立教大学学術リポジトリ Rikkyo Roots (Rikkyo Univ.)

木下, 浩一

キノシタ, コウイチ

KINOSHITA, Koichi

Japanese

Historical Changes in Foreign Correspondents’ Routines and Influencing Factors

中野, 正昭

Chinese

輕演劇與佔領期的美國主義 : 以古川綠波的喜劇《和平島》（1946）為中心

細井, 尚子

作為本土化方法的改編2 : 以新國劇《白野辨十郎》和歌舞伎《NINAGAWA十二夜》為例

澤田　直　略歴および業績………………………………………………………………  3
———————————————————
サルトルとユダヤ的なもの（3）　イスラエル・パレスチナ問題 
… ……………………………………………………………………  澤　田　　　直 …… 47
研究ノート
土地，記憶，言葉 
―ナオミ・フォンテーヌの『シュニー』考 
… ……………………………………………………………………  小　倉　和　子 …… 61
シャルル・ドルレアンにおける他者なき「老い」 
… ……………………………………………………………………  横　山　安由美 …… 71
エレーヌ・シクスーによる「クラリス・リスペクトールの接近」 
―「読むことを学ぶ」序論 
… ……………………………………………………………………  稲　村　真　実 …… 87
マルグリット・デュラスと同時代の映画作家たち 
―アラン・レネ，シャンタル・アケルマン，ブノワ・ジャコ， 
ジャン＝リュック・ゴダール― 
… ……………………………………………………………………  池　田　百　花 …… 101
———————————————————
Du roman-feuilleton au panthéisme, lectures du XIXe siècle  
Textes réunis par Norioki Sugaya
I. Le roman et la culture populaire
1840/1880 :  
le roman entre littérature populaire et culture médiatique 
… ………………………………………………………  Claire Barel-Moisan …… 129
目　　次
1
Frontières mouvantes :  
littérature et cultures populaires dans la France du XIXe siècle 
… ………………………………………………………………  Keiko Tsujikawa …… 149
II. Littérature et panthéisme
Un dans Tout, Tout dans Un : présentation générale sur le thème  
des rapports entre la littérature et le panthéisme  
… ………………………………………………………………  Atsushi Yamazaki …… 157
Les conversions de Victor Cousin et la construction de la philosophie  
« française »  
… ………………………………………………………  Masataka Muramatsu …… 167
Victor Hugo et la vision panthéiste  
… ……………………………………………………………  Hiroko Kazumori …… 181
Panthéisme et esprit du mal — Flaubert contre Baudelaire  
… …………………………………………………………………  Norioki Sugaya …… 195
Hugo, Baudelaire, Flaubert, monisme ou dualisme esthétique ?  
… ……………………………………………………………………  Jacques Neefs …… 211
———————————————————
2024年度博士課程後期課程博士論文・博士課程前期課程修士論文・ 
学部論文の題目一覧… …………………………………………………………………  241
立教大学フランス語フランス文学会会則… ………………………………………  243
立教大学フランス語フランス文学会会務報告… ………………………………  244
立教大学フランス語フランス文学会第12回須山賞　論文の募集 
… …………………………………………………………………………………………………  245
須山奨励賞について…………………………………………………………………………  245
査読制について………………………………………………………………………………  246
2025年度立教大学文学部文学科フランス文学専修紀要 
『フランス文学』第 55号原稿募集要項・執筆申込書……………………  247
2


