38 research outputs found
Kanji Focusing : The Psychotherapeutic Use of a Single Kanji Character Embedded in the Implicit
ãŠãŒãžã³ã»ãžã§ã³ããªã³ã®å²åŠãšå¿ççæ³è«ã§ã¯äœéšã®æåšçåŽé¢ãæåšçãªè±¡åŸŽãšããŠèšãè¡šãããããšããŸããæåšçãªè±¡åŸŽã¯åã³æåšãçã¿åºãããšã瀺ãããŠãããå¿ççæ³ã«ãããŠã¯ãã»ã©ãã¹ãã¯ã¯ã©ã€ãšã³ããèªã£ãæåšçãªèšèã®ã¿ãªããããããã®èšèã«å«æãããæåšçãªæå³ã®æèŠã«æ³šç®ãããã¢ãŒãã»ã©ããŒã§ã¯æåšãã¢ãŒããšããŠè¡šçŸãããããã®ã¢ãŒãè¡šçŸãåã³æåšããããããæ¬è«ã§ã¯ãåèªã§ãã¢ãŒãã§ããªã挢åäžåãšãã象城圢åŒã«æ³šç®ãããæ¥æ¬ãäžåœãªã©ã®æŒ¢åæååã§ã¯æŒ¢åäžåã¯æåšçãªè±¡åŸŽã§ãããªããããã®æå³ã¯æªå®ã§ãããæåšçã§ãããæ¬è«ã§ã¯æŒ¢åãã©ãŒã«ã·ã³ã°ç°¡äŸ¿æ³ãææ¡ããå®å
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ãŸããŠããã挢åäžåã§æèããããšã¯æåšãšãšãã«æèããããšã§ãããšèå¯ãããæåŸã«ã挢åãã©ãŒã«ã·ã³ã°ã®ä»ã«ãçè
ããåãçµãã§ãã挢åäžåãçšããã°ã«ãŒãã質çç 究æ³ã«è«åãããEugene Gendlin\u27s philosophy and psychotherapy theory show how explicit symbols explicate the implicit while they also bring forth the implicit. Therapists attend to both the explicit symbols articulated by the client, and to the implicit sense of meaning which surrounds the explicit verbal symbols. In art therapy, artistic expressions explicate the implicit, while the artistic expression also brings forth a distinct implicitly felt understanding. In this paper, a kanji or aãChinese character is seen as another avenue of explication, distinct from words and art expressions. A single kanji is explicit and specific, yet it\u27s meaning is implicit and incomplete, since a word completes itself as a combination of kanjis. Moreover, a single character has various meanings, historical contexts and usages, as well as a wide variety of potential meanings. In this paper, a Single Kanji Focusing Short Form is proposed with three session reports. A complete transcript is shown for one of these sessions. In the Single Kanji Focusing Short Form, the step of "finding a handle" is changed to "finding a single kanji". A vignette from a therapy case is presented illustrating how a single Kanji can be used in Focusing-Oriented Therapy. Two different ways of using a single Kanji in therapy are also shown with examples from sessions, the first as a "reminder" and the second in combination with art. Changes to the steps of Focusing remain minimal, yet the single kanji explication can be a familiar and powerful form of explication in cultures that use Chinese characters. The author discusses the single kanji explication as an intersection of the explicit and implicit, and shows further applications of single character explications in groups and in qualitative methods of inquiry
A Study of Carl Rogers\u27 Reflection Responses in Non-Directive Psychotherapy
æ¬çš¿ã®ç®çã¯Carl Rogersããªãã¬ã¯ã·ã§ã³ãšåŒãã§ããå¿çã«ã€ããŠèå¯ããããšã§ããããŸãRogersèªèº«ã解説ãããªãã¬ã¯ã·ã§ã³ã«ã€ããŠæŠèŠ³ãããRogersèªèº«ãããªãã¬ã¯ã·ã§ã³ããšããèªãçšããŠå¿ççæ³ã®å¿çã解説ããŠããã®ã¯ã1942幎ã®èæžCounseling and Psychotherapyã®ã¿ã§ãã£ããCarl Rogersã®å¿ççæ³ã®ç 究è
