Toyo Eiwa University Repository / 東洋英和女学院大学学術リポジトリ
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Support of Psychologists for Mothers During the Perinatal Period: Acceptance and Transformation of Complex Emotions in Postpartum Women
Get PDFAt present, the emotional bond between parents and children is widely caught by the word“attachment”, and in recent years, the need for abuse prevention and child rearing support has been said, and it is attracting more and more attention. In this paper, we will deepen our understanding of mothe-child relationship theory developed from the“attachment theory” advocated by Bowlby, and look back on the series of flows that lead to modern efforts to prevent abuse and support child-rearing. And, I aim to consider the complex psychology of postpartum women and the role of clinical psychologists supporting mothers in perinatal mental health support.departmental bulletin pape
Attempt to Improve Teamwork Competency through On-Demand Learning for Female Undergraduate Students
Get PDFThis paper examined how individual learning in an online on-demand format could improve teamwork competency. In this study, a modified version of the teamwork competency improvement program developed by the non-profit organization Center for Research on Educational Testing (CRET) was used on demand. The three surveys of the participants’ teamwork competency were conducted before, during, and after the study. The results showed that the scores of the instrumental support skills, situation understanding skills, relationship building skills, and problem-solving skills increased from before to during the learning, remaining high after the learning. In addition, the scores of encoding skills and informational support skills increased from during to after the learning. The sub-skills in which changes were observed indicated some characteristics to assume some specific situations in which they could be used. On the other hand, no change was observed in the sub-skills, because the situations in which they were used were highly abstract. Moreover, there was no change in subskills requiring interaction among participants for improvement. On-demand teamwork competency learning may be used as a preparatory learning tool for team activities.departmental bulletin pape
The Brain and the Body in Sandplay Therapy: Implications: of NIRS（near-infrared spectroscopy）Research on Client–Therapist Interaction in Sandplay Therapy
Get PDFWe have been conducting research on the client–therapist relationship, which is considered an important healing factor in sandplay therapy, by examining brain activity interactions between the client（a healthy student）and the therapist in simulated sandplay sessions. NIRS has some advantages to MRI and EEG but also some disadvantages, including susceptibility, although small, to body movements and inability to completely remove the artifacts even with various methods. In previous NIRS studies, various measures to prevent body motion and to remove physical effects from post-measurement data have been attempted. Still, it seems difficult to completely remove the physical effects from the data after the measurement. In sandplay therapy, it is essential that both the brain and the body are involved, and we therefore cannot ignore the body. Thus, restricting bodily movements goes against the very nature of sandplay therapy, where“free and protected space”is essential. Furthermore, there is a view that body movements arising unconsciously are most important and that by excluding data parts where body movements have occurred, we may end up losing most of the meaningful material. The authors have been trying to find a compromise to this dilemma, searching for solutions in previous research on brain activity in psychotherapy. In the first place, however, unlike in verbal psychotherapy, the movements between the client and therapist in sandplay therapy are different, depending on their respective roles. This may lead to giving up measuring brain activity and only looking at peripheral physiological responses, but since the client is moving their hands, their heart rate and respiration will also be affected. At this point, it seems therefore difficult to make a strict distinction between brain activity and bodily factors, but it may be possible to carefully examine the data in conjunction with qualitative data, rather than excluding data from the areas where the body has reacted. In addition, paying attention to unconscious bodily reactions may be a possibility in the future. For example, the client and therapist both look at the miniatures or the sandbox. The gaze does not necessarily move in a conscious way. It has been known that joint attention is at the basis of mother-infant relationship. In the future, studying the gaze may add to our knowledge of unconscious interactions between the client and the therapist.departmental bulletin pape
An exploratory study on motivation factors affecting English writing and speaking activities through the CLIL approach
Get PDFThis study explores how CLIL can influence Japanese university students’ motivation for developing productive skills (writing and speaking) in English through collaborative reflective and reflexive lesson studies. It is important for them to maintain and promote their motivation for studying English even as their restricted opportunities to study abroad due to the COVID-19 pandemic. In such a difficult situation, the CLIL approach should be appropriate for them. CLIL and motivation are closely related with each other, so CLIL classroom research practices have been actively conducted (e.g., Lasagabaster, 2011). The research focused on Teacher I’s CLIL lessons, which were supported by Teacher II who worked as a mentor and a collaborative researcher who deliberated over the L2MSS (Dörnyei, 2005) in the classroom. The data was mainly collected in her 15 lessons through questionnaires, interviews, classroom observations, and reflections, later analyzed and discussed on a qualitative basis in relation to reflexivity. The results showed that her CLIL approach appeared to have motivated most of the students. In addition, the research identified some motivation factors in her CLIL lessons, such as the teacher-to-student relationship and interesting lesson topics.departmental bulletin pape