小倉, 和子

OGURA, Kazuko

Terre, mémoires et langues : quelques réflexions sur SHUNI de Naomi Fontaine

245
立教大学フランス語フランス文学会
第 12 回須山賞　論文の募集
須山賞は立教大学フランス語フランス文学会員の優れた業績を顕彰する
ための賞です．本学大学院フランス文学専攻の修了生で，白水社の編集者
であった須山岳彦さんのご遺族からご寄付をいただいたことを記念して，
その名前を冠しました．自薦他薦を問わず，候補となる論文を募集します
ので，奮ってご応募ください．
記
入選論文 原則として一篇
賞金 2万円
応募資格 立教大学フランス語フランス文学会会員であること．
審査対象  2023～2024年度（2023年 4月 1日～2025年 3月 31日）
の期間内に発表ないしは刊行された論文，書籍．
締切 2025年 6月 18日（必着）
提出先 立教大学フランス文学研究室（横山研究室）
 〒 171-8501　豊島区西池袋 3 -34 -1
提出方法  郵送により，2部提出．
選考方法  『立教大学フランス文学』紀要編集委員会が審査し受賞
者を決定する．
受賞者の発表 立教大学フランス語フランス文学会大会の総会時．
以上
須山奨励賞について
立教大学文学部文学科フランス文学専修では，2018年度から，もっと
も優れた卒業論文・卒業制作を顕彰するための「須山奨励賞」を新設しま
した．「須山基金」の規程にしたがって選考を行い，今年度の受賞者を決
定しました．
二瓶航　「ポートレート写真における自己と他者─ナダールとクロード・
カーアンの写真を参考に─」


