Research Regarding Educational Consultation Support Services for Junior High School Students - Relationship between Personality Traits and Help-Seeking Skills for Teachers-

中学生が自分自身での問題解決が不可能な状態に陥った場合，周囲の援助者に適切に援助要請をすることができれば，不適応状態に陥るのを予防することができる。そこで本研究では，学校不適応の予防的観点から，学校生活における援助サポートのひとつである教師を取り上げ，「中学生の教師への援助要請スキル」を研究の対象とした。そして，特に援助要請スキル活用における個人的な特性に焦点を当て，562 名の中学生を対象とし，近年主流になりつつあるパーソナリティ検査である「Big Five」を用いて，援助要請スキルとパーソナリティ特性との関連を検討した。その結果，他者を助けようとする「協調性」，問題解決に向けて様々な取り組みのできる「知性」の援助要請スキルへの関与が明らかになり，「協調性」および「知性」の得点が高い生徒は，3 つの援助要請スキル得点も高いことが示された。In cases in which junior high school students are unable to solve a problem by themselves, it is possible to prevent the students from entering a maladaptive condition if appropriate requests for assistance can be made to surrounding supporters. Therefore, from the viewpoint of preventing maladaptation to school, teachers were raised as an element of support within school life, and the skill of junior high school students to request assistance from teachers was made the focus of this research. Furthermore, particular emphasis was placed upon individual traits of students within the process of requesting assistance, and the relationship between the skill of requesting assistance and personality traits was examined for 562 junior high school students by using the "Big Five", a personality test that has become prevalent in recent years. Results demonstrated the contribution towards the skill of requesting assistance made by the traits of "agreeableness", or the desire to help others, and "intelligence", or the trait which makes it possible to undertake various measures in an effort to solve a problem. Students who scored high in the categories of "agreeableness" and "intelligence" also showed high scores in the three skills for help-seeking.東京海洋大学非常勤講師東京海洋大学非常勤講師・昭和女子大学大学

Tributyltin Inhibits Neural Induction of Human Induced Pluripotent Stem Cells

Tributyltin (TBT), one of the organotin compounds, is a well-known environmental pollutant. In our recent study, we reported that TBT induces mitochondrial dysfunction, in human-induced pluripotent stem cells (iPSCs) through the degradation of mitofusin1 (Mfn1), which is a mitochondrial fusion factor. However, the effect of TBT toxicity on the developmental process of iPSCs was not clear. The present study examined the effect of TBT on the differentiation of iPSCs into the ectodermal, mesodermal, and endodermal germ layers. We found that exposure to nanomolar concentration of TBT (50 nM) selectively inhibited the induction of iPSCs into the ectoderm, which is the first step in neurogenesis. We further assessed the effect of TBT on neural differentiation and found that it reduced the expression of several neural differentiation marker genes, which were also downregulated by Mfn1 knockdown in iPSCs. Taken together, these results indicate that TBT induces developmental neurotoxicity via Mfn1-mediated mitochondrial dysfunction in iPSCs

Research on the Awareness of Teachers regarding Special Educational Support - Expectations

特別支援教育はノーマライゼーション社会（障害の有無に関わらず，すべての人間が相互に人格と個性を尊重して支え合う共生社会）の実現を目指し，学校現場においてLD，ADHD，高機能自閉症などの発達障害を抱える子どもたちへのサポートを充実させていく取り組みである。2007年度より全国で完全実施となったこの取り組みであるが，現状としては多くの教員が発達障害に関する専門的な知識や対応を求めている点が指摘されている。このことから，特別支援教育の導入においては，対象となる子どもへのサポートだけではなく，その支援や指導を担当する教員へのサポートも不可欠であるといえよう。学校内にある教員のサポート資源としては，発達障害や心理の専門家である心理職（スクールカウンセラーなど）があげられる。本研究では，特別支援教育導入に伴い，教員が心理職にどのようなサポートを期待しているのかを把握することを目的とした。その結果，教員へのコンサルテーションや心理査定などの専門的なサポートに加え，授業などにおける子どもたちへの支援，特別支援教育の対象となる子どもの保護者へのサポートや関係機関との連携役などが期待されていることが明らかになった。Special educational support offers assistance to students enrolled in regular school classes who have slight learning disabilities such as LD, ADHD and high-functioning autism, with the goal of realizing a normalized society (a supportive, unified society in which people, regardless of handicaps, respect each other\u27s character and individuality). Although this initiative has been fully implemented across the country since 2007, there are indicators that teachers presently lack expert knowledge and handling of slight learning disabilities. Due to this, one can say that it is indispensable for the introduction of special educational support to not only direct support towards children, but to also offer support and guidance to teachers responsible. Psychiatric workers with expertise in learning disabilities and mental health (school counselors, etc.) are available in schools to teachers as supporting resources. The purpose of this research is to understand what support is expected of psychiatric workers by teachers with the introduction of special educational support. The results show that in addition to expert support to teachers such as consultations and psychiatric assessments, there is a need for student support in the classroom, support by guardians of children receiving special educational support, and a cooperative role for institutions.東京海洋大学非常勤講師東京海洋大学非常勤講師・昭和女子大学大学院臨床心理学講

〔論文〕進路選択における自動思考と対処行動が 進路選択自己効力に及ぼす影響 ―大学生の進路選択過程を通して―

　　Declining job opportunities, and changing work attitudes in university students have made it increasingly difficult for young people to decide on career paths; this is leading to an increase in the unemployment rate of new university graduates.　　Accordingly, research was conducted on career decision-making self efficacy as an important parameter in aiding university students to decide on a career; researchers used a cognitive behavioral therapy approach focusing on automatic thoughts in selection and coping behaviors in order to grasp the connection between them, and career decision-making self efficacy. The results indicated that the more a student was able to choose affirmative automatic thoughts and appropriate coping behaviors, the higher their competence in choosing a career, and the smoother their selection processes. Accordingly, it has been surmised that it would also be possible to use a cognitive behavior therapy approach, including training in automatic thoughts and coping behaviors, during actual consultations. Furthermore, as career education promotion now begins in childhood, a topic for further research would whether it is possible to apply the findings of this study to childhood education