ãã¡ãâRefl ective Psychotherapyâã®ææãšåä»ãã1950幎ãã1970幎ã®éã«ã¯ãªãã¬ã¯ã·ã§ã³ã«ã€ããŠã¯æ瀺çã«èšãããŠããªãã£ãããããŠæ©å¹Žã«ã¯ããæ°æã¡ã®ãªãã¬ã¯ã·ã§ã³ãã¯ãç解ãè©Šããããç¥èŠããã§ãã¯ãããå¿çãšåŒã¶ããšãææ¡ããŠãããæ¬çš¿ã¯1942幎ã®èæžCounseling and Psychotherapyã«çŠç¹ãããŠãreflection ãšããèªãçšããããŠããæç« ãæ¢ãããããã¯éèªèšé²ã®è§£èª¬ã«çšããããŠããããšãèŠåºãããããã§ãæ¬çš¿ã§ã¯ãã®èäœã«ç€ºãããéèªèšé²ãšãããã®è§£èª¬ãæ€èšããããã®çµæã次ã®ããšãèå¯ãããããŸããåœæã®Rogersã¯ç²Ÿç¥åæçãªæ çµã¿ã§å¿çã«ã€ããŠèããŠããã次ã«ãattitudesïŒæ
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床ãããªãã¡èªèº«ãèªèº«ã®çç¶ã«ã€ããŠã®èãæ¹ãæ ãåºããã®ã§ãã£ããããã«ãRogers ã¯ãæ§ãæ¹æ³ãã§ã¯ãªããæ°ããæ¹æ³ããšããŠéæ瀺çã¢ãããŒããæ瀺ãããªãã¬ã¯ã·ã§ã³ãå«ãéæ瀺çãªå¿çãšã¯ãåœä»€ãçŠæ¢ãå§åãå
æ°ã¥ããå±ãŸããã«ã¿ã«ã·ã¹ãå©èšãç¥æ§åããã解éã§ã¯ãªãå¿çãæå³ããŠãããThe purpose of this study is to investigate the psychotherapy response that Carl Rogers referred to as "reflection". For this purpose, the authors review Rogers\u27 commentaries on reflection. In this review it was found that Rogers used the term "reflection" to describe a particular therapeutic response only in his book Counseling and Psychotherapy published in 1942. During what is referred to as Rogers\u27 "Reflective Psychotherapy" period, no reference is made to the reflection response. In later years, Rogers recalls about reflection and explains it as "testing understandings" or "checking perceptions". This paper then studies Rogers\u27 1942 book where the term "reflection" appears in the explanations of the counselor\u27s responses in excerpts of therapy sessions. From the usage of the term, this study found: firstly, that Rogers was using a psychoanalytic model to understand the therapy excerpts; secondly, that Rogers used the term "reflection of attitudes" and "reflection of feelings" interchangeably; thirdly, that what was reflected were the attitudes, viewpoints and feelings of the client; and fourthly that Rogers believed that "reflection of attitudes/feelings" constituted a newer approach to therapy contrasted with the older approach characterized by ordering, forbidding, exhortation, reassurance, encouragement, catharsis, advice and intellectual interpretation
Towards the Development of a Korean EXP Checklist and the Possibility of Estimating Levels of Experiencing through Non-verbal Expressions
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èŠãããããšãèå¯ããããThe Experiencing Scales are not used among psychotherapy researchers and practitioners in Korea. One aspect of this study is to introduce to Korea the EXP Checklist, a paper and pencil method for estimating modes of experiencing. Th e authors translated into Korean the EXPCK-II ver.1.1 (Kubota et al., in press), a checklist for estimating modes of experiencing, which was based on an earlier version by Miyake et al. (2007). Ten sample video segments