Kyushu University of Health and Welfare Repository
Not a member yet
972 research outputs found
Sort by
Historical studies on the origins of pharmaceutical sciences in Hyuga (Miyazaki) (part 7) Foundation of "Meidoukan", medical school and education for young people (Han-shi) in Nobeoka Han, Hyuga during the Edo Period.
Get PDFP(論文)This paper concerns the foundation of medical school,"Meidou-kan"in Nobeoka, Hyuga during the Edo period. Activities and personal histories of both Kanao Niizuma and Zusho Hayakawa parcipated in the foundation of the school were described. Furthermore, it was also discussed on the educational system in Nobeoka, Hyuga for young people (Han-shi) in the Naito-han and others.departmental bulletin pape
The role of the father in a behavioural approach to school refusal behaviour.
No full textP(論文)School refusal behaviour is a common problem amongst Japanese secondary schools. Without appropriate treatment this behaviour often leads to serious consequences, such as social withdrawal. Although a variety of psychological approaches to treat school refusal behaviour have been utilised over a long period, the problem has continued to worsen. In Japan, the number of children classified with school refusal behaviour has surpassed 100,000. Clearly there is an urgent need to find more effective approaches. This article reports on the successful treatment of a 14-year-old student using behavioural therapy. Prior to commencing this treatment, school officials and the school counsellor asked the student's father for aggressive support. The father accepted this requirement and consequently the student began coming to the counselling room of the school. Subsequently, schoolbased behavioural therapy was used. Eventually the student was able to re-attend classes on a daily basis. Although it is crucial for school officials, parents and school counsellors to work together in the treatment of school refusal behaviour, aggressive support from fathers has been so far overlooked. This case study suggests that a conventional behavioural approach with aggressive support from the father could be an effective approach for school refusal behaviour.departmental bulletin pape
Vocabulary development in children aged 24 to 35 months
Get PDFP(論文)This study examined 300 children aged 24-35 months to clarify expressive vocabulary development using the vocabulary checklist questionnaire. Children were classified into 4 periods: first period, 24-26 months; second period, 27-29 months; third period, 30-32 months; and fourth period, 33-35 months. We analyzed median and quartiles of expressive vocabulary and performed one-way analysis of variance to determine which periods differed significantly from other periods. As a result, median total expressive vocabulary was 238.0 in the first period, 423.0 in the second period, 508.0 in the third period, and 661.0 in the fourth period. A clear correlation was seen between total expressive vocabulary, noun vocabulary, verb vocabulary, adjective vocabulary and child age. No significant difference in total expressive vocabulary was evident between second and third periods. These results indicate an incubation period in which the expressive vocabulary is invariable. A significant difference was apparent between the second and third periods in the verb vocabulary, suggesting a qualitative change in the expressive vocabulary. However, the term of increasing verb vocabulary was shorter than that for the noun vocabulary, which previous studies have reported in children aged 18-30 months.departmental bulletin pape
An assessment of community integration for the psychiatrically disabled using Los Angeles as a model : focus on the professional role of social workers.
No full textP(論文)In Japan, the policy of de-institutionalizing the mentally handicapped began in 2004. Currently there is no clear system for supporting the transition of the psychiatrically disabled persons from thehospital environment into the community. The aim of this paper is to consider which environmental factors prevent effective transition from the hospital to the community. The method of research is based on field survey, which was conducted at the MHA Village ISA, an agency of health and welfare services situated in Los Angels, U.S.A. The research period was from 7th to 16th in December of 2008.Results indicate the following main factors are necessary to improve the support for transition of the mentally handicapped from the hospital to the community: (1) haved the unified philosophy of supporting among all agents supporting life of the mentally handicapped, (2) active support of socialworkers (the community integration specialist) in community environment. (3) Establishment of team support systems for community integration.departmental bulletin pape
Research on teacher attitudes toward child abuse (6) : To compare teachers' attitudes toward life and perception of child abuse with mothers'
No full textP(論文)The purpose of this study was to compare evaluations of potential cases of child abuse from the perspectives of teachers and mothers, and to assess how attitudes toward life, effect their perspectives. Participants were 339 teachers of elementary school or junior high school, and 119 mothers who had elementary-aged schoolchildren or junior high school-aged children.Subjects completed three surveys: 1. regarding suspected child-abuse cases, 2. attitudes toward life, and 3. a personal information questionnaire. Factor analysis of first two surveys revealed five factors loading on the attitudes toward life, three factors loading on the child, and three factors loading on the family. Our analysis found that teacher perceptions and attitudes were significantly lower than the mothers in the following categories: `View of traditional family',`View of Children at the type of admit the right of child' and `isolated family'. We also found that mothers and teachers have only a superficial understanding of child abuse.departmental bulletin pape
Passage of speech-language-hearing therapy to a infant with Rett syndrome.
No full textP(論文)We report our experience with a infant with Rett syndrome (RS) for whom we performed speechlanguage-hearing therapy on a weekly, with reference to the course of training and the importance of support for infants with RS.The infant was a 3-year-old girl who had been diagnosed with RS at the age of 1 year and 4 months, and began receiving speech-language-hearing therapy at our department at 2 years and 11 months.The infant followed a different course from that classic- RS, and showed developmental changes without regression of language and communication skills. With regard to language skills, the infant progressed from the word level to the word sequence level in terms of both comprehension and expression. As for communication skills, the infant became able to actively interact with others.These findings suggest that even in infants with disorders such as RS, developmental changes in language and communication skills can be achieved by performing individualized speech-languagehearing therapy that considers the child's developmental stage from an early stage.Therefore, in order to support children with these disorders from an early stage, it is important in the future to actively report cases and to promote the recognition of the need for speech-language-hearing therapy.departmental bulletin pape
Language training using assistive technology for children with developmental dyslexia and dysgraphia.
No full textP(論文)In the present study, we introduced an assistive technology (AT) for a child with developmental dyslexia and dysgraphia who demonstrated difficulty writing kanji characters, and reviewed the effects using the information processing model. The patient was an 11-year-old boy in the fifth grade at a regular elementary school. He had problems in the visual memory and retention stage of the information processing model and presented with kanji dysgraphia. Memory recall of kanji shape, which was poorly memorized and retained by the patient, was achieved through typing. As this method was therefore believed to be beneficial, the language training using computer-based AT commenced. Content over the year of training was divided into three phases: I, II, and III. Word input (three characters) typing speed was approximately 60 seconds in phase I, approximately 20 seconds in phase II and 3 to 5 seconds in phase III; as each training was repeated, speed gradually increased. The number of characters that could be typed also increased from monosyllables in phase I to words in phase II and short sentences in phase III. The above findings suggest that computer substitution in the area of difficulty for the patient provided an effective support method for dysgraphia.departmental bulletin pape