Jounal of Human Cultural Studies: Human Cultures Association of Kyoto University of Advanced Science
Online ISSN : 2759-6400
Current issue
Displaying 1-4 of 4 articles from this issue
  • Participation in The Future of KYOTO AWARD (1)
    Koichi UEMATSU
    2024 Volume 2024 Issue 53 Pages 1-23
    Published: November 30, 2024
    Released on J-STAGE: December 12, 2024
    RESEARCH REPORT / TECHNICAL REPORT OPEN ACCESS
    This study explored the challenges encountered by university students involved in The Future of KYOTO AWARDduring their social contribution activities, as well as the support faculty should offer. This study extracted five elements inherent to these activities. Firstly, (1) regarding group composition, it was found that the appropriate selection of members and clear division of roles are essential. Allowing students to choose their own roles and take an active part in the process was shown to enhance their motivation to engage in the activities. Next, concerning the establishment of activity goals (2), it was suggested that in addition to the primary objective, setting secondary goals, such as enhancing one’s job-hunting record and finding a sense of belonging, would increase motivation and add greater significance to the experience. However, some expressed negative views regarding the secondary objectives, highlighting the need for teachers to establish a positive framework to address these concerns. Regarding (3) the sense of burden related to the activities, it was revealed that physical and financial strains, interpersonal conflicts among members, and frustration with slow progress negatively affected students’ motivation. Regarding (4) lack of knowledge, it was identified that insufficient understanding of information dissemination and social etiquette hinders the progress of activities. To address these challenges, the discussion emphasized the need for practical educational programs and adequate support systems. Finally, concerning (5) responsibility and motivation, it was confirmed that when students encountered difficulties, external support and feedback enhanced their sense of responsibility and self-esteem, playing a crucial role in sustaining their motivation to continue their activities. Future challenges include the need to enhance the support system provided by teachers and external contributors, develop a multi-staff support structure, secure operational funding, and improve educational programs focused on practical skill acquisition. It is also important to provide ongoing feedback so that students can feel that they are growing and to increase the sustainability of the activities.
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  • Tomoaki KOYAMA
    2024 Volume 2024 Issue 53 Pages 25-53
    Published: November 30, 2024
    Released on J-STAGE: December 12, 2024
    RESEARCH REPORT / TECHNICAL REPORT OPEN ACCESS
    This paper aims to use the manga series Doraemon (Tentomushi Comics, published by Shogakukan Inc.) to study from a clinical psychological perspective the growth of Nobita, who is the main character and the forms of assistance provided by Doraemon, who supported him. As subjects of analysis, we have selected Volume 1, Episode 1, “All the way from the future,” and Volume 6, “Goodbye, Doraemon,” which was reportedly intended to serve as the final episode. Before meeting Doraemon, Nobita was poor in both schoolwork and sports, failing miserably in everything he did. He had lost all confidence and was daydreaming his life away. However, in Chapter 6 Nobita challenges the bigger and stronger Gian to a fight and defeats him on his own. He determines to live proactively despite missing his friend Doraemon. What role did Doraemon play in supporting these changes? We believe that interpreting this question from a clinical psychology perspective will help support the many Nobita-type characters we see around us.
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  • A Study of Three East Asian Countries
    Yu Hsuan SHEN, Yoshiko ARIMA
    2024 Volume 2024 Issue 53 Pages 55-110
    Published: November 30, 2024
    Released on J-STAGE: December 12, 2024
    RESEARCH REPORT / TECHNICAL REPORT OPEN ACCESS
    The first study investigated data from an international comparative study (East Asia Social Survey [EASS]) conducted in 2012. This study aimed to determine whether cultural differences, shown as the tendency of social network formation, relate to intercultural adaptation. Based on the first and second studies, you can communicate patiently with your partner, even with different interpersonal networks. It is believed that the sense of emotional distance inherent in Japanese courtesy is learned early in life and becomes ingrained. Long-term communication is essential when interacting with someone from a different culture.
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  • Saori FUWA
    2024 Volume 2024 Issue 53 Pages 111-124
    Published: November 30, 2024
    Released on J-STAGE: December 12, 2024
    RESEARCH REPORT / TECHNICAL REPORT OPEN ACCESS
    Over 30 years have passed since the introduction of the school counselor system, during which it has been implemented in all schools and the number of school counselors has steadily increased. However, concerns have been raised regarding the quality and job performance of school counselors, prompting ongoing research into these issues. The purpose of this study was to reexamine the quality and job performance of school counselors, including their work styles, in light of the findings made in this area of research so far. First, researchers have noted the difficulty in establishing reliable indicators of job performance. For example, using the number of incidents as a measure reveals that many school counselors are currently involved in post-event responsive capacity, and many school counselors are not involved in preventive measures. Although improved interventions may reduce the recurrence of events, new occurrences may still arise. This can be attributed to the diversification of school counselors’ work styles and the fact that many school counselors ultimately provide only consultation services due to the large number of consultation requests they receive. Moreover, school counselors are often encouraged to take preventive measures such as holding consultations with teachers and providing psychological training. However, there ability to hold consultations can be constrained due to the preparations and other tasks involved in such activities. Some school counselors experience challenges due to a lack of familiarity with these activities and absence of confidence in managing them. Given these issues, there is a need to extend the working hours of school counselors heavily engaged in consultation and to adjust their workloads in accordance with their actual duties. Strategies must be devised to ease the psychological and time burdens associated with preventive activities for other school counselors, alongside efforts to raise awareness of the importance of psychological education offered by school counselors.
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