著者

石井 僚 ISHII Ryo

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)

巻号頁・発行日

vol.63, pp.83-91, 2016-12-28

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The current study is a review of time perspective studies in adolescence and emerging adulthood. Time perspective was first conceptualized by Lewin (1951), and was involved in field theory. It is defined as “the totality of the individual’s views of his (or her) psychological future and psychological past existing at a given time.” It has been thought that time perspective has an effect on the present behavior of an individual. Since the time that this theory was first introduced, research has increased on various topics related to this concept, especially in the area of clinical, motivational, and developmental psychology. Adolescence and emerging adulthood are critical periods for time perspective, because time perspective develops in these periods, and the developmental tasks associated with these periods are closely related to time perspective. Many studies have examined the relationship between time perspective and identity, which is the developmental task in these periods, and have revealed a relationship between future orientation and positive attitude toward time, and identity achievement. However, previous research has not specifically investigated the identity formation processes. In addition, the focus of previous research concerning time perspective has been biased towards future time. Because of this, it is imperative that future research focuses on both the identity formation process and product, with emphasis on not only the future, but also the past and present as well. Finally, previous research has not paid appropriate attention to time perspective until the death of the individual. The perspective of time, based upon the finiteness of life, can certainly influence adolescent and emerging adult development. Thus, future research should examine this issue further

著者

藤野 真行

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)

巻号頁・発行日

no.66, 2020-01-31

著者

服部 美奈 神内 陽子 HATTORI Mina JINNAI Yoko

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 教育科学 (ISSN:13460307)

巻号頁・発行日

vol.66, no.2, pp.173-198, 2020-03-31

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This study describes the characteristics of legal education in Indonesian higher education, and examines the position and role of higher education towards the training of professionals for the legal field. Two types of universities are analyzed; one a national general university operated by the Ministry of Higher Education and the other a national Islamic university operated by the Ministry of Religion Affairs. A historical overview of these institutions is followed by an explanation of the current Indonesian situation for legal education. Next an analysis is offered of the legal education performed at Diponegoro University (Central Java,) an example of a national general university, and at Sunan Kalijaga Islamic University (Yogyakarta) a national Islamic university. Finally, a conclusion summarizes the characteristics important to Indonesian modern legal education, with an attempt to clarify and discern the differences between the legal education and training of legal professionals training at these two types of universities within the country. For this research, various documents were analyzed, informants at each university interviewed, and classes at both universities observed. The field research conducted by Y. Jinnai occurred from March 14–22, 2017 and by M. Hattori, from February 26–27, 2018. In conclusion, the following three points were made: First, as Kadota (2011) has pointed out, there still exists no national common bar examination for legal professionals. The Supreme Court, the Prosecutor's Office, and the association of lawyers conduct each examination independently, including assessment and final certification. Students cannot obtain this certificate, even if they have successfully completed university studies. It is mandatory to first obtain a bachelor's degree as a basic qualification. In other words, "the education offered at universities is the first and indispensable part of legal training" [Kadota 2011]. This also means that law education at universities has become more academic and theoretical-oriented than a vocation-oriented, practical pedagogy. Secondly, at the higher education level, the characteristics for legal education show the same tendencies in both systems; both place emphasis on academic, theoretical knowledge. At Diponegoro University, it is not possible for students to deepen a particular field of specialization, although the course is organized so that it can be studied more broadly. Therefore, students can obtain opportunities that enable easier access to a wide spectrum of careers after graduation. At Sunan Kalijaga National Islamic University, the curriculum of the faculty of Shari'a and Law is designed for students to obtain a bachelor's degree in law, although not a bachelor's degree in Islamic law. Students are thus able to gain access to occupations other than that of a religious court civil servant, or a position within the Ministry of Religion Affairs; they may also train for the legal profession in general. In this regard, it can be said that the initial purpose for the establishment of the National Islamic University to provide Muslims with a bachelor's degree in general law has been achieved to some extent. Finally, this study illustrates that Islamic institutions of higher education that appeared before independence as institutions with different missions than the traditional the educational institution, Pesantren, have been successful in integrating Islamic studies in general. Despite this progress, it must be mentioned that the trend towards integration represent more a concern towards the transition from a National Islamic College (PTAIN) to a National Islamic Institute (IAIN,) and then to a National Islamic University (UIN), and as such, true integration is still incomplete, and rather remains a compromise.本研究は,科学研究費補助金基盤研究(B)「法整備支援重点支援対象国における法学教育」(研究代表者:四本健二,研究課題番号15H05176,平成27年度~30年度)の研究成果の一部である。

