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[in Japanese]
2021 Volume 20 Issue Special Pages
S1
Published: 2021
Released on J-STAGE: October 25, 2021
JOURNAL
FREE ACCESS
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From the Viewpoint of Restorative Conversation
Hatsuho AYASHIRO
2021 Volume 20 Issue Special Pages
S2-S8
Published: 2021
Released on J-STAGE: October 01, 2021
JOURNAL
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Restorative practices are useful in student guidance because they require student–centered problem solving.
Although there are many similar practices in schools, few past studies have analyzed them from a viewpoint of
restorative practices. Thus, this study aimed to examine a conflict between two students in an elementary school
from the perspective of restorative conversation arranged around the ideas of restorative practices and narrative
therapy. The results showed that various inquires by the teacher, which focused on the relationship between the
students, respected their different stories, and highlighted their agency, led to a successful practice. In addition,
the teacher’s professional competencies to identify the extent to which the students could solve their conflicts by
themselves and a team approach of the school where students were not seen as problems contributed to the success.
Examining local practices in schools, as in this study, can aid in making implicit useful skills explicit and available
to others.
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Kimi ISHIDA
2021 Volume 20 Issue Special Pages
S9-S15
Published: 2021
Released on J-STAGE: December 15, 2021
JOURNAL
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In recent years, libraries all over the world have faced a radical transition from analog to digital data. This paper
shows how librarians in Japan have accepted and reacted to this change; we focused on their “networks” and
“creativity”. First, we analyzed grassroots activities, such as a project called “Anthropomorphizing the Nippon
Decimal Classification System” in a public library and the “Toshoket”, which is an exhibition for librarians and
library fans. Next, we focused on librarians’ creativity in a gameplay setting. We used a card game as a research
tool and asked librarians to play this game. We analyzed their conversations and found that their creativity emerged
as a response to resources or situations in the library. The creativity that emerged in gameplay and in grassroots
networks shared a common feature: both constituted a response to the existing environment and resources. Based
on Engeström’s concept of “mycorrhizae”, we concluded that librarians’ creativity and networks are enabled by the
symbiotic relationships found in libraries.
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Performing Natural Disaster Risk Reduction Fieldwork From Home During the COVID–19 Pandemic
Katsuya YAMORI, Muneki FUNAHASHI, Natsumi OKADA , Yukiko HARA , Genta ...
2021 Volume 20 Issue Special Pages
S16-S21
Published: 2021
Released on J-STAGE: December 15, 2021
JOURNAL
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The inability to conduct research in the field due to the COVID–19 pandemic would at face value seem to be a
detriment to research. However, it is both possible and important to turn difficult times into opportunities. We
can cite some examples of good fieldwork in which actions and interventions from remote locations successfully
overcame a lack of face–to–face interaction at the actual sites (Stage 1) or even improved upon previous activities
by developing new, more productive fieldwork techniques (Stage 2). Here, we introduce two such cases from
the field of natural disaster risk reduction. In one case, fieldwork aimed to realize more active participation by
overseas residents and elderly people in tsunami evacuation drills by using approaches such as letters, community
broadcasting, and notice boards in multiple languages. In the other case, fieldwork examined evacuation behavior
in elderly people by using the offset mode of a GPS–based smartphone app in remote work.
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Shoko NAKAMURA , Harutomo UEDA
2021 Volume 20 Issue Special Pages
S22-S28
Published: 2021
Released on J-STAGE: December 15, 2021
JOURNAL
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In this study, we applied F–SOAIP, an itemized progress record method that has been used in the medical and
welfare fields, to childcare records and examined its usefulness for childcare records. This study revealed three
usefulnesses of using F–SOAIP for childcare records: (1) ease of writing and teaching through items, and (2)
awareness of the "cyclical process of childcare" that leads to changes in practice, and (3) reaffirmation of the
significance of records in sharing intentions and wishes. The use of the F–SOAIP reduced the burden on the
caregivers due to the ease of writing in small steps and the visual clarity. In addition, the childcare records helped
the caregivers to understand the "cyclical process of childcare" and led to a change in their awareness and behavior.
