[in Japanese]

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The purpose of this study was to examine the effectiveness of training for child welfare workers based on impression data. The training focused on integrating conflict resolution skills, which included elements of ”active listening” and ”collaboration (with parents)”. The 210-minute training was conducted. Thirty-one pieces of impression data obtained from 15 of the 19 child welfare workers in city A who participated in the training were organized according to the KJ method (Kawakita, 1967). The results were organized into four major categories: ”I learned listening techniques (13 statements / 41.9%),” ”I learned integrated conflict resolution skills other than 'listening' (7 statements / 22.6%),” ”I thought what I learned in the training was insufficient (3 statements / 9.7%),” and ”The practical content was helpful (8 statements / 25.8%). The results were organized into four major categories. The results suggest that training in integrating conflict resolution skills has some effectiveness in improving ”active listening” and ”collaboration (with parents)” skills for child welfare workers.

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With the revision of the Act for Eliminating Discrimination against Persons with Disabilities in 2021, all universities, including private universities, will be legally obligated to provide reasonable accommodations by June 2024. Although the provision of smooth and appropriate reasonable accommodations requires personnel with expertise in supporting students with disabilities, at present many universities do not have sufficient systems in place to support students with disabilities. An increasing number of universities are working on the ”SDGs (Sustainable Development Goals),” which are international goals for a sustainable and better world by 2030, as stated in the ”2030 Agenda for Sustainable Development” unanimously adopted by members at the UN Summit in September 2015. The number of universities working on the SDGs (Sustainable Development Goals) is increasing. Support for students with disabilities in universities is consistent with the basic principle expressed in the preamble of the 2030 Agenda, ”we pledge that no one will be left behind,” and is ideologically aligned with one of the 17 SDGs, Goal 4: (Education) Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Although the need to support students with disabilities has often been discussed mainly from the perspective of the Law for the Elimination of Discrimination against Persons with Disabilities, support for students with disabilities at universities is important from the perspective of the SDGs, and universities must develop and improve their systems to support students with disabilities.

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[in Japanese]

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[in Japanese]

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This article is my practice report. I have practiced as a clinical psychologist at various sites, including a counseling room at a private junior/senior high school as part of its school counseling program and at a psychiatric hospital established in the area since long. In 2011, I joined the department of pediatrics at a general hospital. As a clinical psychologist, I work in the pediatrics departmentʼs Neonatal Intensive Care Unit (NICU) that admits preterm low-birthweight infants requiring intensive care immediately after birth and other newborns in need of medical treatment. In a womanʼs life cycle, dynamic physical and mental changes occur over the period from pregnancy and delivery to childcare. While it is an opportunity for to develop and grow, this period also triggers a form of psychological crisis associated with those changes (Nagata, 2011; Okamoto, 1999). In medical terms, from the 22nd week of gestation to after delivery is called the perinatal period. However, psychologically speaking, this period begins when a woman becomes aware that she is pregnant, going through the fetusʼs development, and may include the entire transition period from fetus to baby (Hashimoto, 2011). During this period of major changes, a perinatal psychologist conducts clinical psychology activities to support the child and their family experiencing the childʼs sudden and unexpected admission to NICU, attending on the process through which the parent-child relationship is built. Clinical psychology activities should ideally be carried out in settings such as NICU and in communities comprising medical staff who offer NICU care, and after discharge, within families and local communities that look after the parent/child. In my view, these structures differ from those for individual psychotherapy provided by psychiatrists. The COVID-19 pandemic that began at the end of 2019 brought about dramatic changes at perinatal care sites and for families experiencing the birth and NICU admission of their child. Its impact continues to this day. The tidal wave of changes has naturally impacted the form of perinatal clinical psychology activities. In this paper, I will first describe these activities from the perspective of a psychologist specializing in this period and then discuss them from macro-counseling perspectives and investigate their characteristics. In the latter half of my paper, I will report on COVID-19ʼs impact on perinatal care, especially during the pandemicʼs initial stages, and describe some of the efforts made to enhance online visitation that was launched in 2020.

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[in Japanese]

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[in Japanese]

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