著者

陳 佳怡 松本 真理子 CHEN Jiayi MATSUMOTO Mariko

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)

巻号頁・発行日

no.66, pp.1-6, 2020-01-31

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Asians have shown a tendency of being reluctant to seek help from others. It is important to not only understand what factors affect help-seeking in order to promote help-seeking behaviors, but also necessary to examine the influence of situational differences and cultural background in help-seeking. In the present review, studies of help-seeking in China were classified into 4 categories: 1) demographic variables, 2) personality variables, 3) network variables, and 4) helper and method. In general, the findings from the literature on revealed many studies on gender differences, type of helpers and help-seeking behaviors, but very few studies were found on the psychological factors that affect help-seeking among Chinese students compared to other countries. Consequently, this gap points to the need for more research emphasis on Chinese children and adolescent 1) help-seeking intentions and attitudes 2) the psychological variables which affect Chinese children and adolescent help-seeking behaviors, and 3) help-seeking attitudes among Chinese international students studying abroad.

著者

中元 崇 NAKAMOTO Takashi

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 教育科学 (ISSN:13460307)

巻号頁・発行日

vol.66, no.2, pp.109-125, 2020-03-31

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The purpose of this study is to clarify what factors affect both the intentions and obstructions experienced for university staff members considering going to graduate school. In recent years with the advancement and specialization of jobs at higher education institutions, several graduate courses for university staff have been established. However, while some staff go to graduate school, the majority do not. This paper aim to explore the causes for this difference. A secondary analysis using the data from the "National University Administrative Staff Survey" was performed. The study found significant differences among several factors (age, presence / absence of knowledge to be learned, intention to take other learning opportunities, fields of interest, etc.) between those who had the intention to go to graduate school and those who did not. Similarly, there were significant differences among several factors that related to the work environment between those who felt obstructed to go to graduate school and those who did not. An analysis was performed to discern whether the intention of going to graduate school had relation with individual's perceived obstructive factors, yet no significant difference was related to individual intention. These results suggest the necessity to explore various measures more thoroughly such as methods to promote learning from an early stage, to communicate with employees to give them clear indication for career path, and to improve the work environment.

著者

小川 一美 Ogawa Kazumi

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)

巻号頁・発行日

vol.47, pp.173-183, 2000-12

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In the development of any interpersonal relationship, impression formation in the early stages is crucial. The current research focused on the initial encounter will examine the variables of the dyadic balance in the amount of speech exchanged, and the impression of the partner, as well as the conversation. The major findings were as follows : (1) better impressions of both the partner and the conversation were seen in dyads which were characterized by a good balance in disclosure; (2) better impressions of the partner were seen in dyads in which equal time at questioning each other were made, and in dyads in which the subject made more verbal reinforcement than the partner; (3) a positive correlation between the perception that the partner disclosed more than the self, and the desirability of the impression of the partner were seen; (4) a positive correlation between the impressions formed during the conversation and the anticipation of future exchanges were seen.

著者

中嶋 哲彦 NAKAJIMA Tetsuhiko

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 教育科学 (ISSN:13460307)

