Recently, research in infants developing typically, the emergence of independent locomotion development is associated with advances in social cognitive development. However, for people with cerebral palsy that restrict to develop independent locomotion and being able to experience the opportunities to be influenced by environment to stimulate their development are very limited, which presents a serious problem. Therefore, finding ways to provide a substitute for this aspect of locomotion development for people with cerebral palsy are an important problem, but little attention has been given to the need for this kind of development support. The purpose of this article was to examine the effects of improvement in posture control and acquisition of independent locomotion to an adult with cerebral palsy by support with Dohsa-hou. The subject of this study was a male adult （43years of age） with severe cerebral palsy. A support based on instructional plan including a subject’ s actual conditions and parent’ s needs was performed 52 sessions. Through instructions, this subject was able to improve posture control as sitting position, the posture of kneeling down on one knee with the upper body straight and upright position and acquiring an act of stepping forward on his belly. Furthermore, with acquisition of locomotion, increasing of speech and demand behavior reported by parent. Reflection on some of these will make clear that Improvement of Posture control abilities and acquisition of an act of stepping forward on his belly were caused his psychological changes. One conclusion is that such interventions may enhance posture, Dohsa and mind for people with Cerebral palsy.

The purpose of this study was to examine the relationship between the tendency of Autism Spectrum Disorder and Attention Deficit Hyperactivity Disorder, and the feeling of adaptation, self-acceptance, and acceptance of others in adolescence, according to sex difference. The investigation was carried out for 312 college students and vocational school students by conducting a questionnaire survey. The questionnaire consisted of some scales that were behavior tendency on the difficulty of “social skills”, “communication”, and “imagination” in ASD, and “carelessness”,“hyperactivity”, and “impulsivity” in ADHD, and the feeling of adaptation, acceptance of self and others. The result were following, ASD tendency highly-related to the self-acceptance and the sense of coziness in the men. And the tendency highly-related to acceptance of others and the negative perception to the family in the women. On the other hand, carelessness tendency in ADHD, both men and women, highly-related to the poor self-confidence and the unstable relationship with family, hyperactivity and impulsivity tendency in ADHD highly-related to the difficulty of the acceptance of others to criticize. From the above, it was suggested that it was necessary to support clinically focusing the psychological aspects associated with the ASD and ADHD tendency and the sex difference.

This study aimed to discuss the relation between interpersonal relationships in daily life and the development of symbolic play during the therapy with a child with autistic spectrum disorder. The client was a student of elementary school, and tended to have impulsivity and to unilaterally communicate with others. In the first period, the therapist’ s intervention which put the client’ s image into words promoted sharing symbolic play between them. In the second period, the therapist expanded the rules play based on the pretend play. As a result, he was gradually interested in the concomitant reaction of the therapist his pretend. Therefore, he decreased his persistence in winning the game. In the third period, the client performed unilaterally role play. Thus, the therapist promoted the client’ s consciousness of “self, which is directed involvement from the therapist”. In the fourth period, interactive role play that he responded with changing of stories and immediate role-playing, for emotional expression and role-playing of the therapist was performed. We discussed playfulness and sharing images that contributed his change of self-consciousness and other-consciousness, and interpersonal relationships in daily life

This study examined the beneficial effects of Dohsa-hou on the sitting postures of three students with developmental disorders who enrolled in special classes. Further, it observed any changes associated posture improvements. The first half of 30 Dohsa-hou sessions focused primarily on relaxation training and the latter half focused primarily on Tate-System training. The subjects responded negatively and experienced pain during the first half of the Dohsa-hou sessions, but all subjects focused on active training during the latter half. In addition to these changes in their attitudes, the subjects arrived at the possibility of task movements, such as moving their waists back and forth both while sitting cross-legged and in a chair. Results from these operational methods, demonstrated that the subjects were now able to retain a good posture by aligning their body with their pelvis during learning. In the stress measure of change during psychological self-evaluation, all subjects reduced their stress scores. According the problem behavior scale utilized by classroom teachers, problem behavior decreased in all subjects. The results of the physical performance tests, demonstrated that significant improvements of only long seat body ante flexion were noted when compared to baselines. These results factored in the following conclusions: 1） effects of posture improvement by Dohsa-hou and 2） influence on stress, behavior, and physical performance from Dohsa-hou. From the results of this study, the authors concluded that maintaining a posture is not a lifestyle and strength problems, rather it is due to self-control of movements.

In this study, Dohsa-hou was applied to a 6th grade elementary school student diagnosed with Down’ s syndrome and Autism spectrum disorder in a psychological rehabilitation camp. We examined the Dohsa tasks and assistance provided to trainee who showed some resistances to the Dohsa-hou-task and to requests from other persons. On the first day, the child showed resistance to being touched on the body in the Dohsa-hou scene, and found it difficult to enter the training room. Therefore, the author considered two reasons, for the one was that he was very nervous to body, tention, and the another that he was sensitive an invasion of others. First, the author urged experiences of relaxation feeling and a feeling of driving by doing gradual relaxation tasks. Second, the author developed mutually coordinated interactions among the movement tasks adapted to the interests of the child. As the results, the child found it possible to enter the training room, and it seemed that the child liked accepting the Dohsa-hou tasks at which he is not good. In addition, a process in which the appearance of life changes, such as participation in group therapy etc., was observed. In conclusion, the child changed recognition of interpersonal relationship by Dohsa tasks considering his pace and receptive relations with participants in this camp.

This study aims at identifying the purpose of the associations between attention style and emergence/persistence of feeling motion difficulty. The research targeted the baseball club members of the university and investigations were conducted using the attention scale of the TAIS （Test of Attentional and Interpersonal Style）. The emergence of feeling motion difficulty did not show the effect of attention style. It was suggested the problem of feeling motion difficulty can happen to any player. It was also suggested that the feeling motion difficulty persisted in some players and that the longer it remained, the more difficult it was to switch focus, thereby narrowing attention. There is a possibility that the players who face long-term problems of feeling motion difficulty tend to have characteristics of narrowing attention. This finding is believed to provide concrete suggestions for an approach using clinical psychological methods as support for athletes who have feeling motion difficulty.