In addition, the caregivers came to recognize the significance of the records for understanding each other's intentions
and wishes.
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Tomoko KOMATSU
2021 Volume 20 Issue Special Pages
S29-S34
Published: 2021
Released on J-STAGE: December 15, 2021
JOURNAL
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The aim of this study was to examine the effects of social support on the process through which students with
developmental disabilities find a job by analyzing this process in higher education institutions based on social
support functions. In the initial planning stage, instrumental support was collected to identify possible problems.
In the next stage, cooperative support for problem resolution in obtaining employment was provided by a work
transfer support facility. This included support from a provision of improvement of work performance and an
accompanying interview service by a work transfer support facility. The work transfer support facility searched for
potential workplaces and accompanied the student for an interview. The findings of the study showed that the social
support network involved each support organizations and the family of the subject, and that each had individual
functions in the job search. The work transfer support facility played the role of coordinator in the network, and this
was effective for assisting the student to obtain employment.
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Izumi SOYAMA, Mami ONISHI , Miho SUGIMOTO , Reiko OTAKI , Tetsuko YAMA ...
2021 Volume 20 Issue Special Pages
S35-S42
Published: 2021
Released on J-STAGE: December 16, 2021
JOURNAL
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This study aims to conduct an online trial of the FAIT (Families In Transition) program, which is a
psychoeducational program for divorced families. Furthermore, the study aims to explore and discuss the
challenges that may emerge when conducting the program online. The program was conducted for a duration of
two days followed by a questionnaire survey and interview. The study findings indicate that participants felt safe
and secure as they could attend the program from a familiar location. Moreover, they were visible only through the
screen. Considering that the online communication environment remained stable, online practice was found useful
in conveying the program contents. When addressing painful and conflicting topics, such as divorce, carefully
preparing a safe place to talk and a way to end is necessary, such that the participants can gradually return to their
daily lives. The findings further suggested that psychological education can be provided online in a safe manner by
making appropriate preparations and employing suitable methods.
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Megumi YOKOYAMA
2021 Volume 20 Issue Special Pages
S43-S50
Published: 2021
Released on J-STAGE: December 29, 2021
JOURNAL
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This study clarified how the teacher responds to un–nominated students in their classes and how the teacher utilizes
their utterances by comparing the original lesson plan with the actual lesson. The study focused on secondgrade
elementary school mathematics classes. Category analysis was performed on the teachers' responses to
un-nominated students. The lesson plan was compared with the actual lesson, and the cases were classified and
analyzed. The results clarified the following three aspects: (1) the teacher accepted un-nominated student utterances,
(2) the teachers' lesson plans were changed as a result of responding to the utterances, and (3) the teacher changed
the lesson plan in response to the utterances with the intention of deepening student learning. By asking for
additional explanation when connecting students' utterances with the lesson plan, the teacher raised questions that
were relevant to the content of the lesson plan as interpreted through the utterances. Although the response differed
from the original lesson plan, students' questions were considered, shared, and re-voiced. The teacher flexibly
changed the lesson plan and tailored discussion to students' questions.
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Yu MATSUBARA, Katsuya YAMORI
2021 Volume 20 Issue Special Pages
S51-S58
Published: 2021
Released on J-STAGE: December 29, 2021
JOURNAL
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The authors, along with local governments and companies, are engaged in pre-disaster recovery planning for the
Nankai megathrust earthquakes in Aichi prefecture, Japan. Although it has been established that efforts should be
concentrated on search and rescue activities within 72 hours of a large-scale disaster, there is no consensus on "postdisaster
timelines" or the steps to be taken after 72 hours have passed. This irresolution leads to conflicts regarding
the prioritization of diverse social activities during the recovery process. We developed a new method that can help
manage these conflicts (i.e., "timeline mediation") based on a workshop method called "crossroad," which helps
people recognize differences in their viewpoints on various dilemmas following a disaster. Our method, named
"timelines," contributes to improving pre-disaster planning.