巻号頁・発行日

vol.66, no.2, pp.1-32, 2020-03-31

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From April 1998 to March 2020, I have been engaged in research and education on education administration, school law, and education policy at the Graduate School of Education and Development Sciences, Nagoya University. At the same time, he served concurrently as a member of Inuyama City Board of Education from October 2000 to September 2008, served as the chairman of the Central Executive Committee of the Faculty and Staff Union of Japanese Universities (Zendaikyo) from July 2009 to June 2015, and served the Principal of Nagoya University Affiliated Upper and Lower Secondary Schools from April 2017 for two years. In addition, in April 2010, we joined the establishment of Nationwide Network for “End Child Poverty.” Through the activities of this civil association, I encouraged the Diet to enact and revise the Act on the Promotion of Poverty for Children, and to make connections between local citizens and local governments. Some people think that education and research in university should be distinguished from labor and social movements, but for me they all are on the same horizon. Has also participated. It may be a distinction between college education and research and the work and social movements, but for me they are all on the same horizon. I believe that the essence of learning lies in expanding oneself through the acquisition of new knowledges. Self-expansion is not about setting boundaries with others, but about creating a new self that incorporates others. Understanding others is also creating a new self. And a self that incorporates others is nothing but a self that loves others and can get angry for others. Also, I think that those who engage in social science have a responsibility to discover the social problems to be solved, analyze their essence, and propose solutions. By fulfilling this responsibility, academics can be socially recognized for their raison d’etre and secure their social and material existence base. In this paper, “1. Approach to Social Science” outlines the path that I have taken before reaching the social sciences, limited to before entering graduate school. I will introduce photos that represent my efforts from junior high school to university. And in “2. Modern Capitalist State and Neoliberal State Reform”, I sketch the understanding of the essence of the modern capitalist state and its neoliberal reform in the background of my pedagogical research. This part is part of the introduction included in my book “State and Education: Personality Formation for Love and Anger” (Seido-sha, March 2020).

著者

千賀 則史 SENGA Norifumi

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)

巻号頁・発行日

vol.61, pp.57-68, 2014-12-26

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The purpose of this study is to explore the current situation and tasks regarding psychological supports for family reunification at child guidance centers. Recently, child maltreatment has become a serious social problem and the number of the cases of child maltreatment accepted and dealt in child guidance centers has rapidly increased since 1990’s. Since the Child Abuse Prevention Law was enforced in 2000, child guidance centers have been reinforced to intervene in the families suspected of child maltreatment. However, the role conflict occurs because child guidance centers have both roles of compulsory intervention and family reunification. It is a difficult and complex work for child guidance centers to build constructive relationship with the parents who are compulsorily intervened. At the field of child protection, community approaches such as outreach and network supports based on multi-institutional collaboration are essential in order to provide necessary services for the involuntary cases of child maltreatment. While there are various factors causing child maltreatment, it is significant for the workers to evaluate not only risk factors but also protective factors. Even if there are many risk factors, protective factors may act as buffers to prevent child maltreatment. Among the cases which achieved family reunification, 50 percent of children returned home within a year and a half, and 70 percent within three years. Meanwhile, 50 to 60 percent of the reunified families got back together with some problems to be solved in a long term; 11 to 14 percent of the cases were re-intervened as child maltreatment case within a year. In practice, it is impossible to solve all of the problems within such a short term. It is necessary to build social support network so that the children can live in the community despite some problems left unsolved. In Japan, 44 percent of child guidance centers use Common Sense Parenting (CSP), and 26 percent of them apply Signs of Safety Approach (SoSA) as family reunification programs. While CSP is a parenting program to give parents effective discipline skills, family reunification is developed by the approach not only to parents but also to children, family and extended family members. Therefore, it is essential for the workers to have not only the perspective on an individual but also the perspective of community psychology, or an ecological perspective on the person-environment fit. SoSA is a safety oriented child protection framework which focuses on the interaction between a person and society. One of the features of SoSA is that it integrates the role of crisis intervention with that of family reunification, so it can be extended to the general social work process. Partnering for Safety (PFS) is a family and safety-centered approach which integrates various theories including SoSA. PFS has useful tools such as ‘The Safety House’ which help the children and their parents participate in the casework process. Through the process of psychological supports for family reunification above, the core role of child psychologists at child guidance centers is to make psychological assessments, which help to share the understanding of the cases and to facilitate collaboration with the workers. As child psychologists are now expected to work in a team, it is required to construct a new psychological support model which takes account of team approach.

