著者

西村 詩織

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.47, pp.251-258, 2008-03-10

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The present article reviews researches on "aseri" experiences. "Aseri" is a Japanese noun (the verb form is "aseru"), referring to broad experiences including "being impatient or irritated", "feeling time urgency" and "time anxiety". However, there have not been enough researches on aseri and its concept is not well defined. Many previous studies have focused on only one particular side of aseri. Having reviewed researches on aseri, the integration of studies is found to be important. In addition, a multi-dimensional approach is also thought to be useful. The studies on agitation and self-discrepancy theory are discussed as well in terms of aseri.

著者

西村 詩織

出版者

公益社団法人 日本心理学会

雑誌

心理学研究 (ISSN:00215236)

巻号頁・発行日

vol.80, no.5, pp.381-388, 2009 (Released:2012-03-20)

参考文献数

21

被引用文献数

2

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“Aseri” is a Japanese term referring to an emotional state of “being impatient” or “feeling time urgency” that is experienced in everyday life. This study explored how people in early adulthood experienced aseri in their daily lives. Interviews were conducted with twenty young adults who recalled events or situations involving aseri. Grounded theory was referred in collection and analysis of data. The results showed that aseri developed in situations where there were several competing thoughts. Regarding the process in which aseri changed, two patterns were found: (a) when aseri was strongly experienced in the short term, it settled down easily; (b) when aseri was felt mildly in the long term, it gradually became latent. The theme of latent aseri reflected the developmental tasks of early adulthood that were considered significant for the participants including developmental tasks typically achieved in adolescence that were put off until early adulthood. Implications for aseri and directions for further research are discussed.

著者

下山 晴彦 屋嘉比 光子 西村 詩織 平林 恵美 林 潤一郎

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.48, pp.163-184, 2009-03-10

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The purpose of this study was to develop and to evaluate psychological education programmes in school setting. They were made in terms of cognitive behavioural group treatment in children and adolescents. At first, 4 sessions programme for elementary school children was developed and carried out and the result was evaluated. Next, 11 sessions programme which was revised in the light of the evaluation was implemented at a reformatory and the result suggested that it could promote the control of anger. Finally, 6 sessions programme on changing negative mood was developed and was examined in 199 junior high school students. The result showed the psychological education program significantly promoted the skill of changing negative mood.