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Focusing on the Moment When the "Self" is Narrated
Michiko KIYA
2021 Volume 20 Issue Special Pages
S59-S65
Published: 2021
Released on J-STAGE: December 29, 2021
JOURNAL
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What are the specific benefits of interaction and dialogue between women with autism spectrum disorder and others
who have similar experiences? The purpose of this study is to clarify this question. The subject of this study is the
dialogue data of 26 peer support group sessions for women with autism spectrum disorder who have no intellectual
disabilities. As a method of analysis, first, the dialogue data was converted into text and repeatedly observed. Next,
the data of the dialogues where "self" was being expressed at that exact moment was focused upon, and was verified
using the method of conversation analysis. As a result of the analysis, it was found that the dialogues in the peer
support group had the following four characteristics: "trace the experience", "notice a shift", "to understand the
experience", and "cause a shift." Among the four elements of dialogue, "to understand the experience" and "cause
a shift" were found to be particularly important interactions that bring about active negotiations with the mental and
physical states of the conversation partner.
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A Study from A's Life History
Nao HIDAKA
2021 Volume 20 Issue Special Pages
S66-S73
Published: 2021
Released on J-STAGE: December 29, 2021
JOURNAL
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The purpose of this study was to clarify the changes that dialogue can have on breast cancer survivors. I interviewed
a breast cancer survivor in her 50s and participated in the dialogue café. I then described her experience using the
life history method. The interview revealed that this cancer survivor had faced a crisis in her life and had been
forced to reconsider her way of life but, through the dialogue, she had been able to broaden her thoughts and actions
and start a new life. The discussion explores how the dialogue brought about an expansion of thoughts and actions
among the participating breast cancer survivors, as well as "forgiveness" for themselves and the changes that had
occurred due to cancer. It also suggests that the dialogue café could help breast cancer survivors explore and
construct a new way of life.
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Koshi MURAKAMI
2021 Volume 20 Issue Special Pages
S74-S81
Published: 2021
Released on J-STAGE: March 05, 2022
JOURNAL
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So-called "Luck Resource Stories", which convey messages such as "luck is decreasing" and "the amount of luck is
fixed", are widespread in Japan today, appearing in every region and every generation. In this study, we conducted
interviews with 24 Nikkei and Japanese people living in four countries in South America to investigate whether
the "Luck Resource Stories" brought by Japanese immigrants in the past are still being told in their destinations.
The survey period was from 2013 to 2018. We identified 10 people who had heard or seen versions of these “Luck
Resource Stories" from others, and the contents of the stories were similar to stories told in Japan about situations
such as lotteries and human relationships. However, from the frequency and circumstances of the stories, we
inferred that, unlike the case in Japan today, there was no tendency for "Luck Resource Stories" to be told in the
Nikkei community. The reasons for this are discussed in terms of the frequency of Japanese language use in daily
life.
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Focusing on Differences in Experience as Teachers with Pre-Service Teacher Students in Mock Lessons
Yurie SONOBE
2021 Volume 20 Issue Special Pages
S82-S89
Published: 2021
Released on J-STAGE: March 05, 2022
JOURNAL
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This study aimed to clarify what prevents in-service teacher students from "becoming learners" during their
participation in mock lessons and review sessions while enrolled in professional teaching graduate programs.
This study implemented "dialogue-based review sessions of mock lessons" and guided participants in becoming
conscious of themselves as "learners" rather than "evaluators" or "advisors". I interviewed six in-service teacher
students who had participated in the study. Qualitative data analysis generated three categories: strong views from
a "teacher's" perspective; strengthening the "teacher's" perspective in their own specialized subjects; and "senior
teacher's" positions. The findings indicated that in-service teacher students may avoid the "teacher's" perspective and
regain a sense of "becoming a learner" by participating in mock lessons in subjects outside their specialties during
the early stages of mock lesson practice. It was also suggested that "becoming a learner" may relieve pressure and
reduce atrophy for both pre-service and in-service teacher students.