produced in Korean were edited to reflect the five levels of experiencing. Japanese raters rated these video segments with translated transcripts. After considering rating correctness, seven of these video segments were sent to Duksung Womenâs University in Korea for the purpose of future collaborative research. The ratings by the Japanese raters were analyzed, and open-ended questions asking for what the raters referred to during the ratings were studied. The correctness of ratings shown in percentages were 100% for Very Low, 87.5% for Low, 75% for Middle, 87.5% for High, and 100% for Very High. Moreover, it was found that raters also considered non-verbal expressions such as pauses, facial expressions, tone of voice, and gestures for reference during the ratings. These non-verbal expressions may have contributed to the high levels of accuracy in the ratings. This paper proposes that some system of rating non-verbal expressions be developed for estimating levels of experiencing
Clearing A Space for Peer Supporters (II) : An Examination of Transcripts
é¢è¥¿å€§åŠã§ã¯ãã¢ã»ãµããŒã掻åã®äžç°ãšããŠKU ãµããŒã¿ãŒãºãšãããã¢ã»ã«ãŠã³ã»ãªã³ã°ãäž»ãªç®çãšããã³ãã¥ããã£ããããããããã¡ã³ããŒãåŸèŽã®å¿æ§ããæè¡ãªã©ã®å°éæ§ã«ãšããããèªããçžè«æŽ»åãè¡ã£ãŠãããšããæèŠãåžèåããŠããŸããšããåé¡ãããããŸãã解決ãç°¡åã«èŠåºããªãåé¡ãšé©åãªè·é¢ããšããäžæãä»ãåã£ãŠããæ¹ç¥ãæ±ããããŠãããããã§æ¬ç 究ã§ã¯ã倧åŠé¢ç2åããªã¹ããŒãšããKU ãµããŒã¿ãŒãºæå±ã®å€§åŠç12åããã©ãŒã«ãµãŒãšããClearing a SpaceïŒCASïŒ ã»ãã·ã§ã³ãåãã©ãŒã«ãµãŒã«3åãã€è¡ã£ããæ¬è«ç¬¬Iéšã«ãŠFMS第2å åãåé¡ãšã®è·é¢ãåãæ
床ãã®CASå®æœååŸã®åŸç¹ã«å€åãèŠãããäºäŸã®ãã¡3äŸãããã§å ±åãããããã3äŸã®ãã¡ã2äŸã¯FMS第2å åã«ãããŠãäœåŸç¹çŸ€ããé«åŸç¹çŸ€ã«ç§»è¡ããäŸïŒLHïŒã§ã1äŸã¯å察ã«é«åŸç¹çŸ€ããäœåŸç¹çŸ€ã«ç§»è¡ããäŸïŒHLïŒã§ãããéèªèšé²ã®æ€èšããKUãµããŒã¿ãŒãºãåé¡ããè·é¢ã眮ããšããæ¹ç¥ã身ã«ä»ããŠããæ§åãã¿ãããããŸããLH ã®2äŸã§ã¯äž»äœæèŠã®è³ŠæŽ»åïŒåè¯2002ïŒã瀺åãããããããã«ãããCASãããã«ããäž»äœæèŠã®è³ŠæŽ»åããã¢ã»ãµããŒã掻åã«å¯ŸããŠæçã§ããå¯èœæ§ãèãããããIn Kansai University, KU Supporters are organized for the purpose of peer counseling as a part of peer support. However, members are faced with issues of peers for which there are no easy answers, and training in specialized listening skills may hinder the spontaneity of the supporters. CAS was conducted on 12 peer supporters for 3 sessions. These sessions were conducted by 2 graduate students. Empirical studies using FMS was reported in the first part of this study. In this paper, CAS sessions from 3 peer supporters were examined in detail. These 3 supporters were selected because 2 of them scored Low to High (LH) and one of them scored High to Low (HL) on FMS-CD during this period. A consideration of these sessions showed that LH supporters acquired the strategy of distancing themselves from issues. In addition, the sense of subjectivity (Kira 2002) of these supporters were activated. CAS and the activation of the sense of subjectivity may benefit peer supporters
