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[in Japanese], [in Japanese], [in Japanese], [in Japanese], [in Japane ...
2001 Volume 40 Pages
3-24
Published: March 30, 2001
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2001 Volume 40 Pages
25-26
Published: March 30, 2001
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[in Japanese], [in Japanese], [in Japanese], [in Japanese], [in Japane ...
2001 Volume 40 Pages
27-31
Published: March 30, 2001
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Holyoak J. Keith
2001 Volume 40 Pages
32-36
Published: March 30, 2001
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[in Japanese], [in Japanese], [in Japanese], [in Japanese]
2001 Volume 40 Pages
37-40
Published: March 30, 2001
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[in Japanese], [in Japanese], [in Japanese], [in Japanese]
2001 Volume 40 Pages
41-44
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[in Japanese]
2001 Volume 40 Pages
45-47
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[in Japanese]
2001 Volume 40 Pages
48-57
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[in Japanese]
2001 Volume 40 Pages
58-69
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[in Japanese]
2001 Volume 40 Pages
70-80
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[in Japanese]
2001 Volume 40 Pages
81-90
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[in Japanese]
2001 Volume 40 Pages
91-101
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[in Japanese]
2001 Volume 40 Pages
102-111
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[in Japanese]
2001 Volume 40 Pages
112-122
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[in Japanese]
2001 Volume 40 Pages
123-132
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[in Japanese]
2001 Volume 40 Pages
133-142
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[in Japanese]
2001 Volume 40 Pages
143-145
Published: March 30, 2001
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How should psychological research respond to social needs?
Masami OHINATA
2001 Volume 40 Pages
146-156
Published: March 30, 2001
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The mounting sense of crisis towards child-rearing in modern Japanese society has placed unprecedentedweight upon motherhood researchers to come up with a solution to child-rearing-related socialproblems. In the past, motherhood research in Japan has typically evaluated the notion that everywoman possesses a natural aptitude for child-rearing. Although contemporary research themes aremuch more varied, even so, these themes hinder our understanding of mothers'problems in child-rearing, because child-rearing is an intensely individual activity?so much so that motherhood cannot beunderstood by merely employing statistics. The present paper discusses the agendas that psychologicalresearch into motherhood should deal with within the context of modern Japanese society, as well as theinfluences that current ideology has on opinions about child-rearing. Current ideology must be takeninto account in research so that ever-changing trends do not sway the research. Society frequentlydemands simplistic cause-effect statements about child-rearing. the present paper argues that althoughmotherhood researchers do have a responsibility to respond to such social needs, it is also necessary forthem to speak up about the importance of taking a much more holistic, long-term view of the parenting process.
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Yoshihiko TANNO
2001 Volume 40 Pages
157-168
Published: March 30, 2001
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Japanese clinical psychologists do not have quantitative data on the outcome of psychotherapy orcounseling, because they do not provide quantitative descriptions of clients' psychological symptoms.To overcome this problem, the present article proposes new perspectives from the viewpoint of ascientist-practitioner model of clinical psychology. First, an evidence-based approach to the study ofpsychotherapy outcomes was proposed. The psychotherapy practice guidelines of the AmericanPsychological Association and evidence-based medicine are good models for evidence-based clinicalpsychology. Evidence-based clinical psychology can function as a basic framework for the collaborativestudy of clinical psychology and related research areas. Second, schema of psychological assessmentwere proposed, from the viewpoint of classification, procedure and test battery. The proceduresof psychological assessment should consist of an intake interview, detailed assessment, case formulation, formation of therapeutic hypotheses, and post-assessment of the efficacy of the therapy. Third, thepresent article proposes the establishment of abnormal psychology in Japan: this field would interface clinical psychology practice with academic psychology.
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Masahiko SUGIYAMA
2001 Volume 40 Pages
169-176
Published: March 30, 2001
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Recently in Japan, misbehavior of junior high school students have become issues of public concern.In the present study, a male junior high school student (8th grader) who had exhibited markedmisbehavior was given assistance and support at school, intended to improve his behavior. Before thisstudent began to cause problems, he had been considered to be quiet and inconspicuous, and had beendescribed as “a good boy ”. According to analysis of behavior, his level of anxiety was high, he tendedto avoid interactions with his teachers and parents, and he lacked appropriate repertories of socialbehavior. In the sessions, his teachers interacted him more, in order to decrease his hate for the school, and he taught better social skills so that he could improve his social interactions. His social behaviorand interaction skills improved, his anxiety was reduced, and his problems were resolved. In order toprevent of misbehavior of students, it is necessary to take active measures to prevent situations in which teachers tend to consider student as inconspicuous or “good ”.
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Hidemi HASHIMOTO, Kunio SHIOMI
2001 Volume 40 Pages
177-189
Published: March 30, 2001
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We have been working for a long time in the field of educational counseling in educationalinstitutions and schools, as school counselors, as supervisors for school counselors, and as consultantsto school counseling situations. In the past 5 years in Japan, since the Ministry of Education establisheda system of school counselors, the new counseling system has been used effectively and broadly. Webelieve that such a system is very useful for teachers and students. In the present paper, the effectivenessof school counseling and its better practices are descussed from the point of view of school teachers, school psychologists, and clinical counselors. On the basis of this discussion, we propose that the bestway to use school counselors is to integrate psychological and educational assistance. This method provides the best support for students' psychological development.
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Naomi MIYAKE
2001 Volume 40 Pages
218-228
Published: March 30, 2001
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Our research on principles for designing effective learning environments is based on recent researchon how people learn and on the following: (1) knowledge has to be constructed by the students themselves,(2) constructive interaction deepens conceptual understanding, and (3) such collaborative constructionitself has to be maintained by cultural practices. The present article reports on 2 curriculumtechnologycombinations: one for helping advanced students learn how to construct their own knowledgecollaboratively, and the other for guiding beginning students, who may still be embedded in a moretypical lecture style, to start seeing the power of intellectual collaboration. The former was supportedby an enhanced note-sharing system, Reflective Collaboration Notes, or ReCoNote, with an emphasis onthe function of this system for making relations. The latter utilized a bulletin board system that couldbe annotated. Interactive Query Raiser was prepared to facilitate sharing academic interactionsamong peers and experts. In the 3 years we have done this, college students have shown high flexibilityin learning and creating both their knowledge in cognitive science and new ways to use their technologicalenvironment. When the course work is carefully designed and practiced, students gradually come to show respect for the community norm of constructive interaction.
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