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Multi–voiced and Multi–angle Reality of Disaster Risk Reduction Action Research
Genta NAKANO, Katsuya YAMORI
2021 Volume 20 Issue Special Pages
S90-S96
Published: 2021
Released on J-STAGE: April 13, 2022
JOURNAL
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This paper aims to propose chained visual ethnography of action research that depicts multi–voiced and a multi–
angle reality known as “Rashomon’s reality”. The visual ethnography (VE) that reflected the author’s reality was
developed based on the disaster risk reduction practices in Mexico. The VE was viewed with the action research
participants and their comment videos were developed. Thus, the multi–voiced and multi–angle reality of the
practices from the standpoint of the author and the participants are visualized. The VE and videos are posted
on a website to stimulate advanced practices which lead to further VE and comment videos as chained visual
ethnography.
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Focusing on “Tempo” and “Rhythm” in Football (Soccer)
Haruka SAKAI , Shogo KURIHARA , Arifumi SAITO , Midori HARANAKA
2021 Volume 20 Issue Special Pages
S97-S104
Published: 2021
Released on J-STAGE: April 13, 2022
JOURNAL
FREE ACCESS
This study examines the language a coach uses with players during sports training—which they pay little attention
to—the situation it is used, and interpret the words and physical sensation, especially the sense of time. Focusing
on football (soccer), we conducted a text mining analysis of the speech data and a qualitative analysis of semi–
structured interview data for two words, “rhythm” and “tempo”. The former analysis revealed that the words were
used in a single utterance, the coach referred to the sub–coaching and main–coaching teams, and “tempo” was used
for instruction and evaluation. The latter analysis showed that the coach understood that players’ and coach’s sense
of time may differ. During the interview, the coach tried to recreate and explain the interpretations of these words.
This study’s findings propose specific research methods and support the integration of research and practice in
sports coaching.
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A Case Study of “Memoirs for the Future”
Takashi SUGIYAMA, Katsuya YAMORI
2021 Volume 20 Issue Special Pages
S105-S110
Published: 2021
Released on J-STAGE: April 13, 2022
JOURNAL
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Semi–structured interviews were conducted with residents of Kuroshio, Kochi Prefecture, using the “days after”
approach, which considers a potential future disaster as something that has already happened. It is a perspective that
views the occurrence of a disaster not merely as a possibility, but as something that will surely happen in the future.
This study attempted to apply the days–after approach to engender a proactive attitude toward disaster prevention.
Specifically, this study asked participants the question, “What would you like to keep after a disaster has occurred?”
The results showed that the days–after question helped participants reflect on their daily life and think about disaster
prevention actions. In other words, by accepting that “a disaster will definitely occur,” the participants came to
appreciate the importance of “everyday life,” and in so doing, they were able to prepare for the disaster.
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Implications and Potentials of “Hisao no Hitorigoto (Monologue by Hisao)”
Takumi MIYAMOTO, Naoki ISHIZUKA
2021 Volume 20 Issue Special Pages
S111-S117
Published: 2021
Released on J-STAGE: April 13, 2022
JOURNAL
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This research explores opportunities of passing survivors' post–disaster experiences via a short piece of writing
by them reflecting on own experiences. This method, newly named “Hisao no Hitorigoto (literally translated
as “monologue by Hisao”)”, was established in a study group which aimed at revisiting their Great East Japan
Earthquake experiences. The method involves short senryu–like writing that only constitutes several words. This
briefness makes authors and readers less burdensome to develop and read, much easier than those writings for
traditional memoir and disaster education materials. It also has the advantages of leaving some rooms for readers
to interpret, which enables them to verbalize difficult experiences of which may involve conflicting values. In
addition, the method of fragmented personal experiences into short writings allow readers to better comprehend
authors' personality. "Hisao no Hitorigoto" has implications and potentials to share disaster recovery experiences
that have not yet been achieved in any previous methods used.
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Rui SAKAIDA , Mayumi BONO
2021 Volume 20 Issue Special Pages
S118-S124
Published: 2021
Released on J-STAGE: April 13, 2022
JOURNAL
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This paper reports how finger braille interpreters communicate multimodal information to the deafblind. Finger
braille is a mode of communication that is used by and for deafblind people. Finger braille interpreters convey
not only the content of an interlocutor’s utterances but also various behavioral and environmental information.
Focusing on finger braille interpretation for Dr. Satoshi Fukushima, a deafblind man, we observed when and how
interpreters communicate the multimodality of the interlocutor’s behavior, such as acknowledgment, nodding,
laughter, and pointing gestures. The results suggest that multimodal information, which the interpreters convey
through the deafblind person’s hands, can help the deafblind person understand the essence of the interlocutor’s
remarks.