著者

玉井 颯一 五十嵐 祐 TAMAI Ryuichi IGARASHI Tasuku

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)

巻号頁・発行日

vol.61, pp.77-84, 2014

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Ostracism, the act of ignoring, exclusion and rejection, occurs across the life span and has been documented as harmful and powerful not only for the ostracized member, but also for the ostracizing member and the observers. To ostracize others, individuals vary in the extent to which they evaluate ostracism as an effective and just method to promote group solidarity and efficiency. In this study, we developed and validated the Legitimacy of Ostracism Scale (LOS) that measures one's tendency to accept ostracizing someone from a group as a legitimate action to increase group benefits. Japanese undergraduates (n = 513) completed a questionnaire including LOS (10 items), Machiavellianism, vigilance, relational models, and prevention focus. Exploratory factor analysis indicated a single-factor structure with seven items (α = .832). Confirmatory factor analysis on 7-item LOS also indicated that the data best fit a single-factor model. As theoretically predicted, LOS was positively correlated with Machiavellianism, vigilance, orientations for authority ranking and equality matching, and prevention focus. These results demonstrate the high reliability and validity of the 7-item LOS. Further studies need to show that LOS indicates one's actual propensity to ostracize others.

著者

高木 邦子

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要 心理発達科学 (ISSN:13461729)

巻号頁・発行日

vol.51, pp.63-76, 2004

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国立情報学研究所で電子化したコンテンツを使用している。

著者

野村 駿 太田 知彩 上地 香杜 加藤 一晃 内田 良 NOMURA Hayao OTA Kazusa KAMIJI Koto KATO Kazuaki UCHIDA Ryo

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 教育科学 (ISSN:13460307)

巻号頁・発行日

vol.65, no.2, pp.109-121, 2019-03-31

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This paper uses the viewpoint of a teacher's past experience to reveal the mechanism that relates to a teacher's subjective feelings when coaching extracurricular club activities. Currently in Japan, there is much discussion of work-type reforms regarding the way teachers work in public and at academic levels. Various investigations show the situation of teachers in contemporary Japanese society as one of excessive overwork. In particular, for junior high school teachers, the temporal and psychological burden of monitoring club activities has been regarded as a problem. Although previous studies have pointed out problems due to extracurricular club activities, the problem of a teacher's subjective feelings – over-reacting, acting out, or passionately involved – has not been sufficiently studied. Therefore, in this paper, we examine the mechanism by which teachers experience subjectively the coaching of extracurricular club activities. The results of this paper are as follows. Firstly, the temporal burden of coaching of extracurricular club activities falls hard on younger teachers. However, in all tasks, including club activities, young teachers express a desire for increased work, making it appear s though they were inviting themselves to be busier. Secondly, from the viewpoint of subjective enjoyment experienced from recalled participation their own junior high school and high school club activities, young teachers who found enjoyment from participating in current school club activities were those who had evaluated their own past club experiences positively, so tended to contribute a longer time to overseeing these activities as teachers. However, those teachers who recall their past club activities as not having been so enjoyable do not find the current participation in club activities as teachers so positively. Yet due that fact that they are young teachers, they are forced to instruct a club activity for a long time. Thirdly, there are many young teachers who have been involved in the same club activities consistently from their own junior high school years up through the present time; they derive pleasure from coaching the club activities so their time commitment for coaching is longer. At the same time among young teachers, there are many who do not enjoy being in charge of club activities they have themselves not experienced previously and dislike being forced to commit a long time for such guidance. In this paper, we have analyzed the issue of teachers' subjective feelings regarding responsibilities toward club activities and point out the necessity to set up opportunities during the pre-service teacher training stage for each pre-service teacher to express his/her own experience of past club activities.本稿は,日本教職員組合寄付金(「課題名:部活動のあり方に関する意識調査」研究代表:内田良)による研究成果の一部である。

著者

ISHAKU Utek Grace MATSUMOTO Mariko

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)

