We conducted an ontological exploration of how teachers at special-needs schools establish social interaction with students with ASD. A total of five fieldwork studies were conducted in a “Food Production” class at a special-needs high school from December 20xx to February 20xx+1. We observed and videotaped scenes of social interaction between teacher A and teacher B and X, a third-year high school student with ASD. From the recordings, we compiled a total of 10 minutes of video clips that recorded “disturbance” situations, which we used to conduct two interviews with the target teachers. The interview data were analyzed with reference to Benner’s method of interpretive phenomenological analysis. From this it emerged that the target teachers were more concerned with generating an appropriate “frame” than with student development. In addition, it became clear that the target teachers’ expertise was applied to creating a “frame” that was a good fit with the intentions and characteristics of various subjects, such as the target teacher and the target student, and with the “objects” involved in the interaction.

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This study is a self-study of the exploration by a teacher/ researcher on somatic intelligence in education practice based on the Laban/ Bartenieff Movement Studies/ System, which was described and presented by a co-researcher. Five collaborative interviews with the co-researcher were followed by six analytical sessions using “Moving TAE,” all of which utilized bodily sensation and movement. In the interviews, the teacher/ researcher mentioned that at the core of somatic intelligence is a whole-body learning experience that she calls “Marble,” which is translated through trial and error into a teaching method to make students marble. In Moving TAE, the somatic intelligence of the behaviors of teachers in the classroom was explored, and a theory was generated that included the interaction among the teacher, students, and phenomena within the classroom space. The authors discuss the effectiveness of using bodily sensation and movement to reproduce the experience of the teacher/ researcher in self-study on the theme of somatic intelligence, as well as the significance and points to consider when a co-researcher is present to support verbalization.

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This study investigated how classes progressed when un-nominated students spoke in a whole-class discussion in terms of dialogue structure and content. I analyzed the dialogue structures of a second-grade elementary school mathematics class and examined how the class progressed following the participation of un-nominated students. The results showed that un-nominated students participated in the class according to the lesson stage. At the start, the participation of un-nominated students created an opportunity to ask questions addressed in the class. During teaching, un-nominated students’ talking led to questions being raised that resulted in a deeper exploration of the issues. Toward the end of the lesson, the un-nominated students’ questions led to reconfirmation of the problems. We conclude that the participation of un-nominated students leads to the formation of various different dialogue structures and the expansion of dialogue content and that it can result in whole-class discussions that are led by the students rather than by the teacher.

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We theoretically examined the issue of ways to realize the symbiotic coexistence between people with developmental disabilities and with typical development. We adopted a perspective that considered the difficulties that tend to occurred between people with Autism Spectrum Disorder (ASD) and non-ASD were manifestations of dis-communication between people with different characteristics. We used a standpoint that considered people with ASD as subjects who lived with characteristics different from non-ASD, rather than as “imperfectly developed people.” To reconcile the gaps between the two, we pointed out the importance of focusing on the “perspectives of the parties with ASD,” which was different from the perspectives of non-ASD, and referred to the “Phenomenology of Autism” and “Tojisha-Kenkyu” (a research method in which persons with some hardships study oneself through dialogue with others who shared similar experiences) as related theories and practices. Next, we focused on the “figure-ground structure reversal” of the “active=passive” concept as the general basis of interpersonal communication. In addition, we discussed the necessity of relationship reconciliation based on interactive mutual understanding by using the EMS concept.

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This study examined how high school students interpret a history lesson that was aimed at fostering citizenship,　focusing on the learning context and student identity. A questionnaire survey for all students, a semi–structured　interview for 18 students, and the M–GTA were conducted for the analysis. Many students provided positive　feedback on the history lesson. The students were encouraged to relate historical events to contemporary society　and engage with controversial contemporary and historical issues. While the school tolerated learning that was not　exam–oriented, many history lessons require memorizing ample historical knowledge. Therefore, students who did　not excel at memorization provided positive feedback about the history lessons, which did not require memorization.　Contrastingly, students negatively evaluated the lessons if they did not obtain a sufficient score. The students who　preferred historical entertainment, which contrasted with the author’s intentions, did not give positive feedback regarding connecting historical events to the present, but did give a positive evaluation regarding learning about the past.