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A Case Study of a Drama Workshop at the A Culture Center
Hiroaki NAKAYAMA, Yuichiro NAGATSU
2021 Volume 20 Issue Special Pages
S125-S131
Published: 2021
Released on J-STAGE: April 13, 2022
JOURNAL
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This paper examines the social significance of disabled people’s art. Researchers have pointed out that there are
opportunities to question asymmetrical categories, such as "disabled/non-disabled," in the context of art produced
by disabled people. Researchers have also suggested that the relationship that arises between disabled people and
artists is captured by the concept of "complicity," which represents the difference between subjects. In this paper,
authors conducted fieldwork at a drama workshop at the A Culture Center with conventional research perspectives.
In the workshop, the relationships between "participants" and "facilitators" were sometimes unified and sometimes
pluralized during the process of the art performance. Based on this finding, this paper points out that "communality"
and "complicity" are nested between the artists and the disabled people involved in the drama workshop. It suggests
that the dynamics of questioning "disabled/non-disabled" occurs in the nested relationship in the art of the disabled.
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An Approach to Embodied Practices from the Viewpoint of Semiotic Fields
Atsushi YAMAMOTO, Keisuke KADOTA , Ryosaku MAKINO , Nobuhiro FURUYAMA
2021 Volume 20 Issue Special Pages
S132-S139
Published: 2021
Released on J-STAGE: May 13, 2022
JOURNAL
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Although it is essential to show the point of focus in instructions on embodied practices, it can be challenging
because the focus is often on movements or perceptions, which are hard to verbalize. This study examines how
the pointings are organized to refer to musical sounds as the focus of instructions in piano lessons, while showing
which sounds of the composition are indicated and how they should be expressed, despite their invisibility. The
mutual elaboration of the semiotic resources is analyzed based on Goodwin’s concept of contextual configurations.
The results suggest that the pointings to invisible sounds were organized as a dual indication (a pointing gesture
→ keyboard and/or hands → sounds) using various semiotic resources; However, this is insufficient because the
location of the sounds in the composition and their musical expressions must be indicated. This was done using
a pointing gesture to the ground organized with an exaggeration of temporal progressions of performances and
sound–producing movements. The results are discussed in terms of verbalization of knowledge in embodied skill
instructions.
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Asami SENOO, Takuto MISHINA, Yuko YASUDA
2021 Volume 20 Issue Special Pages
S140-S147
Published: 2021
Released on J-STAGE: April 28, 2022
JOURNAL
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This study uses Carol Gilligan's ethics of care theory to investigate the case of a woman who experienced an unexpected pregnancy and decided to "bear" her child. We focused on the one of the 48 pregnant women interviewed in the Ibaraki Cohort Study. The woman talked about her anxiety and distress with close relations and negotiated with them, occasionally even rejecting their views, to have her baby. During the process, we observed her assume responsibility for her pregnancy while considering herself and those around her. Others also lent her their support and built relationships of care with her. Thus, the study shows that a pregnant woman can take the responsibility of giving birth when she has relationships of care.
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Mutual Interviews About Encounters with The Bechdel Test
Reiko NAOI , Yurie SONOBE
2021 Volume 20 Issue Special Pages
S148-S155
Published: 2021
Released on J-STAGE: May 13, 2022
JOURNAL
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We are improvisers, who practice and research improv (improvisational theater). The purpose of this paper is to
clarify why we were compelled to do research on improv and gender practice, focusing on our encounters with
the improv format The Bechdel Test. The first author, who was interested in “women and improv,” studied The
Bechdel Test in the U.S. and produced the first performance in Japan in 2017. The second author was one of
the performers in this performance, but she was not particularly interested in “improv and gender.” However, in
2020, the second author approached to the first author about starting a research project to practice The Bechdel
Test continuously in Japan. The basis of this paper is the narratives in our mutual interviews in preparation for the
project. We re–read the narratives, described what each person felt through the other's narrative, and described what
each person felt when reading the other person's description. As a result, we portrayed the process by which two
improvisers sometimes resonated and began the project of “improv and gender.”
