This paper focuses on my development of an assessment scale about social abilities of children (application age : 1:0 - 10:11). This scale has six areas ; Self independence, Movement, Operation, Communication, Group participation and Self control. Each area includes 18 items from six month level to 12 years level. Each item is selected as most important developmental task on each age level by some experts of child development. Age level of each item is defined by what 80% children of similarage clear the item's task. In this paper, I will report about standardization, assessment method, reliability and validity of this scale on another paper. This study treats as follows; 1. Validity about clear age of each item. 2. Validity about sequence of each item. 3. Interrelation in the six areas. 4. Sex difference 5. Calculation of Cronbach's coefficient alpha The results of 1. and 2. are almost no problems, But some items' validity needs to be discussed. Evaluation result of six areas depends on Calendar Age, but on the other hand, it does not depend on the process of mental development. The six areas are mutually independent developmental areas. The evaluation result includes sex difference on some age levels and girl's. result is higher than that of boy's. This scale is useful about evaluation of mental disorder and has possibility about evaluation of developmental disorder and developmental guidance to parents.

著者

柴田 長生 Chosei SHIBATA 京都文教大学臨床心理学部教育福祉心理学科 Kyoto Bunkyo University Department of Psychology for Child Education and Community Faculty of Clinical Psychology

雑誌

臨床心理学部研究報告 = Reports from the Faculty of Clinical Psychology, Kyoto Bunkyo University (ISSN:18843751)

巻号頁・発行日

vol.8, pp.3-26, 2016-03-31

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I compared and examined the evaluation results of 384 intellectual disabled children about intellectual abilities and social abilities. The intellectual abilities were evaluated by the developmental-test and the Social abilities were evaluated by the social ability scale which is composed in the six areas ; Self independence, Movement, Operation, Communication, Group participation and Self-control. We used this social ability scale for the diagnosis of intellectual disabled children in Kyoto prefectural Child Guidance Center. And in 2012, I researched the diagnostic results of 384 Intellectual disabled children. Intellectual abilities and social abilities are basically correlated. But in each individual data、the level of intellectual abilities is different from the level of social abilities . And the aspects of the difference are various. I reviewed the aspects of the difference and considered about the various clinical features of intellectual disabled children. Considering results are as follows. 1 Intellectual abilities and social abilities are basically correlated. 2 the difference patterns between the intellectual abilities and the social abilities are as follows. Type 1: There is not a difference in the intellectual abilities and the social abilities. Type 2: It is low, that the social abilities are relative more than the intellectual abilities. Type 3: It is high, that the social abilities are relative more than the intellectual abilities. 3 The various clinical features of intellectual disabled children can be described by these differential patterns. 4 With the ripeness which accompanies aging, the ability of self-independence becomes higher than the intellectual ability relatively. But for the intellectual disabilities, the communication ability becomes lower than the intellectual ability relatively. These characteristics are a general tendency. 5 The height of the intellectual ability becomes the big motive which develops social ability.It is easy the lighter the degree of disability is, the more the difference between the intellectual abilities and the social abilities occurs. And of the boiling that the age becomes big therefore, the difference, too, becomes clear. 6 The difference between the intellectual abilities and the social abilities occurs with the influence from the other disability; Autism ADHD LD etc. , being clear. 7 As for the relative social ability to the intellectual ability, a little high tendency is seen, that the girl is relative more than the boy. AAIDD(American Association on Intellectual and developmental Disabilities) published 11th definition of Intellectual Disability in 2010. Intellectual disability is characterized by significant limitations both in intellectual functioning and in adaptive behavior. But significant limitations in intellectual functioning are different from significant limitations in social abilities. Then intellectual functioning and social abilities are deferent developmental domains. Eclectic clinical features of the intellectual abilities are formed by the factor which was described above.