須山奨励賞について

Morris, Sam

64
Teaching Practice Report
Integrating Content and Language in a CLIL Psychology 
Course: Five Tenets of Good Practice
 Sam Morris
Abstract
By definition, content and language integrated learning requires teachers to manage 
a difficult balance: they must develop content knowledge alongside language skills 
without either being overtly prioritised. For numerous reasons, such a balance is 
not easy to achieve in practice. With particular regards to linguistic content choices, 
teachers need to consider both the quantity and quality of the instruction that they 
provide. Teachers may provide too little or too much language, or they may focus 
too heavily on vocabulary at the expense of language form. In this report, I describe 
five holistic tenets that guided my planning and implementation of a CLIL course 
in the 2024 academic year. The tenets related to my decisions regarding content 
and language foci, and also to the overall manner in which I taught the classes. I 
describe each tenet along with its rationale and provide illustrative examples from 
the curriculum and two specific lessons that were taught on the course. 
Keywords: CLIL, Course design, Language and content integration
Introduction
Planning for content and language integrated learning (CLIL) is inherently more 
complex than planning regular language classes. This is because, by definition, CLIL requires 
teachers to not only be cognisant of improving students’ language skills, but also of ensuring 
they develop specific content-related knowledge, cultural awareness, and the ability to think, 
speak, and write critically about complex topics. This is no small task indeed! I have taught 
content integrated lessons for eight years in various tertiary institutions in Japan. In almost all 
cases, the content in my classes has been connected in some way to the topics of psychology, 
language learning, and emotions, and I am fortunate in that I have a professional specialism 
in educational psychology in addition to more than 15 years of language teaching experience. 
Despite these facts, however, my journey from a language teacher to a CLIL teacher has not 
been without issues, and in my early career I had particular difficulty balancing my teaching of 
content and language in CLIL courses. This is something which I have endeavoured to improve 
in recent years.
The purpose of this short paper is to describe my proactive approaches to integrating 
Integrating Content and Language in a CLIL Psychology Course: Five Tenets of Good Practice
65
content and language satisfactorily within my teaching of a CLIL course in the 2024 academic 
year. I focus my discussion on five holistic tenets that I followed during planning and 
implementation and illustrate these tenets using examples from a two-lesson sequence that 
focused on positive psychology.
Questions of Content and Language Integration: Quantity and Quality
I am not alone in facing difficulty in integrating content and language, and this remains 
a recurring theme within CLIL literature. On this point, two questions have repeatedly been 
considered. The first is the degree to which either content or language should be prioritised 
given the limited amount of class time in most CLIL settings (Mac Gearailt et al., 2021; 
Villabona & Cenoz, 2021). This question is perhaps driven by the reality that most teachers 
come from a background that is either focused on content or focused on language, but rarely 
both (Villabona & Cenoz, 2021). It is an important issue not only because it influences planning 
and implementation choices, but also because it influences teachers’ classroom identities 
(Mehisto, 2008). Furthermore, the priority of language or content is not a question limited to 
teachers. Mehisto (2008) makes the astute point that students are also not used to studying both 
language and content within the same class period; thus, teachers have to take into account the 
histories, needs, and expectations from students with regards to this balance.
A second question that has been discussed relates more specifically to the kind of 
linguistic support that should be provided in any CLIL course. Linguistic goals are complexly 
wed to the ability, demeanour, and age of the students in the classroom, to the requirements of 
the chosen texts and materials, and to the overall outcomes expected by institutions. Perhaps 
the most valuable solution to this issue is Coyle et al.’s (2010) language triptych, an organising 
tool from which teachers may make appropriate linguistic-study choices in relation to the 
language of learning (language related to the subject under study), the language for learning 
(language required to achieve the goals of the class) and language through learning (emergent 
language experienced within the lesson). This tool, however, may not be sufficient by itself to 
ensure that teachers make appropriate choices. Important research by Baecher et al. (2013), for 
example, suggests that language teachers who are training as new CLIL teachers have an overt 
preference for writing linguistic goals that focus on vocabulary or language subskills (e.g., 
general strategies for reading and writing improvement) at the expense of those that target 
grammatical improvement. Teachers should therefore be mindful that students are receiving 
sufficient instruction on language form.
Proactive Tenets to Integrate Content and Language
During the 2024 academic year I made particularly strong efforts to integrate content 
and language systematically in a course entitled CLIL Seminars: Psychology. In accordance 
with the goals of the department (see Yamamoto & Nitta, 2021), the course offered an accessible 
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exploration of topics and issues within the field of psychology whilst also enabling students to 
undertake more complex psychology-related study if required or desired. I now wish to detail 
five tenets that guided me during the preparation and implementation of this course. These 