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Analyzing Adolescents’ Narratives Using Thematic Analysis
Yayoi MORI , Tomoo HIDAKA, Tetsuhito FUKUSHIMA
2021 Volume 20 Issue Special Pages
S156-S162
Published: 2021
Released on J-STAGE: May 16, 2022
JOURNAL
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This study aimed to find supportive measures for stuttering related to an individual’s developmental stage. In the
study, we interviewed eight adolescents who stutter from Tohoku, Japan. Transcripts from the semi–structured
interviews were analyzed using thematic analysis to determine the individuals’ problems and support needs. We
found that the surrounding adults, including parents, need to be aware of stuttering and the importance of mental
support; in particular, teachers at school need to improve their knowledge of stuttering, considering that a school
is the first place where individuals who stutter recognize their problems. Mental support from surrounding adults
enables individuals to accept their stuttering according to their developmental stage. In addition, they may gain a
multifaceted and active perspective on how they can further develop themselves by interacting with society through
events organized by self–help groups such as the Genyuukai. We believe that, in addition to such self–help groups,
places where parents and professionals can gather to learn about stuttering could be effective for public awareness
and beneficial for the community.
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Interaction Analysis Focusing on IRE Sequence
Yumi FURUYA
2021 Volume 20 Issue Special Pages
S163-S170
Published: 2021
Released on J-STAGE: April 28, 2022
JOURNAL
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In this paper, we focused on how the Initiation–Response–Evaluation (IRE) sequence is organized in speech and language therapies by speech–language–hearing therapists for patients with aphasia and performed an interaction analysis. The analysis results revealed that the IRE sequence was organized via multimodal interactions, such as utterance, picture card exercise, and eye gaze, between speech–language–hearing therapists and patients with aphasia while they were engaged in training tasks. Additionally, speech–language–hearing therapists adjusted the pattern of utterance based on the response of subjects with aphasia and then performed the evaluation. This activated the reduced language function system and allowed the subjects to understand the implications before they responded. These findings suggest that in speech and language therapies, the active participation of patients with aphasia as recipients of language training contributes to the construction of a training field where the language system is concretely improved.
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A Trial of Collaborations between Psychological and Judicial Professionals
Tetsuko YAMADA
2021 Volume 20 Issue Special Pages
S171-S179
Published: 2021
Released on J-STAGE: May 20, 2022
JOURNAL
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This study’s psychological and judicial experts collaboratively implemented a psycho–educational program to prepare families of 63 individuals with intellectual disabilities for parental death. They aimed to increase their planning motivation and encouraged them to make future–related preparations. Through open–ended questionnaires, participants were asked about (1) new perspectives of the program, (2) whether they wanted to make preparations, and (3) the related reasons. The data were qualitatively analyzed using the KJ method and quantitative content analysis. Using qualitative analysis, “family cases” and “legal information” were raised as new perspectives. However, “legal information” was not found in reasons for preparing; thus, some high hurdles prevented use of legal systems. Among reasons for preparing, “interest in the introduced preparation” reflected the program contents and “awareness of preparations necessary for one’s own family,” which was gained through participation in the program. Furthermore, “difficulty in practicing preparation” was extracted. Quantitative text analysis showed extraction of “gradually,” reflecting the family’s desire to prepare through small steps. Thus, it is necessary to develop a more comprehensive program for including welfare field–related perspectives.
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Through the Development and Implementation of the “Iki–iki Café” Program with Local Resident Participation
Shiori SAKAI , Tomoko HOSONO , Michitaro KOBAYASHI , Tetsuya SAKAKIBAR ...
2021 Volume 20 Issue Special Pages
S180-S187
Published: 2021
Released on J-STAGE: May 16, 2022
JOURNAL
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This paper reports on the development and practice of the “Iki–iki–Café” program, which is a new social experimental method
for creating a temporary space enabling individuals to communicate openly about their experiences with various illnesses.
