著者

斎藤 百枝美 佐藤 充子 菅原 由香 佐藤 早織 山本 佳子 井手 基文 丹羽 真一 江戸 清人

出版者

一般社団法人日本医療薬学会

雑誌

医療薬学 (ISSN:1346342X)

巻号頁・発行日

vol.31, no.3, pp.194-202, 2005-03-10 (Released:2011-03-04)

参考文献数

5

被引用文献数

1 2

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We introduced a medication management module (MMM) for the education of psychiatric inpatients that uses a video (FMV) produced by Fukushima Medical University. We then asked 32 staff members to evaluate the usefulness of FMV by filling out a questionnaire. Nine of the staff (28 %) responded that it greatly improved the patients' comprehension level, 19 (59 %) felt that it had improved, and 4 (13 %) thought that there had been no change. We estimated that the workload of staff had decreased from 10 to 3.7 points. Further, by testing the 37 participants in MMM on their comprehension level before and after it with the same questions, the mean score was significantly higher after MMM (21.4 ± 0.9 points) than before (18.3 ± 3.5 points) (p< 0.001).To assess the effect of MMM on post-hospital self-medication behavior, we mailed another questionnaire to patients who had participated in MMM and those who had not. The sixty-three respondents (34 men and 29 women, aged from 15 to 78 years) consisted of 43 schizophrenia patients and 20 manic-depressive psychosis patients, of whom 33 had participated in MMM and 30 had not. The percentage of MMM-participants who were taking medication regularly was not significantly different from that of non-participants. However, the percentages of MMM participants who understood the necessity of medication and knew how to cope with side effects were significantly higher (p< 0.05 and p< 0.001, respectively).These results indicate that MMM is useful in raising patients' level of comprehension of medication and helping them acquire the proper post-hospital self- medication behavior.

著者

渡邉 智之 佐藤 早織 山本 俊昭 熊代 永

出版者

一般社団法人日本心身医学会

雑誌

心身医学 (ISSN:03850307)

巻号頁・発行日

vol.50, no.10, pp.961-968, 2010-10-01

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知的能力に遅れのない広汎性発達障害の子どもは,その障害の存在が気づかれず見過ごされがちである.しかし,社会性に欠け対人関係も苦手であることからさまざまな困難を抱えやすい.今回,幼少期から不登校を呈していたが,発達障害の視点で支援した結果,改善がみられた症例を報告する.自己洞察を促すサポートよりも支持的対応を基本として共感性を促し,対人関係の促進を目指した.また,認知行動療法を基本とした問題解決技能や個別での対人スキル訓練のアプローチも行った.母親に対しては障害特性と本人の行動を結びつけて説明し障害理解を促した.その結果,不登校という不適応状態が改善した.子どもが示す不適応状態を発達という視点からとらえ,発達歴の聴取や行動観察などのていねいなアセスメント,障害特性に配慮した対応をしていくことが重要である.