tenets were holistic decisions that enabled me to feel more confident in my language and content 
integration. In my explanation, I discuss the course on a curriculum level as a whole, and also 
include specific examples from two lessons of the course which focused on the topic of positive 
psychology.
Tenet 1: Offer Two-Lesson Sequences
An important decision that I took in planning the course was to move from single-lesson 
to two-lesson sequences. This meant that instead of changing the central topic of learning each 
week, I kept the same topic for two consecutive classes. In the first lesson of each sequence, the 
students studied an overview of a chosen area of psychology (a broad focus), and in the second 
class they studied one particular aspect of this area in depth (a narrow focus). 
My thought process of moving to a two-lesson sequence was driven by my desire to 
simplify. Studying four or five topics in a semester is cognitively less demanding than studying 
nine or ten. Moreover, two-lesson sequences afford repetition in relation to language, concepts, 
and knowledge, aiding comprehension and retention.
To exemplify such a two-lesson sequence, in my positive psychology unit I taught 
lessons that focused on, firstly, the history, goals, and criticisms of positive psychology (the 
broad focus), and secondly, how emotional language can impact well-being (the narrow 
focus). Thus, the general language and content points raised in the first lesson (e.g., resilience 
development and key vocabulary items), became recycled and utilised in an important example 
from the field in the second lesson.
Tenet 2: Offer Opportunities for All Four Skills in Every Lesson Sequence
The second tenet I followed concerned the range of language skills that the students 
would be asked to utilise during each two-lesson sequence. As an experienced and trained 
language teacher, I believe strongly that regular practice in all four skills (speaking, writing, 
reading, and listening) is crucial (see e.g., Nation, 2014). In addition, targeting all four skills is 
likely to provide students with a sense that their linguistic skills are being taken seriously. With 
this in mind, I made a conscious decision to include activities using all four skills within each 
two-lesson sequence of the course.
To exemplify, during my lessons on positive psychology, content was delivered through 
both reading texts and live lectures (provided by me). Students were asked to spend 7-8 minutes 
writing at the beginning of every class, and they were also expected to complete written 
assignments for homework. Interactive discussion activities were used repeatedly throughout 
each class to ensure that students had the opportunity to practice actively speaking about the 
topics they were studying. 
Integrating Content and Language in a CLIL Psychology Course: Five Tenets of Good Practice
67
Tenet 3: Target Vocabulary, Grammar, Pronunciation, and Pragmatics Within Every 
Lesson Sequence
As was explained earlier in this paper, there can be a tendency for CLIL teachers to 
focus on vocabulary at the expense of other important linguistic skills (Baecher et al., 2013). 
To counter this point, I made a conscious effort to attend to a variety of linguistic skills within 
each language sequence, including vocabulary, grammar, pronunciation, and pragmatics.
In my two-lesson sequence on positive psychology, the students studied varied language 
skills. In the first lesson, they were explicitly taught the meaning of key vocabulary (e.g., 
well-being, resilience, wellness industry), and they learnt the pronunciation and pragmatic-
usage differences between two nouns, ‘whiner’ and ‘grouch’ which appeared in a class reading. 
Later in the lesson, the students studied a series of adjectives relating to criticism of evidence 
(e.g., lacking, outdated, insufficient), and they categorised this language according to whether 
it targeted the quality or quantity of evidence. In the second lesson, the students studied the 
grammatical forms that emotion language takes in English (such as an opinion form, emotion 
form, and noun form), and were taught that emotion word form choices are dictated by the verb 
being used. The students also considered the pragmatic differences in the ways that the words 
‘nostalgic’ and ‘ashamed’ are used in English in comparison with the ways the words 懐かし
い (natsukashii - nostalgic) and 恥ずかしい (hazukashii - ashamed) are used in Japanese, and 
we confirmed the word stress of the emotion word content (as opposed to the stress of the word 
content, relating to subject matter). 
Tenet 4: Be Both Proactive and Reactive With Regards to Linguistic Content Choices
Choosing the linguistic content to focus on is never easy, but my fourth tenet was to 
ensure that linguistic choices were both proactive and reactive. In other words, I included 
linguistic content driven by my own expertise as a language teacher, and also in response to 
the linguistic output of students.
In relation to the language choices in my two-lesson sequence on positive psychology, 
my choice to target the grammar of emotional language was driven by my professional 
observation that these structures are often misused by Japanese learners of English, while my 
decision to explore the pragmatics of the word “ashamed” was driven by my observation that 
the students used this word inappropriately during an in-class discussion. 
Given the complexity of the linguistic and content needs being addressed in CLIL 
courses, planning is crucial. Personally, I appreciate and use the graphic organising system 
recommended by Coyle et al. (2010). Broadly speaking, the purpose of this planning method 
is to encourage teachers to consider every stage of their course and lesson in detail, whilst 
also allowing them space to locate all four of the key CLIL skills: content, communication, 
cognition, and culture. For my psychology course, I created graphic organisations of each 
of my two-lesson sequences, which supported me to consider deeply the language students 
would require. I also employed a regular short survey, usually placed at the end of fortnightly 