Moreover, the paper explores the possibilities of sharing such stories. The Iki–iki–Café consists of two main sections. The
first section encourages participants to listen to a guest speaker talk about “my experience of illness,” following which they
are divided into small groups to discuss their own experiences. The second section instructs participants to jot down several
interesting phrases on the boards. Five “cafés” were conducted, with each consisting of approximately 20 participants. Responses
to the follow–up questionnaire revealed that the participants underwent positive conversations. Through their conversation, they
redefined the meaning of their illness. Later, researchers prepared a daily calendar that included 31 phrases from the boards used
in the second section, and more than 500 copies of the calendar were distributed to local residents. Several users responded that
they felt connected to others who underwent illnesses through the calendar.
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Tomoko KAMINISHI
2021 Volume 20 Issue Special Pages
S188-S195
Published: 2021
Released on J-STAGE: May 16, 2022
JOURNAL
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This paper investigated two Japanese college students who joined long–term overseas internships, examining
attitude construct based on their usage and purpose of online communication using PAC (Personal Attitude
Construct) analysis. The results showed that participants expanded their range of online communities from friends
and families back in Japan to other adults and foreign acquaintances and their purpose of online communication
changed from chats to achieving joint goals with others. The results showed that they secured their ties and niches
(ibasho) through online communication and blended into university life smoothly upon return to Japan. The
results also showed that one student who felt uneasy about face–to–face communication also felt uneasy about
communicating online, suggesting the need for improved administrative support and business training to enhance
online communication manners.
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Yasuhiro OMI , Miho FUJINE
2021 Volume 20 Issue Special Pages
S196-S202
Published: 2021
Released on J-STAGE: May 13, 2022
JOURNAL
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Extracurricular activities in Japan have unique characteristics and their own customs. This study describes the
process by which a junior high school student, who was a member of a baseball club, became a school truant as a
result of various incidents, including inappropriate guidance by a coach during his extracurricular activities. He
was diagnosed with orthostatic dysregulation. He was finally able to attend school like other students in the middle
of his second year of high school, when he began to attend class actively, and his physical and mental condition
gradually recovered after he learned how to relax from a karate instructor outside school. The problems and
inconsistencies of a child who takes teachers’ words in good faith but who is unable to go to school are detailed.
The significance of confirming that teachers' guidance can be an external factor associated with truancy is discussed.
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Exploring the Need to Develop Physical Literacy through Enjoyable Movement Activities
Motohide MIYAHARA , Takahito MASUDA
2021 Volume 20 Issue Special Pages
S203-S210
Published: 2021
Released on J-STAGE: April 28, 2022
JOURNAL
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Through fieldwork at a remedial education program site, this ethnographic study describes how and why children with developmental disorders enjoy learning activities. The theoretical framework of physical literacy draws on the Realist Evaluation paradigm. In the initial stage, the first author, an outsider to the program, used the impressionist mode to describe how, and reflect on why observed emotional expressions were enjoyably animated and vocalized in three fragmented contexts during the remedial education program. In the second stage, the credibility and dependability of the first author’s observations and reflections were cross–checked by two insiders. In the third stage, the ethnographic and cross–checked data were submitted to the Realist Evaluation analysis of the context– mechanism–outcome connections that explained children’s active engagement during learning activities. The descriptions and insight gained from this study will provide practitioners with information about how to meet the needs of learners to achieve physical literacy during remedial and physical activities.
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Narrative of a Nursing Teacher Facing Questions Existing in Clinical Settings
Chihiro Tanaka , Tatsuya Sato , Teppei Tsuchimoto , Taiyo Miyashita
2021 Volume 20 Issue Special Pages
S211-S218
Published: 2021
Released on J-STAGE: May 20, 2022
JOURNAL
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The purpose of this study was to clarify the process of competence building by observing the experiences of a nursing teacher. I analyzed the narrative of a nursing teacher, who had 11 years of experience in educational practice, using the trajectory equifinality approach. Furthermore, focusing on her bifurcation point (BFP), I explored how “imagination” helped her to identify new horizons. At her BFP, mixed specialties functioned as a “trigger”, and her own caring experience and challenges as a nursing student became resources for her, facilitating her consideration of the value of nursing through various struggles. The process led her to a “transductional” solution of learning beyond academic disciplines as nursing faculty and feeding it back to her clinical practice. At the BFP of her ability formation process, generational and symbolic conflicts occurred, and a teacher who was producing nursing culture emerged.
