カウンセラーによる全学向け少人数体験型授業の試み（第３報） ―授業の前後に実施したEQS の結果から2013～2018年度を概観する―

From 2007, we have given experience-based workshop in college course. The title of this class is “The Search of the Self”. This is the third report of this class in 2013-2018. The brief overview of this class is reported.The contents of this class were originally “tea ceremony”, “group activities”, and “ceramic art with shichirin-kiln”, “lecture of self-awareness”, but “recitation” in 2016 and 2018, “image work” in 2016 and “field work” in 2018 were adopted instead.To examine the effect of this class, EQS (Emotional intelligence scale) were given for students who took this class. The results of EQS suggest that1) in every six years, this class developed student’s capabilities of intrapersonal, interpersonal and situational aspects.2) in 2014, the students who selected the contents of “group activities” had higher abilities in situational aspect from the beginning.3) in 2015, the students who selected the contents of “ceramic art” had higher abilities in intrapersonal aspect from the beginning.4a) in 2018, the students who selected the contents of “recitation” had higher abilities in intrapersonal aspect from the beginning, 4b) the “field work”, “recitation”, “ceramic art” grew abilities of situational aspect

グループワークとしての七輪陶芸

In our student counseling room, we hold meetings of the ceramic art by shichirin-kiln as group work for three years (six times in all). Shichirin is a Japanese small portable cooking stove. We used it as a kiln.In the first half of this paper, I described these activities in detail, that is, schedule, preparations, materials, instructions, and procedures.In the latter half, I discussed some implications of these activities from therapeutic points of view. First, the work of the shichirin-kiin ceramic art has an aspect of art therapy and that is to be a chance of expressions for the participants. Second, we could provide some human relations for the participants through this workshop. Third, the participants could experience "the vivid fire" that is difficult to experience in present-day life

競争心についての一考察

I discussed about "rivalry" from four points of view. First, according to Walters, I pointed out that patients suffering from Student Apathy have excessive rivalry. To make the impulse of rivalry constructive, tolerance of rivalry and aggressiveness, capability of realistic understandings of oneself, and the fusion of rivalry and kindness are needed. Second, I discussed about the relation of rivalry to conflict among siblings. In case rivalry has constructive consequences, self, other and the prototype of sociality are formed through mutual identification. Conversely, when intrusion of siblings is premature, it generates confusion and the siblings become objects which must be destroyed. I re-examined the case history of Student Apathy in Walters\u27 paper. Third, I discussed about the destructive rivalry. According to Meltzer, I described the image of internal "Tyranny", which demands punishment of the split-off bad parts of the self as a reward of fealty to good primal objects. Finally, I discussed about the rivalry in groups. According to Ganzarain, I described the oral and the sado-masochistic conflicts in groups as a bad mother. Then I applied this model to some group phenomena in adolescence

カウンセラーによる全学向け少人数体験型授業の試み ―陶芸グループを中心とした概要の紹介と受講者アンケートの分析―

From 2007, we have given experience-based small group work in university general classes. The title of this class is "The Search of the Self", and the contents are "tea ceremony", "structured encounter group", and "ceramic art by shichirin-kiln". The brief overview of this class is reported. The results of a questionnaire for students who take this course suggest that any contents do not have more effect than others, and that the effect of this course is significant in "human relationship". It is also revealed that the difference in "self-acceptance" and "ability to manage the situation" is associated with the tendency of contents-selection

同一化と意識の二重化について

I discussed the concept of identification and doubling of consciousness. First, John Padel\u27s contribution is examined. Identification is a prime ego-function, and is occurring together with object relationship. Dividing the field is necessarily associated with it. Then, doubling of consciousness is introduced. It means a third position is adopted. And the complexity of mind is increased. Second, I discussed identification as defense mechanism. "False self (built on compliance basis)" and a person who is easily influenced by projective identification are examined. Finally, I discussed primitive identification. A specific emotional pressure on analyst, and example of projective identification in basic assumption group and narcissistic transference are examined