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This study redefined the frame of reference of nurses’ learning transfer by adapting a cognitive research trend that takes a wider frame of reference than the conventional way that regards transfer of learning as changes in an individual and views the transfer as dynamics within a social context. We attempted to describe and explain the social processes in clinical settings where learning occurs involving nurses transferred from other workplaces, thereby examining the elements of environmental design that support transfer of learning. One year of fieldwork in hospital room C, where pediatric patients’ lives are highly dependent on medical care that requires urgency and preparedness, revealed that newly–transferred nurses and long–time staff were learning with each other by sharing their expertise. Room C was central for mutual learning. The transferred nurses’ process of accelerating their active participation from initially staying on the peripheral might be understood as a transfer process of learning. In the general discussion, we used Holtzman’s concept of performance to consider collaborative learning spaces i.e. an environmental design that supports transfer of learning.

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This research aimed to examine features of teachers’ impromptu thinking during small group learning exercises. Semi– structured interviews were conducted with 10 elementary and junior high school teachers after lessons. These interviews, which focused on discussing problem– solving in small groups, were analyzed using a modified grounded theory approach. Eight characteristics of teachers’ thinking were derived: (1) panoramic viewing, (2) focusing attention, (3) understanding the problem– solving process, (4) monitoring student involvement, (5) emotional thinking, (6) bringing the focus back to the teaching materials or intention, (7) deciding on support, and (8) designing subsequent development plans. From these results, hypothetical models were generated, and three observations were noted. First, teachers monitored the students' learning from multiple perspectives (individual, group, and whole class) and synthesized this information to provide support. Second, teachers decided on the level of support needed. Third, teachers experienced difficulties with various emotions, such as those associated with conflict between the students’ situations and the teaching plans.

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In this study, we interviewed a teacher who was overseeing a special needs class for the first time and took a leave of absence due to burnout. Using the Trajectory Equifinality Approach (TEA), we investigated the psychological process and changes in consciousness of the teacher, to determine how to support special needs teachers. The signs experienced by the teacher were <a feeling of resistance from the children>, <developing a plan to understand and support the children>, <being under pressure due to school events and pressure from the division for school administration>, <collecting materials for evaluation>, and<uneasy about cooperation with parents>. The Three Layers of Model Genesis (TLMG) diagram revealed the stress of dealing with parents, feelings of helplessness against violence from the children, the choices leading up to his leave of absence, and his behavior and awareness level regarding the relationship between special needs education and his own practice. In his state of uncertainty, psychological changes occurred due to "searching for ways to involve children" and "talking to parents." The findings suggest that it is important to have a support system, including professionals, available for teachers who do not have experience in special needs education.

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This study investigated Ground Self–Defense Force (GSDF) officers and senior civilian staff members’ expectations of a GSDF camp’s clinical psychologist (CP) and the processes of forming their expectations. We collected data from four officers and senior civilian staff in Camp–A and analyzed the data qualitatively using the modified grounded theory approach. The results indicated the following. (1) The officers and senior civilian staff formulated expectations of the CP through their involvements with the CP. (2) “Reliability as professionals and specialists” and “Appropriate physical and mental distance” were the foundations for forming expectations of the CP. (3) The officers and senior civilian staff mainly expected the CP to conduct secondary prevention. (4) The officers and senior civilian staff mainly considered the CP’s activities positively and expected the CP to work as in the past. Also, the officers and senior civilian staff did not have too many expectations of clinical psychological interviews, which is the CP’s core task.

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The present study focused on illness uncertainty, a concept that has been attracting attention as a key to longterm comprehensive care for children with pediatric illness. We examined the influence of the involvement of childcare staff in medical settings on the occurrence and reduction of hospitalized children’s illness uncertainties. Three childcare staff who articulated long-term childcare goals in another study were interviewed. The results indicated that childcare staff’s involvement reduced children’s illness uncertainties. Particularly, those uncertainties experienced by younger children were reduced by providing prospects on life in the hospital. Childcare staff members did this not only by working directly with children, but also approaching parents and other health workers, and working to improve the environment. Furthermore, the results suggested that childcare staff’s involvement prevented children from experiencing illness uncertainties as well. In conclusion, the result of the present study strongly indicates that experienced childcare staff’s involvement can help reduce or prevent hospitalized children’s illness uncertainties.