Two Streams in the Early Period of Focusing: The Sources of the Experiencing Scales and Focusing Instructions
ãŠãŒãžã³ã»ãžã§ã³ããªã³ããã©ãŒã«ã·ã³ã°ãæå±ãããã£ãããšããŠãã«ãŒã«ã»ããžã£ãŒãºã®ããšã§è¡ãããŠãã以äžã®2ã€ã®ãªãµãŒãçµæããèäœããã©ãŒã«ã·ã³ã°ã (Gendlin, 1981) ã§æããããŠãããã1.å¿ççæ³ã®æåãšçžé¢ããã£ãã®ã¯ãã¯ã©ã€ãšã³ããâäœãâ話ãããã§ã¯ãªããâããã«â話ãããã§ãã£ããã2.å¿ççæ³ãæåãããïŒå€±æãããã¯ãããåæã®é¢æ¥ããäºæž¬ã§ããŠããŸãããå®ã¯ããã®2ã€ã¯ããžã§ã³ããªã³ã«å
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ãã¡ã«ããå¥ã®ãªãµãŒãã®æµãã ã£ãããšãããã£ãŠãããäžèšã®1.ãEXPã¹ã±ãŒã«ïŒäœéšéçšå°ºåºŠïŒã®æºæµã§ãããäžèšã®2.ããã©ãŒã«ã·ã³ã°æ瀺æ³ã®æºæµã§ãããæ¬çš¿ã§ã¯ããããã2ã€ã®ãªãµãŒãã®æµãããžã§ã³ããªã³ã«ç¶æ¿ãããããšã§ãã©ã®ããã«åæµããŠçŸåšã®ããã©ãŒã«ã·ã³ã°ããšãªã£ãã®ããæ瀺ãããCarl Roger\u27s group conducted two types of research studies that motivated Eugene Gendlin (1981) to advocate Focusing: 1. "Success in therapy correlated not with what the clients talked about, but with how they talked." 2. "Success or failure in therapy could be predicted from the early interviews." In fact, these two types of research studies were derived from different streams conducted by researchers who preceded Gendlin. The first type of research study above is the source of the Experiencing scales, and the second type of study is the source of Focusing instructions. In this article, the author attempts to show how Gendlin developed these two streams, merging them together to form what is now called "Focusing"
Clearing a Space for Peer Supporters (I) : Measured Effects on Stress Coping
æ¬ç 究ã®ç®çã¯ããã¢ã»ãµããŒãã§æŽ»åãããµããŒã¿ã察象ã«ã¹ãã¬ã¹ã®å¯ŸåŠæ³ç¥ãšããŠClearing A SpaceïŒCASïŒãæå¹ãã©ãããæ€èšããããšã§ããããã¢ã»ãµããŒããšã¯åŠçãåŠçãæ¯æŽãã掻åã§ãããé¢è¥¿å€§åŠã«ãããŠã¯8ã€ã®ã³ãã¥ããã£ã掻åãè¡ã£ãŠããããã®ãã¡ã®1ã€ã®ã³ãã¥ããã£ã§ããKUãµããŒã¿ãŒãºã§ã¯ãåŠçã®æ©ã¿ã«å¯ŸããŠçžè«æŽ»åãè¡ã£ãŠããããããã人éé¢ä¿ãªã©ã®æ ¹æ¬çãªè§£æ±ºãé£ããåé¡ãååšããããã掻åãããããã§ã®åé¡ç¹ã®ã²ãšã€ã«æãããããããã®åé¡ç¹ã«å¯ŸããŠCASã¯åé¡ãšè·é¢ã眮ã1ã€ã®å¯ŸåŠæ³ç¥ãšããŠæå¹ã§ãããšèããããããããã®æå¹æ§ãå¹æ枬å®ã«ãŠæ€èšãããèšåºå¿çå°éè·å€§åŠé¢ã®å€§åŠé¢ç2åããã¢ã»ãµããŒã¿ãŒ12åã«3ã¶æã«æž¡ã£ãŠ3ã»ãã·ã§ã³ã®CASå人æå°ãè¡ã£ãããã®æéã®ååŸã«TAC-24åã³FMSãå®æœããããã®çµæãCASãè¡ãããšã§ã察åŠæ¹ç¥ã®äžã€ã§ããåé¿çæèã«ãããŠpre-postéã§ææå·®ããã³å€§ããªå¹æãèªããããïŒW+=2.517, p=.012,r=.73ïŒãããã¯CASãTAC-24ã§æããããŠãã察åŠæ¹ç¥ã®3ã€ã®è»žãåºã«ããŠç解ãããšãâ ãã§ã«ãã»ã³ã¹ã«å¯ŸããŠïŒæ
åïŒãâ¡é©åºŠãªè·é¢ã眮ãïŒåé¿ïŒãšããâ¢æè掻åïŒèªç¥ïŒãè¡ã£ããšç解ã§ããããããâ æ
ç·ã«å¯ŸããŠâ¡åé¿çã«é¢ããâ¢ãã®åå¿ãšããŠåé¿çãªæèïŒèªç¥ïŒãããåé¿çæèã®å åã§èšãè¡šãããããšèããããããŸããã¡ã³ããŒãåé¡ãšè·é¢ã眮ãæ
床ã®å°ºåºŠã§ããFMS è·é¢ã§High/Lowã®çŸ€ã«åããŠæ€å®ãè¡ããšãLow矀ã«ãããŠCASãè¡ããšFMSè·é¢ã®åŸç¹ãææã«å¢å ããŠããããšã確èªãããCASãè¡ãäºã«ãã£ãŠæ©ã¿äºããé©åãªè·é¢ãåã£ãŠå¿ã®äœè£ãä¿ãšããšããæ