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Clarifying the Behind–the–scenes Efforts that Support Childcare
Naoko ICHIKAWA , Mio NAKAMOTO
2021 Volume 20 Issue Special Pages
S219-S226
Published: 2021
Released on J-STAGE: May 13, 2022
JOURNAL
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This study is an attempt to describe the efforts of childcare principals who are struggling to realize inclusive
childcare, and how they are working on better childcare practices while facing the difficulties of the current situation
and struggling with the gap between the ideal and the reality. We interviewed principals of childcare facilities that
are pioneering in inclusive childcare practices about their efforts to resolve various difficulties in realizing their ideal
inclusive childcare, and the new childcare practices they have developed as a result. The narratives of the principals
were analyzed using a modified grounded theory approach (M–GTA). As a result, the principals, who decided to
turn to the ideal of inclusive child–care, was working behind the scenes to keep a balance between implementing
inclusive child–care and dealing with the various difficulties that this would cause. Under these circumstances, it
became clear that the principals were empowered by the changing children, parents, and nursery teachers in front of
them and the new childcare practices, and continued to strive for “better childcare”.
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A Case Study
Aya NOBUSHIGE , Hidemi SAWADA
2021 Volume 20 Issue Special Pages
S227-S234
Published: 2021
Released on J-STAGE: May 20, 2022
JOURNAL
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In the process of recovery through a support facility, socially withdrawn people (Hikikomori) may feel conflict. This study aimed to examine the role of their supporters and how to engage them effectively at the facility. We conducted semi–structured interviews with one person who had experienced withdrawal and three supporters at a support facility. As a result, characteristic relationships were found in each stage of consultation support, group adjustment support, employment support, and job retention support. During the transition from one stage of support to the next and when the users feel ambivalent emotions, the supporters shared their roles and supported users’ conflicts as a team. Moreover, it was suggested that users transfer to the next stage and the supporters of the previous stage of support show the same attitude of acceptance, which would lead to peace of mind and vitality for the users.
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A Case Study of a 3–year–old Children’s Class during the COVID–19 Pandemic
Moe NISHIYAMA
2021 Volume 20 Issue Special Pages
S235-S242
Published: 2021
Released on J-STAGE: May 16, 2022
JOURNAL
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This study aimed to understand the interactions between oldcomers and newcomers in the early stage of a class of
3–year–olds in kodomoen based on social relationships advocated by Lave and Wenger. During the coronavirus
disease 2019 (COVID–19) pandemic, we made new discoveries by observing and recording the interactions
carefully between oldcomers and newcomers. The research objects were the documentations of children’s actions,
which were analyzed as verbs. The results indicated that the act of caring was unique to oldcomers and newcomers,
and the act of being cared for was frequently observed between 3–year–olds and those older. Additionally, on
analyzing the acts of caring and being cared for, it was found that newcomers cared for others in situations related to
things they were concerned about, while oldcomers cared for others according to their needs, just as 4–year and 5–
year–olds do.
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Percussionist–led Workshops in Special–Needs Classes
Rie NAGASUGI , Kumiko WAKANABE
2021 Volume 20 Issue Special Pages
S243-S249
Published: 2021
Released on J-STAGE: May 20, 2022
JOURNAL
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Improvisational musical activities are suitable to promote children’s self–initiated actions in the classroom,
especially for children with special needs. These activities allow children to use different performance styles that
are attuned to the characteristics of their personalities and disabilities. This study observed a percussionist’s musical
workshops and collated her interview data to analyze how these improvisational activities of musical expression
worked in special–needs classes. The observations showed that the children were actively listening to the sound
qualities of the percussion instruments and communicating with their classmates. The study found that the
workshops promoted the children’s learning and taught them how to feel sounds and listen to them. Additionally,
the activities encouraged communication with their classmates. Analysis of these workshops showed the importance
of children’s learning through listening to the sounds of music and others and the significance of the communication
that occurred among children in special–needs classes through interactions.
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