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Providing solutions to increasing global concerns, by analyzing the world from an outside perspective is difficult, because we ourselves are a part of those ongoing issues. Hence, post-qualitative research, which emerges from qualitative research, mainly postulates the theory of Deleuzian philosophy, new materialism, and post-humanism, and borrows ideas from anti-representationism, symmetry between materials and humans, and decentering of humans. Furthermore, the methodology and writing style of post-qualitative research, which is often from the ethico-onto-epistem-ological perspective, are seemingly entirely different from those of traditional studies. In this approach, researchers and various data intra-act in a deterritorialized and destratificated plane of immanence. Thus, their assemblages create novel knowledge. By closely examining the neologisms and tropes of post-qualitative researchers, overviewing the criticisms of their theory, and grasping the important characteristics of post-qualitative research, the current study hopes to open the boundaries of qualitative research that may lead to post-qualitative research.

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Deaf students experience various social barriers due to their hearing impairment. Therefore, they experience social difficulties. However, it remains unclear how they recognize them as hardships. The author examined practice lessons in self-reliance activities in a secondary school for the deaf to identify the background and structure of students’ hardships. Using the viewpoint of “Tojisha-kenkyu” (first-person study of the disability experience), the author enabled students to recognize social barriers as difficulties and encouraged them to change their attitude and behavior toward such hardships. Their experiences were qualitatively analyzed using episode descriptions. As a result, the author identified “aspects that hinder the recognition of hardship”, which suggests that the target students’ practical problems should be recognized as unique hardships. The author also identified “aspects that promote the recognition of hardship”. These factors indicate recognizing the structure of hardship entails the refinement of events through collaborative activities with other students and teachers’ responses. The study demonstrates that developing awareness of the nature of hardship for deaf individuals could support increased understanding of one’s disability.

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It has become increasingly imperative to train young teachers; most of them are overworked. Analyzing how young teachers are mentored in teachers’ rooms has received scholarly little attention; however, it is essential to clarify the methods and measures to train them and resolve their mental health concerns. This study aims to qualitatively analyze the successful mentoring of young teachers and clarify its main factors. The results showed that successful teachers were generally motivated by a sense of responsibility and an earnest consideration for students and their parents. Such teachers undergo voluntary mentoring through information exchange regarding their students, resulting in a reciprocal relationship between the mentors and the mentees. Furthermore, the study analysis suggests that the effective distribution of personnel, such as reshuffling of mid-career teachers, and the physical environment of workplaces, including the desk layout in teachers’ rooms, promote mentoring. We, therefore, expect these measures to improve the voluntary mentoring of teachers.

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This study aimed to clarify the process of and the meaning behind children creating and sharing “parody songs.” They are a type of game song, in which the original lyrics are partly or completely altered. A year-long microethnography of third-grade elementary school music classes was conducted, and 65 cases in which children spontaneously sang parody songs were analyzed quantitatively and qualitatively. The lyrics were categorized into three types: fictional, emotional, and meaningless syllables. For further clarification, we conducted an interpretative study based on the case studies of song replacement and the sharing that occurred during the learning activities of the ensemble piece “Bear Dance,” with reference to classroom discourse research and the theory of expansive learning. As a result, it was found that parody songs are a multi-sensory musical expression that function as jargons/ slang between children, and that the creation and repetition of parody songs are ways of working with the “mediating artifacts” on a piece of music that has “contradictions” that need to be learned; this results in children expanding the piece’s meaning.