床ã«å¯ŸããŠææãªå¹æãã¿ããããThis paper aims to determine the effects of Clearing A Space (CAS) as stress coping in a peer support group, the KU Supporters. Kansai University has 8 peer support communities where students support each other. In one of them, the KU Supporters, peer counseling services are provided on a wide range of issues including learning, human relations and campus life. KU Supporters\u27 face challenges on difficult issues such as human relations where solutions are hard to find. Since CAS is a skill where distance is created from issues, CAS may benefit peer supporters. Two graduate clinical psychology students taught CAS on an individual bases to 12 peer supporters for 3 sessions over a 3 month period. TAC-24, a measure of stress coping and FMS, a measure of Focusing attitudes were administered to the 12 students before and after this period. Results indicated that Avoid-Thinking (TAC-24) showed statistically significant increase (W+=2.517. p= .012. r= .73) over this period. When peer supporters were divided into High/Low subgroups on the basis of FMS-CD (Distance) scores, the Low group showed significant increases in FMS-CD scores indicating that they were more able to create distance from issues (t(6)=2.71, p= .035, r= .74.). Moreover, for the Low group, significant increases in Avoid-Thinking on TAC-24 was also observed (t(6)=5.30, p= .002, r= .91). These results suggest that CAS has enhancing effects on stress coping
The Relationship Between Estimated Client Experiencing and Therapistsâ Perception of Therapy Progress
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ã§ãã£ãã«ãé¢ããããäœéšéçšæ§åŒãšJIK 尺床ãšã®éã«çžé¢ãã¿ããããããªãã¡ãé¢æ¥çµéãé 調ã«é²ãã§ãããåŠãã¯ãã»ã©ãã¹ãã®ãªãªãšã³ããŒã·ã§ã³ãšã¯é¢ä¿ãªããã¯ã©ã€ãšã³ãã®äœéšéçšã«è§Šããæ§åŒãšé¢ä¿ããŠãããšèå¯ããããThe purpose of this study is to apply, in clinical settings, the EXP checklist developed by Miyake (2007), which estimates clientsâ levels of experiencing, and to examine the relationship between such levels and therapistsâ perception of progress in therapy. Therapists working at two university-affiliated psychotherapy centers filled in the EXP checklist and a JIK Scale that measures therapistsâ perception of progress in therapy. Results showed correlations between the JIK Scale and the EXP Checklist, indicating that higher client estimated-EXP was correlated with higher perception of therapy progress. Th us, it was found that, with higher client EXP, more progress in therapy and improvements in clientsâ conditions could be expected. Moreover, despite the fact that therapists in this study came from various orientations, correlations were found between the JIK Scale and the EXP checklist, indicating that, regardless of therapy orientations, progress in therapy was related to clientsâ experiencing
Re-experiencing : An Interview with Akira Ikemi