著者

松田 真理子 Mariko MATSUDA 京都文教大学臨床心理学部臨床心理学科 Kyoto Bunkyo University Department of Clinical Psychology Faculty of Clinical Psychology

雑誌

臨床心理学部研究報告 = Reports from the Faculty of Clinical Psychology, Kyoto Bunkyo University (ISSN:18843751)

巻号頁・発行日

vol.6, pp.87-101, 2014-03-31

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Yasushi Sugiyama was a famous Japanese painter who lived through the periods of Meiji, Taisho, and Showa. In 1909, he was born as the eldest son of Ukichi Sugiyama who ran a stationery shop in Asakusa, Tokyo, and his wife, Michi. As his father died when he was six, his mother raised her two sons by herself. In 1928, he entered the Department of Japanese-style Painting of the former Tokyo Art School, and studied under Eikyu Matsuoka, a younger brother of Kunio Yanagida. His graduation work painted in 1933, “No” (field), won the first prize, and he soon attracted attention from the art world. He married a lady named Motoko Shinohara at the age of 27. Following the death of his mentor, Matsuoka, he developed tuberculosis and struggled with the disease through his 30s. When he was 42 years old, “Europe” (1951), presented at the 7th Japan Fine Arts Exhibition, attracted great attention. In 1958, his eldest daughter, Yoko, married a writer, Yukio Mishima. From around 1970, when Mishima committed suicide, Sugiyama started to draw a series of (five) pictures of naked women under the theme of a hymn to life, and received the Order of Cultural Merit in 1974. However, following this period, he retired from public life and stopped sending his drawings to public exhibitions. From around 1980, he drew a series of fantastic pictures with serenity set in Cappadocia, which give the impression that time had stopped in them. In 1993, Sugiyama died on the morning of his 84th birthday. There is no recorded evidence suggesting that Sugiyama had psychological problems or consulted a psychiatrist. However, according to Satoshi Katoʼs view of his personality, Sugiyama might have had schizophrenia spectrum disorder, since he pursued eternity; refused to pander to secularity; was a night person; longed for aridity; and was hypersensitive to light. His life was full of ups and downs; Sugiyama had been through the deaths of his biological father in early childhood and Eikyu Matsuoka - his mentor father-figure, a twelve-year battle with tuberculosis, and the suicide of Yukio Mishima, his son-in-law. Although he was at the height of his prosperity as a winner of the Order of Cultural Merit at one stage in his life, he did not cling to that worldly success. He withdrew from secular society, and continued exploring powerful and dynamic expressions to search for eternity. As he had a schizotypal personality and hoped to withdraw from the world, Sugiyama did not think twice before secluding himself to live in quiet retirement. This eventually helped him maintain both his mental stability and physical health, and he was able to live long, devoting himself to his creative activities.

著者

中島 千惠 Chie NAKAJIMA 京都文教大学臨床心理学部 Kyoto Bunkyo University

出版者

京都文教大学

雑誌

心理社会的支援研究 (ISSN:21860033)

巻号頁・発行日

vol.6, pp.45-57, 2016-03-31

著者

大前 暁政 Akimasa OMAE 京都文教大学臨床心理学部教育福祉心理学科 Kyoto Bunkyo University Department of Psychology for Child Education and Community Faculty of Clinical Psychology

出版者

京都文教大学

雑誌

臨床心理学部研究報告 = Reports from the Faculty of Clinical Psychology, Kyoto Bunkyo University (ISSN:18843751)

巻号頁・発行日

vol.6, pp.55-72, 2014-03-31

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This research clarifies the problems of present-day teacher training courses by comparing them with a past teacher training courses. The contents of the curriculum for conquering the problems are also proposed. Postwar primary teacher training courses have changed a great deal after World War II. In the previous Normal School in 1949, students were given the knowledge and skills required in the field of elementary school. On the other hand, in primary teacher training courses after World War II, students started studying pedagogy and liberal arts. It is necessary to examine teacher training courses of the new era, which have efficient combined the best of both types of teacher training courses. To ensure that students gain practical teaching skills in universities in particular, universities should make clear the knowledge and skills that should be taught clearly. This paper showed the knowledge and skills required in the field of elementary school. The knowledge and skills required in the field of elementary school were divided into the following four categories: "technology of a lesson," "class management" and "correspondence to a child," and "others." In teacher training colleges, it is becoming important to consider curriculums that enable students to gain "practical teaching skills." This research was able to show the directivity for an improvement of the contents of teacher training curriculum.

著者

香川 克 Masaru KAGAWA 京都文教大学臨床心理学部 Kyoto Bunkyo University

出版者

京都文教大学

雑誌

心理社会的支援研究 (ISSN:21860033)

巻号頁・発行日

no.2, pp.3-15, 2011