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The purpose of this study is to examine the process of resilience with adults who have self-identified as ADHD. In this study, we examined the resilience process of three adults with ADHD who had been exhibiting problematic behaviors since childhood. Trajectory Equifinality Model (TEM) was used for analysis to visualize the process of adjustment. Three of them became aware of the characteristics of ADHD through their experiences of failure and moved toward the state of adjustment by choosing an environment that they were satisfied with. As they entered adulthood, they began to actively utilize external resources such as friends, work partners, and knowledge about ADHD. The external resources actively acquired and utilized by ADHD individuals were used to deepen their self-understanding, to make environmental choices, and to compensate for the abilities required in the chosen environment. To promote the resilience of adults with ADHD in the future, it was suggested that it is necessary to provide support that emphasizes the conviction of the adult with ADHD themselves.

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Through in–depth discussions among female bisexuals, this study aims to shed light on the psychological conflicts such individuals may face when living as a bisexual. Furthermore, this study intends to gather knowledge that would be useful for future psychological support. Meta–observations were employed in the analysis to focus on the content of the conversation as well as the act of conversation. The result highlighted the experience of "living in solitude," which is not accepted by both heterosexual society and the community of sexual minorities (especially the lesbian community). This experience of "living alone" did not allow the participants to accept their sexuality positively as they should have once, and caused fluctuation in their sexual identity as female bisexuals. From this perspective, it can be stated that the experience of being accepted as a female bisexual allows participants to positively self-accept themselves, which not only preserves their mental wellbeing but also enriches the experience of living as a female bisexual.

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This study sought to clarify the processes of writing lyrics and listening to music in elementary students without musical skills. We set two research topics from the field and previous research. Moreover, we conducted a questionnaire survey and semi–structured interviews for five children and analyzed the data obtained using the M– GTA method. The results confirmed the following: (1) despite not having musical skills, such as reading notes and writing musical notation, the children participated in writing lyrics by using their methods through trial and error. (2) When choosing words for lyrics, they performed the task while going back and forth between musical and thematic aspects. (3) When lyrics are written according to an original musical piece, there is a lesser burden in correcting them than when they are written before the song composition. Lyrics that are written first show more originality than a parody. Thus, there is harmony between music and words through listening to ambiguity in this practice.

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In recent years, there has been a phenomenon of the revival of unique traditional crafts handed down in local communities. In this study, we adopt a narrative approach to developing a new product of traditional crafts by examining skills that once ceased to exist, but have been revived. Three individuals involved in the revival of glass art in each region were asked to collaborate on this research. Life–story interviews were conducted with each collaborator. The results showed two things: first, the acquiring of inheritance literacy, where the parties involved in the revival increase their inheritance literacy through mastery of the relevant skills and internal dialog with the preceding generation. Second, creating a new product is viewed from the perspective of narrative identity. The creator produces a new traditional craft by mediating their own experience between the recipient and the previous generation. In the process, it is shown that the narrative identity of the product is reconstructed in an alternative way.

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This paper aims to describe the dynamic aspects of the experience of a woman undergoing chemotherapy for cervical and metastatic lung cancers. Her narrative focus was “the body”. While referring to her body changing from cancer and chemotherapy, she strived to be physically strong enough to continue treatment. She talked about enjoying music and gave detailed depictions of her body. We described phenomenologically the body that underpins her experience, then described analytically the relationship between her bodily experience and narrative following Arthur Frank's narrative theory. We found she fit into more than one of Frank's four body types. At the end of the interview, despite her narrative based on restitution and quest, she revealed ‘this was the last thing she wanted’, so we tried to understand the story told through her body. How can we describe her illness from this narrative and have a close understanding of her dynamic experiences? The composite method of description provided a perspective for understanding what it’s like to live with chemotherapy today when anyone can be a cancer survivor.

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This study aimed to clarify how psychological and behavioral changes in women with hemiplegia who had experienced a stroke were triggered by their participation in fashion shows. The Trajectory Equifinality Approach (TEA) was used to evaluate the four women. They had negative feelings about others’ views of them since the onset of their stroke. A positive encounter was the catalyst for their fashion show participation. Some women were able to stop worrying and stay upbeat in spite of their disabilities. On the day of the show, they dressed stylishly, discovered a different self, and walked down the runway. Later, they said that they enjoyed dressing up and realized they were not alone. They are no longer affected by how people look at them. Ultimately, they used their experiences to help others who were suffering, indicating that their understanding of their disabilities had changed.

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