巻号頁・発行日

no.65, pp.1-20, 2018-12-28

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The problem of untreated mental disorders is serious and appears to be worsening in university student populations, especially in developing countries. Although resources are considerably scarce in low-income societies, there appear to be other challenges to mental health help-seeking on university campuses. The present study employed face-to-face semi-structured interviews to explore the array of factors that impede and promote help-seeking behavior among university students in Nigeria. The participants were 16 mentally distressed students at a public university in the central region of Nigeria. The interview schedule addressed the key study variables as well as the students' perceptions of their current mental state, treatment need, and intentions to seek help. The collated data revealed that all the participants were either moderately or severely mentally distressed. Even though the majority of the students (94%) were willing to seek help for a mental disorder, only 50% indicated that they currently need help for their mental distress. Of the latter, only about 13% had initiated actual attempts to seek professional guidance. Qualitative content analysis of the interview transcripts highlighted three major barriers to help-seeking, namely: individual factors, confidentiality issues, and institutional inadequacies. Similarly, three sets of support were relevant for facilitating help-seeking including intrapersonal support, interpersonal support and institutional support. Interpreting these findings in accordance with the ecological systems theory suggested that the barriers and facilitators to mental health help-seeking are multifaceted and encompass individual, social and institutional domains. Interventions targeting the micro and macro level barriers in university and support for students' help-seeking needs through a top-down strategy which prioritizes the provision of better mental health infrastructure, adequate number of professionals, effective mental health policies, and gatekeeper training for members of the university community are potentially beneficial for improving treatment rates among students in developing countries.

著者

白木 優馬 五十嵐 祐 SHIRAKI Yuma IGARASHI Tasuku

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)

巻号頁・発行日

vol.62, pp.97-106, 2015-12-28

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The development of Information Technology has unraveled a new form of employment, crowdsourcing. With the spread of crowdsourcing, psychological researchers began collecting data with crowdsourcing. Crowdsourcing enables them to collect data from a wider range of people in a shorter timespan relative to the conventional methods. Although the application of crowdsourcing has gained popularity in foreign psychological research in recent times, Japanese researchers have not yet tapped this resource. Therefore, this paper presents the available framework of crowdsourcing service for Japanese researchers and its usage aiming for the spread of crowdsourcing in Japanese psychological research. Furthermore, we underline the required precautionary measures while collecting data using crowdsourcing.

著者

虎岩 朋加

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 教育科学 (ISSN:13460307)

巻号頁・発行日

vol.60, no.1, pp.13-23,25, 2013

著者

四辻 伸吾 YOTSUTSUJI Shingo

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)

巻号頁・発行日

vol.64, pp.99-109, 2017-12-28

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News of bullying-related suicides being reported almost on a daily basis and it is a major problem in the field of education. Different bullying prevention programs have been developed and conducted in educational settings for preventing bullying. Programs including Olweus Bullying Prevention Program (OBPP; Olweus, 2007) and KiVa program, among others have been used internationally and have reported good results. These programs are currently being comprehensively utilized. On the other hand, development and conduct of bullying prevention programs in Japan are often left to individual schools, and nationwide systematic programs have not been developed to date. Moreover, in many cases, effects of bullying prevention programs have not been empirically verified. This study analyzed Japanese bullying prevention programs used in educational settings, from the following perspectives: (1) statistical verification of program efficacy, and (2) confirmation of consistency with curriculum guidelines. "confirmation of consistency with curriculum guidelines" means that the practice contents of the practiced bullying prevention program accorded with an aim and the contents such as each subject shown in curriculum guidelines. First, we searched the Internet for the keywords "bullying," and "programs" in the Japanese literature, and identified 33 articles, which were reviewed. Among the 33 papers, statistical verification of program efficacy was conducted in 15 studies, all of which indicated that the programs were effective. Moreover, 19 papers described subjects and fields in which the programs were practiced. Among the 19 papers, only four described the consistency between practice and contents of subjects and fields. Previous studies might be insufficient in both statistical verification of program efficacy and examining the consistency between programs and learning contents. Therefore, further studies on this topic are required. Future perspectives of Japanese bullying prevention programs are discussed based on these results from following perspective. (1) Developing a program of annual curriculums composed of small plural learning units having statistically established efficacy for bullying prevention. (2) Developing a program that is specifically placed in curriculum guidelines, especially in "moral education," "integrated studies," and "special activities," lessons, which are often used in bullying prevention programs. It is expected that programs for bullying prevention for wide use in Japanese educational settings could be developed based on these perspectives.