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多言語教育実践ジャーナル　第5巻 （JOURNAL OF MULTILINGUAL PEDAGOGY AND PRACTICE, VOL. 5）
homework, through which I could learn more about any linguistic points that the students were 
interested in studying.
Tenet 5: Follow the Same Procedure in Every Lesson
Finally, one of the most important decisions that I made in preparation for this CLIL 
course was in my decision to follow standardised procedures for every lesson. My inspiration 
for this choice emerged from my reflections on ideas promoted by Ball (2018). Summarily, 
Ball suggests that teachers consider the complexity of their concepts (i.e., content), procedures 
(i.e., instructions), and language to make CLIL classes as accessible as possible. When 
complex concepts and language are being studied, teachers should consider lowering the 
procedural complexity of the tasks. Similarly, when complex activity procedures are required, 
the conceptual and language requirements should be simplified. In the case of my course, 
adopting a standardised lesson procedure meant that learners would be afforded more cognitive 
resources to tackle complex concepts and language. Accordingly, each of my lessons followed 
the following seven stages:
1. Review and warm-up. Each class began with a review and warm-up activity. Typically, 
students were asked to review previous material and to take part in a discussion or small 
psychological test to introduce the topic of the class. 
2. Thinking about the topic. The second stage of the lesson gave the students time to 
reflect on lesson themes and to explore their ideas in both writing and discussion. The 
students were given a key question (or series of key questions) to consider for 7 minutes 
in writing before sharing in groups.
3. Studying language. At this stage, important language points were overtly presented 
to the class. The students were given various interactive tasks to complete in relation 
to the language points to aid understanding. The language points typically supported 
students to access the content in stage 4 of the lesson.
4. Studying content. After studying language, the students were provided content 
input through authentic and modified texts, videos, and live lectures (depending on 
each individual class). The students were provided with interactive tasks to aid 
comprehension and uptake. 
5. Discussion. The students considered discussion questions targeting their 
comprehension and opinions of the content. The questions supported the students to 
check their understanding and to think critically and reflectively about what they had 
learnt.
6. Applying new knowledge. Here, students were challenged to use their new knowledge 
to develop more critical considerations of what they had learnt. In my lessons on 
positive psychology, for example, the participants constructed a list of criticisms of the 
well-being industry based on their reading and their experiences in Japan (lesson 1), 
Integrating Content and Language in a CLIL Psychology Course: Five Tenets of Good Practice
69
and they created new emotional language to account for complex emotional experiences 
in their lives (lesson 2). By completing such activities, the students could move past 
a surface-level understanding and recognise how the content could apply to real-life 
situations.
7. Reflection. The final stage of the class was an opportunity for students to reflect on
the things they had learned through either writing or discussion.
Concluding Remarks
In this short paper I have attempted to illustrate the issues that teachers face when 
integrating content and language in CLIL courses, and I have described five tenets that guided 
my own approach in a CLIL course on psychology in the 2024 academic year. These tenets 
gave me a sense of reassurance that the lessons I taught were attending to both content and 
language in a meaningful way. I believe that strong guiding principles can be effective in 
supporting teachers to plan and manage learning, particularly in courses that they are designing 
themselves from the ground up. The move from teaching language-focused classes to teaching 
content and language integrated classes requires many adjustments, and I strongly advocate 
that teachers form their own principles which have relevance and meaning to the courses that 
they are responsible for teaching. 
References
Baecher, L., Farnsworth, T., & Ediger, A. (2013). The challenges of planning language 
objectives in content-based ESL instruction. Language Teaching Research, 18(1), 118–
136. https://doi.org/10.1177/1362168813505381
Ball, P. (2018). Innovations and challenges in CLIL materials design. Theory Into Practice, 
57(3), 222–231. https://doi.org/10.1080/00405841.2018.1484036
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. 
Cambridge University Press.
Mac Gearailt, B., Mac Ruairc, G., & Murray, C. (2021). Actualising Content and Language 
Integrated Learning (CLIL) in Irish-medium education; why, how and why now? Irish 
Educational Studies, 42(1), 39–57. https://doi.org/10.1080/03323315.2021.1910971
Mehisto, P. (2008). CLIL counterweights: Recognising and decreasing disjuncture in CLIL. 
International CLIL Research Journal, 1(1), 93–119. 
https://web.archive.org/web/20180904172406/http:/www.icrj.eu/11/article8.html
Nation, P. (2014). What do you need to know to learn a foreign language? 
https://www.wgtn.ac.nz/lals/resources/paul-nations-resources/paul-nations-publications/
publications/documents/foreign-language_1125.pdf
Villabona, N., & Cenoz, J. (2021). The integration of content and language in CLIL: A challenge 
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for content-driven and language-driven teachers. Language, Culture and Curriculum, 
35(1), 36–50. https://doi.org/10.1080/07908318.2021.1910703
Yamamoto, Y., & Nitta, R. (2021). Action-oriented approach to curriculum development 
in CLIL courses: A theoretical and methodological framework. Journal of Foreign 
Language Education and Research, 2, 122–135. https://doi.org/10.14992/00021272