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šãæ°ããé䞻芳çãªçŸå®ã§ããããšãèå¯ããããThe purpose of this paper was to gain a deeper understanding of the term \u27Re-Experiencing\u27 (Nacherleben) which appears frequently in Akira Ikemi\u27s recent writings on psychotherapeutic theories. The paper summarized Ikemiâs description of \u27Re-Experiencing\u27 and then reviewed mostly Japanese psychology literature with the keyword "Re-Experiencing" (Tsuitaiken). An interview with Ikemi was also conducted, where two points were highlighted which were either newly elaborated or were newly emphasized dimensions of \u27Re-Experiencing\u27. Ikemi believes that \u27Re-Experiencing\u27 is an inherent human function and that it emerges when one attempts to understand the other\u27s experience as it is. In so doing, \u27Re-Experiencing\u27 opens up to novel intersubjective realities
Estimating the Modes of Experiencing: The Development of an EXP Checklist-II ver.1.1
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ã»æ± èŠã»å€ªç°(2005)ã®EXPãã§ãã¯ãªã¹ãã«ä¿®æ£ãå ããEXPãã§ãã¯ãªã¹ãII ãçšããŠãè©å®è
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ã»æ± èŠã»ç°æ(2007)ã®åé¡ã«ããäœéšéçšæ§åŒã®5段éãåæ ããããã«äœæããããããªã¯ãªãããè©å®ããããã®çµæãä¿¡é Œæ§ã¯é«ããVery LowïŒMiddleïŒHigh ã®æ£ççãé«ãã£ãããVery High ã®æ£ççãäœãçµæãšãªã£ãããŸããäžå®
ã»æ± èŠã»å€ªç°(2005)ã課é¡ãšããŠèšè¿°ããŠããMiddle ã®è©å®ããããé£ããã確èªããããèšåé
ç®ã®åçæ°ãæ€èšãããšãããMiddle ã®èšåé
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ç®ãMiddle è©å®ã®æ±ºãæã«ãªã£ãŠãããç 究2ã§Middle ã®ãããªã¯ãªããããããæ確ã«Middle 段éãåæ ããããã«äœæãçŽãããšãããMiddle ã®æ£ççã¯èããåäžããããã®ããšã¯ãEXP ãã§ãã¯ãªã¹ãã®èšåå
容ã®æ¹åããããå段éãæããã«åæ ããŠãããããªææã®äœæã課é¡ã§ããããšã瀺ããŠãããä»åŸã¯ãEXPãã§ãã¯ãªã¹ãâII ã®èšåå
容ã¯äžå¿ã®å®æãšã¿ãªããããæ£ç¢ºã«äœéšéçšæ§åŒã®5段éãåæ ãããããªææã®äœæã課é¡ã§ãããšèå¯ãããThe objective of this study is to develop an EXP Checklist-II and sample rating video clips. This checklist enables estimating the modes of client experiencing and can be a useful tool in training for listening and psychotherapy. Using a revised version of Miyakeâs EXP Checklist (2005), raters rated video clips representing the 5levels of experiencing as described by Miyake et al. (2007). High reliabilities were obtained. Raters tended to correctly rate Very Low, Middle, and High levels, but fewer correct ratings were obtained for Very High. These results support earlier findings by Miyake. An examination of Middle level ratings revealed that the item asking to identify if a felt sense was present was crucial to rate correctly. When the video clip for Middle was replaced in Study II, raters tended to rate correctly. This finding indicates that, for improving correct ratings, video clips that accurately reflect EXP levels are more important than the wordings of items in the EXP Checklist. Hence, this study proposes that the EXP Checklist II is in its finalized form and that future studies be directed to improving the quality of sample clips used for rating and for training to identify the modes of experiencing