Psychological Preparations Affecting the Emotions of Children with Developmental Disorders Toward Hospitals

[Background] The psychological preparation factors associated with positive or negative emotions in pediatric patients with developmental disorders are not well known. We aimed to clarify which psychological preparation factors affect positive (favorable) or negative (fear) emotions toward hospitals in pediatric patients with autism spectrum disorder (ASD) or attention deficit hypertensive disorder (ADHD), using the questionnaires for the patients and guardians. [Methods] The questionnaires were sent by mail via prefectural patient-family groups to pediatric patients (6 to 15 years old; diagnosed with ASD or ADHD) and their guardians living in seven prefectures in Japan. Thereafter, we statistically analyzed the associations between the background factors or psychological preparations and the patients’ positive or negative emotions toward the hospital. [Results] The questionnaire results of 68 patients (age: 6–15 years; 15 = females; 53 = males) and their guardians indicated the main diagnoses for patients were ASD (n = 54) and ADHD (n = 14). Intellectual disability and hypersensitivity were positively associated with fear experiences in the hospital. In contrast, the staff’s explanations during interventions negatively associated with patients’ fear experiences. The psychological preparations performed by doctors during the medical checks were positively associated with the patient’s positive emotions toward the hospital. [Conclusion] Regarding the psychological preparations for patients with ASD or ADHD, interpersonal communication with doctors and staff promotes positive emotions and reduces anxiety in the hospital

シャカイケイ キョウカ ニオケル ジュギョウシャ ニヨル ガクシュウ ヒョウカ ノ ロンリ : ケッテイ ハンダン オ キバン トシタ ジュギョウ ノ バアイ

This study explains one of the logic of learning assessments in social studies lessons. First, I analyze the renowned lesson plan “Creating My Life Plan” of social studies in Japan, and describe the teaching methods. Second, I present the teaching materials that I developed for verifying the applicability of the analyzed teaching method. Finally, I explain methods to use teaching materials as well as to create them. The results are the following : (1)Set the lesson scene evaluating students’ acquired knowledge that is necessary for “decision and selection” (2)Set the lesson scene describing students’ opinion. (3)Set the lesson scene appreciating students’ opinion. (4)Determine the learning assessment appropriate to the lesson scene

シャカイカ ニオケル フィードバック カテイ オ イシキ シタ ジュギョウ カイハツ ジッセン : タンゲン ジュウミン ノ セイジ サンカ オ ジレイ ニ

An agreement regarding the essence of social studies as a subject is yet to be reached ; hence, this topic has received attention instead of analyzing best practices for actual classroom teaching. However, choosing methods to assess lessons should be based on the essence of social studies. In other words, there was a need to assess lessons within the same framework. This study has explained a strategy to assess lessons in social studies. First, the study explored the lesson development process that considered feedback. Second, the study analyzed the assessment process as a result of lesson practice. Finally, a lesson improvement plan was proposed, which was drawn from analyzing results. This study clearly showed that analytical framework clarification was in line with the purpose of assessment and is linked to improved lesson assessment

体験的な学習を踏まえた人権感覚の育成 : 「主権者意識を高める教育の充実のための出前授業」を事例に

The purpose of this paper was to clarify an effective learning method for fostering sensitivity to human rights. This study focused on experiential learning for students in junior high school. We analyzed data using the experiential learning cycle that involves experiencing, reflecting, generalizing, and applying found in Compass by the Council of Europe. The research proceeded as follows. First, the practice that incorporated experiential learning was examined to determine its effectivity. Second, the students\u27 outcomes in that practice were analyzed and clarified. It was concluded that students can learn about human rights by engaging in the four stages of the experiential learning cycle. Experiential learning is not merely an experience but a structure that is conscious of a deeper awareness of essential understanding. In addition, it is important to have a deep relationship so as to develop sensitivity to human rights

ジュギョウシャ ニヨル ガクシュウ ヒョウカ ノ ロンリ : オオツ カズコ ノ ジッセン セカイ ノ ボウエキ ノ ブンセキ カラ

What is the “good” practice? The long−pending issue remains unsolved even now. However, it was focused on the right or wrong about the sense of lesson instead of the “good” practice itself. This trend was especially remarkable with the social studies. So, we should clear up the question ‘how did the teacher assess students’ learning in the “good” lesson?’ This study explains one of the logic of learning assessments in social studies lessons. First, I analyze the famous practice of “the World Trade” and describe the teaching methods of Kazuko Otsu, a renowned practitioner of social studies in Japan. Second, I present the teaching materials that I developed for verifying the applicability of the analyzed teaching method and introduced to the social studies lesson. Finally, I explain methods to use teaching materials as well as to create them. The results are the following : （1）Set the lesson scene describing and appreciating students’ experiences. （2）Set the lesson scene evaluating students’ acquired knowledge. （3）Determine the learning assessment appropriate to the lesson scene