English

Integrating Content and Language in a CLIL Psychology Course : Five Tenets of Good Practice

浅川, 泰宏

ASAKAWA, Yasuhiro

Holy-Memorial Year of Pilgrimage During the Covid-19 Pandemic in Japan : Insights from Fieldwork (2020-2023) (<Special Issue> Cultural Changes and Reproductions in Japan Seen from Ko Groups)

66
審査報告Rikkyo Clinical Psychology Research 2025, Vol.18  66-67
2024 年立教大学現代心理学部心理学研究倫理審査委員会審査報告
　立教大学現代心理学部では，人間を対象とする心理学研究が倫理的配慮のもとに実施されるた
めに，立教大学現代心理学部心理学研究倫理審査委員会規程に基づき審査を行った。2024 年 1月
～ 12 月の間に立教大学現代心理学部心理学研究倫理審査委員会において承認された研究（臨床
心理学専攻）は，下記の 25 件である。
申 請 者：臨床心理学専攻博士課程前期課程 1年次　狩野 葉月
研究課題：アタッチメント・スタイルが非安心同士のカップルにおける葛藤解決方略
申 請 者：臨床心理学専攻博士課程前期課程 1年次　佐久間 真穂
研究課題：非行少年が社会復帰に至るまで、家族はどのようなプロセスをたどるのか（研究 1）
申 請 者：臨床心理学専攻博士課程前期課程 1年次　佐久間 真穂
研究課題：非行少年は、社会復帰に至るまでにどのようにして更生意欲が生じ、 現在まで維持さ
　　　　　れてきているのか（研究 2）
申 請 者：臨床心理学専攻博士課程前期課程 2年次　足立 歩理
研究課題：発達障がい児・者のきょうだいが職業選択に至るまでの心的プロセス（仮）
申 請 者：臨床心理学専攻博士課程前期課程 2年次　林 優梨香
研究課題：不登校支援において居場所感を提供する関わり方の検討―支援初期に焦点を当てて―
申 請 者：臨床心理学専攻博士課程前期課程 2年次　田中 玲
研究課題：ストレス体験当時の反芻状況による，自己開示抵抗感への影響性
申 請 者：臨床心理学専攻博士課程前期課程 2年次　田中 玲
研究課題：ストレス体験に伴う心的外傷後成長への意味づけと反芻の影響
　　　　　－他者との相互作用に着目した検討－
申 請 者：臨床心理学専攻博士課程前期課程 2年次　渡邉 昌樹
研究課題：労働者における同僚に対するメンタルヘルス・ファーストエイド行動とセルフ・コン
　　　　　パッションの関連
申 請 者：臨床心理学専攻博士課程前期課程 2年次　安松 花
研究課題：児童期用アタッチメント行動尺度（Child Attachment Behavior Scale;CABS）の
　　　　　信頼性 および妥当性の検討 ―予備調査―
申 請 者：臨床心理学専攻博士課程前期課程 2年次　栗原 珠涼
研究課題：ASD 者がいるきょうだいの ASD 診断に対するアジャストメントスケールの作成
67
申 請 者：臨床心理学専攻博士課程前期課程 2年次　三原 あすか
研究課題：発達障害学生が修学支援を受ける過程で知覚するサポートの特性とサポート源の探索
申 請 者：臨床心理学専攻博士課程前期課程 2年次　平松 ひかり
研究課題：友人関係に悩みを抱える自閉スペクトラム症の特性を持つ女児の グループ CBT・　
　　　　　SSTプログラムの有効性の検討
申 請 者：臨床心理学専攻博士課程前期課程 2年次　金田 望来
研究課題：障害福祉実践家のリフレクションがサービスの質的向上に及ぼす効果
申 請 者：臨床心理学専攻博士課程前期課程 2年次　松村 凜香
研究課題：親の離婚時に伴う改姓の有無に対する子どもの体験とは―同居親と子どもの視点から―
申 請 者：臨床心理学専攻博士課程前期課程 2年次　松村 凜香
研究課題：親の離婚時に伴う改姓の有無に対する子どもの体験とは
　　　　　―同居親と子どもの視点から―（研究 2）
申 請 者：臨床心理学専攻博士課程前期課程 2年次　河原崎 亜由美
研究課題：認知的回避方略が周産期の不安に与える影響―不確実さ不耐性に着目した検討―
申 請 者：臨床心理学専攻博士課程前期課程 2年次　渡邉 昌樹
研究課題：労働者における同僚に対するメンタルヘルス・ファーストエイド意図モデルの検討
申 請 者：臨床心理学専攻博士課程前期課程 2年次　篠田 真由
研究課題：動物のVR映像を視聴することによるマインドフルネス瞑想の促進効果
申 請 者：臨床心理学専攻博士課程前期課程 2年次　安松 花
研究課題：児童期用アタッチメント行動尺度（Child Attachment Behavior Scale;CABS）の信頼
　　　　　性 および妥当性の検討 ―本調査―
申 請 者：臨床心理学専攻博士課程前期課程 1年次　久下 ちなみ
研究課題：長期間関係が継続しているカップルのコミュニケーション―アタッチメントの視点から―
申 請 者：臨床心理学専攻博士課程前期課程 1年次　安西 優妃
研究課題：親と同じスポーツ競技をしている小学生男児における，親の関わりの認知とスポーツ
　　　　　活動に対する感情の関連―アタッチメントの視点を用いた質的研究―
以上
委員会構成メンバー
林もも子（委員長），松永美希，氏家悠太，前田楓，浅野倫子（外部委員）