Risk Factors for Fracture in Adult Patients with Cerebral Palsy

Most studies on risk factors for fracture in patients with cerebral palsy have been conducted in children. We examined the relationships between age, body mass, gender, osteoporosis, osteomalacia and mobility level with history of a previous fracture in adult patients with cerebral palsy. We studied 124 institutionalized adults (52 men, age: 21-56 years, and 72 women, age: 24-47 years) with cerebral palsy. Antero-posterior radiographs of the pelvis were examined for osteoporosis and graded using the Singh index. Serum calcium, phosphate and alkaline phosphatase were measured. Osteoporosis was defined as grade 1-4 in Singh index. Osteomalacia was defined as calcium 220 U/l. Body mass index (BMI) was calculated from body height and weight. Medical records were examined for history of previous fractures and mobility levels (ambulatory /nonambulatory). A history of previous fracture was noted in 17 patients (6 men and 11 women). The proportion of osteoporosis in non-ambulatory patients was higher than in ambulatory patients. Multiple logistic regression analysis showed that presence of osteoporosis and mobility level (ambulation) were two factors that significantly correlated with a history of fracture. The latter did not correlate with age, BMI, gender and osteomalacia. Our findings suggest that osteoporosis is an important risk factor for fracture in adults with cerebral palsy. Since falling is also a risk factor for certain fractures, fractures seem to be more likely to occur in ambulatory patients through falling despite the low prevalence of osteoporosis

カウンセラーによる全学向け少人数体験型授業の試み（第2報） ―グループ体験コースを中心とした概要の紹介と受講者アンケートの分析―

From 2007, we have given experience-based small group work in college course. The title of this class is “The Search of the Self”, and the contents are “tea ceremony”, “group activities”, and “ceramic art with shichirin-kiln”. This is the second report of this class in 2010-2012. The brief overview of this class is reported and the content of “group activities” is reported in detail. To examine the effect of this class, EQS (Emotional intelligence scale) is given for students who take this class. The results of EQS suggest that 1) this class develops student’s capabilities of intrapersonal, interpersonal and situational aspects, 2) the “ceramic art” grows abilities of intrapersonal awareness and self-control, 3) the “tea ceremony”, “group activities”, “ceramic art” grow abilities of situational awareness, 4) the students who select the contents of “tea ceremony” have higher abilities of interpersonal awareness and altruism from the beginning

発達障害学生の支援の現状と課題に関する学生相談カウンセラーへの調査研究 ―所属機関の設立形態（国公立・私立）間の比較を中心に―

This article reports the results of the questionnaire survey conducted to reveal the present issues on the support for students with developmental disorders by student counselors in 136 academies. Especially in this paper, we reported the results focusing on the comparison between public and private academies. Results showed that the most of student counselors in academies had experiences of cooperation with faculties and parents to support students with developmental disorders, they considered to need not only individual counseling but also various group programs and workshops, and considered the difficulties in regard to job finding. And then, counselors in private academies offered frequently than in public academies, group programs for communication activity, consultation with parents and buck up after student’s graduation. In addition, they need to adjust support systems about reasonable accommodation for students with developmental disorders

学生相談機関における発達障害学生への支援に関する研究 ―甲南大学学生相談室2013年度・2014年度の実態調査より―

This study analyzed the quantitative data and some cases based on the results of the survey conducted at Konan University. This study was originally a part of an extensive survey funded by the scientific research fund and its aim was to investigate the actual state of the support for the students with developmental disorders that are offered by campus counseling services in four different universities. The results were as follows: in academic year of 2013 and 2014, 50 students with developmental disorders received specific supports from Konan University Student Counseling Room. The results of following items showed almost the same tendency in four universities; timing of starting the support, temporary or permanent leave from university, diagnosis and the time of diagnosis, subject of counseling or consultation, content of support, process of support . The support of Konan University were characteristic in following points; 1.A number of cooperative supports were offered. 2. According to the student＇s individual characteristics individual and group supports that aim to foster self-understanding were offered sensitively. However, the tendency of not encouraging the students to be diagnosed in early stage might be a certain risk of delay in offering supports to them. It can be said that this is an important issue to consider the future direction of support for students with developmental disorders