Segi Gakuen Repository / ç¬æšåŠåãªããžããª
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319 research outputs found
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A Study of Workers' Work-life Balance in the Real Estate IndustryãïŒAnalysis Using JGSS-2017/JGSS-2018ïŒ
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Mythology of MOMO ãïŒFrom the Perspective of âNarrativeâïŒ
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A discussion of Psychotherapy for Bipolar II Disorder
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Social Adjustment of Adults with Autism Spectrum Disorders from the Perspective of Education and Employment
Research on neurodevelopmental disorders has progressed rapidly in the last 2 decades, however, almost no data on basic attributes of them have been compiled.
Educational history and employment status were compared with data from the general population for individuals with autistic spectrum disorder (ASD) on two psychiatric clinics during March 2023. Gender differences and the association between educational history and employment status were statistically examined.
ASD had a lower educational history than the general population as a whole. However, the proportion of male ASD with a university degree was higher than that of the general population. Female ASD had very low rates of university education. The total unemployment rate was extremely high in ASD, 55%, compared to 2-3% in the general population, However, among ASD patients with a university degree, the total unemployment rate was relatively low, at 20.0% for males and 33.3% for females. In terms of full-time employment, a slightly lower trend was observed for ASD, at 42.9% for males and 23.1% for females, compared to 65.2% for males and 42.4% for females among general population. However, among university graduates with ASD, the full-time employment rate was 70% for males and 100% for females.
The proportion of university graduates with male ASD was higher than that of general population, their status in the labor market seems to be rather stable. At least for male ASD with relatively high intellectual level, the opportunity to receive a regular education might be better preserved. On the other hand, for those with ASD with up to high school education, it was shown to be extremely difficult for them to find work in the general society, we might have to provide some support for them.departmental bulletin pape
Study on the Support Activities of School Nurses Dispatched to Disaster Areas (Part3)ïŒAnalysis of "Thoughts" at School Nurses who Accepted Dispatched School
The results clarified the accepting school nursesâ recognition of the effectiveness and challenges of school nurse dispatches to a disaster-affected area.
[Being mentally supported by dispatched school nurses], [considering dispatched school nurses as helpful human resources], and [learning a lot from dispatched school nurses] represent the effectiveness the accepting school nurses realized. On the other hand, they also realized various related challenges, represented by [challenges related to systems to accept dispatched school nurses], [challenges related to systems to dispatch school nurses], and [challenges of dispatched school nurses].departmental bulletin pape
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departmental bulletin pape
Counseling for Students of Sexual Minorities ïŒ Cases of Consultation at Junior High School Conducted by School NursesïŒ
departmental bulletin pape
A study of psychological transformation before and after Sex Reassignment SurgeryïŒConsideration Through the Rorschach methodïŒ
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šã«ã¯æºããããªã身äœã«å¯Ÿããäžé©åæã瀺åãããïŒSRSã¯æ§å¥éåã®å¿ççãªå®å®ã«å¯äžãããšèãããããïŒé幎æãšããçºéææãããïŒidentity確ç«ãšããé·ãããã»ã¹ãšæéãèŠãã課é¡ã¯æ®ãããŠããããšããããããïŒdepartmental bulletin pape
Study on the Support Activities of School Nurses Dispatched to Disaster Areas (Part4)ïŒChanges in the "Thoughts" of Dispatched School Nurses toward Their Support ActivitiesïŒ
The results clarified changes in the âthoughtsâ of dispatched school nurses toward their disaster support activities.
Before the activities, there was a change in their "thoughts" from [feeling confused about the dispatch] to [developing a sense of mission as a dispatched school nurse]. This change was associated with [asking oneself about role-fulfillment] and [effectively preparing for the dispatch] as background factors.
[Having a sense of difficulty in performing support activities] and [bearing mental and physical burdens in the disaster-affected area] intensified their [feeling powerless and conflicted about this], when [becoming aware of the importance of daily communication and support]. They continued their activities while [feeling powerless and conflicted about this], but [being encouraged by the disaster-affected area] and [being thankful to the accepting school], they were [exploring the roles of dispatched school nurses].
Furthermore, [being thanked as a dispatched school nurse] and [achieving favorable outcomes of support activities], they started [realizing the roles of dispatched school nurses] and consequently [being determined to devote oneself to school nurse practice in the future]. The desire to use many experiences, such as [realizing the roles of dispatched school nurses], [achieving favorable outcomes of support activities], [being thankful to the disaster-affected area], and [regretting insufficient support activities], for future practice further promoted their [being determined to devote oneself to school nurse practice in the future].departmental bulletin pape