2024年立教大学現代心理学部心理学研究倫理審査委員会審査報告

執筆者紹介（掲載順）
 
   
    
 
 
   
 
 
 
 
 
 
 
大石 幸二
林 もも子
木下 愛
次 遥菜
野本 紗由
岡島 純子
佐藤 大海
松永 美希
山田 哲子
山中 淑江
柴原 早紀
田中 志帆
船間 千鶴
加本 有希
今泉 優希
（立教大学現代心理学部）
（立教大学現代心理学部）
（東京家政大学附属臨床相談センター）
（いしはらこどもクリニック）
（立教大学現代心理学部）
（公立学校スクールカウンセラー）
 
（立教大学現代心理学部）
（立教大学現代心理学部）
（立教大学現代心理学部）
（宇都宮市教育センター）
（立教大学現代心理学部）
（立教大学心理教育相談所）
（立教大学心理教育相談所）
（立教大学心理教育相談所）
（立教大学心理教育相談所）  
編集委員 審査協力者
岩瀧　大樹
大石　幸二
岡島　純子
田中　志帆
林　　もも子
立教大学臨床心理学研究　第18号
編　集　　立教大学臨床心理学研究編集委員会
発　行　　立教大学現代心理学研究科臨床心理学専攻
　　　　　専攻主任　林　もも子
　　　　　〒352-8558　埼玉県新座市北野1-2-26
制　作　　幸文堂山本
　　　　　〒103-0015　東京都中央区日本橋箱崎町14-5
　　　　　2025年３月３１日　発行（非売品）
 
原　　信夫
逸見　敏郎
松永　美希
山田　哲子
山中　淑江
岩瀧　大樹
大石　幸二
岡島　純子
田中　志帆
林　　もも子
原　　信夫
逸見　敏郎
松永　美希
山田　哲子
山中　淑江


執筆者紹介、奥付

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