著者

風間 惇希 KAZAMA Junki

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)

巻号頁・発行日

vol.64, pp.127-140, 2017-12-28

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The present study is a review of "over-adaptation" in adolescence. In this study, the author reviewed the definitions and measures of over-adaptation, constructed a comprehensive model of overadaptation and its relevant factors, and clarified the trends and future directions of studies about overadaptation in adolescence. At first, this study clarified that there were many definitions and measures of over-adaptation by reviewing previous studies. Then, the author suggested two ways of understanding over-adaptation for the purpose of integrating knowledge of previous studies and making future studies accumulated more systematically. That is, one is (a) over-adaptation with internal maladjustment, and the other is (b) over-adaptation as a risk factor for internal maladjustment. Secondly, this study classified relevant factors of over-adaptation into two categories, (a) the factors explaining over-adaptation and (b) the ones affected by over-adaptation. In addition, explanatory factors of over-adaptation were classified into intrapersonal factors and interpersonal (environmental) ones. From this perspective, this study suggested that intrapersonal and interpersonal factors influenced over-adaptation and it was important to consider both factors to understand over-adaptation. Kazama & Hiraishi (submitted) considered that interaction of intrapersonal and interpersonal factors formed over-adaptation in relationships with parents, peers, and teachers, and developed Over-Adaptation Scale - Relationships Specified (OAS-RS) measuring the extent to which an individual engages to over-adaptive behavior in relationships with parents, peers, teachers, respectively. Like that, future studies may need to consider the diversity of over-adaptation in adolescence. Finally, this study showed that most previous studies were based on cross-sectional data. Then, longitudinal studies will be needed to investigate occurrence and developmental processes of overadaptation.

著者

梶田 正巳 KAJITA Masami 西口 利文 NISHIGUCHI Toshifumi

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要 (ISSN:13461729)

巻号頁・発行日

vol.48, pp.1-8, 2001-12-27 (Released:2006-01-05)

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国立情報学研究所で電子化したコンテンツを利用している。

著者

江頭 智宏

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 教育科学 (ISSN:13460307)

巻号頁・発行日

vol.64, no.2, pp.67-81, 2017

著者

永田 雅子 三谷 真優 川口 智子 NAGATA Masako MITANI Mayu KAWAGUCHI Satoko

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)

巻号頁・発行日

vol.62, pp.49-55, 2015

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On the front lines of pediatric health care, priority is given to the treatment of child patients, and support for the patient's family members including the patient's siblings has not been sufficiently considered. This study aimed to clarify how the sibling support has been done up to the present by reviewing the domestic and foreign research papers on adaptation and support for siblings of child patients in the pediatric field. The results showed that when there was a child patient with a disability or a chronic disease in a family, the sibling support should be done by appropriately supporting the whole family including the child patient at the same time. This review suggested the necessity of establishing a support system where child patients and their family members can well adapt themselves to their life, in addition to the medical treatment for the child patients.

著者

杉本 英晴 SUGIMOTO Hideharu

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)

巻号頁・発行日

vol.55, pp.77-89, 2009-03-31

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The present study examined the representation structure of "not getting a job" among university students and the relationships between such representations and career indecision. A total of 503 university students were asked to report how they would think about "not getting a job" in an open-ended question along with two scales measuring career indecision and the representations of getting a job. Results of text mining techniques indicated that the high, middle, and low classes of the text data subscale and the representation subscale were divided into eight clusters respectively: these were "negative aspect", "chasing one's dream", "do-what-one-wants-to-do oriented", "position in society", "ambivalent aspect", "dependence on the family", "impossibility of life" and "critical aspect". The negative aspect was categorized into the same cluster as the representation of getting a job that had preventing effects on career choices, whereas the critical aspect was grouped into the same cluster as the representation with enhancing effects. The ambivalent aspect and the low class of the representation subscale were sorted into the same cluster. Furthermore, it was found that those who captured the representations of "not getting a job" as the "negative aspect", "chasing one's dream", or "do-what-one-wants-to-do oriented" were most likely to be with an undecided career. Those who regarded such representations as "position in society", "ambivalent aspect", or "impossibility of life" were less likely to have had an undecided career, while students seeing the representations as "dependence on the family" or "critical aspect" were least likely. These results confirmed that the representations of "not getting a job" among university students had various aspects, and they could possibly affect students' career indecision.