The purpose of this study is to alleviate difficulties with interprofessional collaboration in between medical and welfare professional settings by better understanding what sort of communication gaps occur and identifying how such gaps can be filled. Questionnaire responses from 401 doctors, nurses, medical social workers, care managers, and visiting nurses are statistically analyzed. Results suggest significant differences by profession: "I find it difficult to say things depending on the profession" (p< .001),"Patient discharge schedules are often decided suddenly" (p< .001), "We consult across specialties when we cannot resolve an issue within our own field." (p< .001), "I feel that people in other fields look down on my own field of specialty" (p< .001). Although "I use terminology that is familiar to people in other fields" had a high average value across all professions and did not present a significant difference by profession (n.s.), there was a significant difference by profession (p< .001) for "The language used across different specialties has a lot of technical terms and is difficult to understand". This suggests communication gaps due to a difference in perception, wherein respondents say "I use terminology that is familiar to people in other fields" but at the same time report that "The language used across different specialties has a lot of technical terms and is difficult to understand" when they are on the receiving end. To fill in such communication gaps as much as possible, it is important to understand what knowledge and information is wanted or needed by counterparts in other professions and to convey such information in understandable language.
Support for self-understanding has been recognized as an important support activities in vocational rehabilitation. In this study, in order to clarify meanings of support for self-understanding, I analyzed the relationship of support activities for self-understanding and client's meaning about spports. As the results of analysis, I got the 4 meanings of support for self-understanding; “to understand own current situation” “to gain self-confidence and make challenges” “to obtain the coping skills” “to obtain broad perspectives” The results are expected to be utilized as a hint or guidance for institutions to make supporting programs.
Scale for Coordinate Contiguous Career (Scale C3) was organized by Han, Numadate, Goya et al. (2018). Also, the content validity of the Scale C3 has been verified, and a questionnaire to self-assessment for high school students version has been developed. In this study, a questionnaire to assessment from others for high school students and two questionnaires to assessment from self- and others for adults were developed. In addition, this study aimed to verify the reliability and construct validity of the Scale C3. Data were collected from high school students and adult subjects, of which self-assessment and others-assessment data were nearly equal. The reliability of the Scale C3 was high in all domains of Scale C3 (α=.707～.966). Also, the reliability of the whole Scale C3 was very high(α＝.976). As a result of validation for construct validity using structural equation modeling, a model showing a good fit was presented (χ2=463.924, df =78, TLI=.916, CFI=.945, RMSEA=.090, AIC=611.092). In this study, reliability and construct validity of Scale C3 were verified, and scale development was completed. It is expected that Scale C3 will be used as an objective assessment scale for continuous career development from the school education stage to adults.
The influence of depression and self-esteem on hesitation for disclosure of specific events and reasons for narrating events were investigated to clarify the social function of autobiographical memory in depression. University students (N=196) completed questionnaires assessing their hesitation for disclosure of negative and positive events, briefly described a specific event they wanted to narrate, rated its degrees of pleasantness and importance, as well as responded to items inquiring the reasons for narrating the specific event. They also completed the Self-Esteem Scale and the Beck Depression Inventory-Second Edition. Hierarchical multiple regression analysis for disclosure of negative events indicated that depression and self-esteem influenced different aspects of hesitation. The hesitation for the disclosure of a positive event suggested that when the level of depression was high, the hesitation for disclosure was also high. Moreover, self-esteem did not influence the hesitation for disclosure of a positive event. Furthermore, participants more often wanted to narrate positive and important episodes. Additionally, participants that wanted to narrate a negative event were more depressed, whereas participants that wanted to describe a negative and unimportant episode had low self-esteem. The analyses of the reason for narrating an event indicated that participants with high self-esteem narrated events to elicit the empathy of others, to enhance intimacy, to present themselves positively, and to entertain others. These findings are discussed in terms of social functions of autobiographical memory, and psychological support for social rehabilitation of depressed people.
In special needs education, it is important to consider the psychology, physiology, and pathological aspects of children and students (Kohara, Nakakuroshima, Nagahama et al., 2015). Especially with regard to the education of children with health impairment, it is important to understand and provide educational support, as physiological and pathological diseases such as chronic diseases often affect psychological aspects. Therefore, in this research, clarify the problems of the previous researches on the relationship between “psychology, physiology and pathology” in education of the children with health impairment in Japan from the viewpoint of psychology and physiology and pathology. And also it aimed to become basic research to develop the teaching method based on the relationship.
As a result, with regard to practical cases regarding support for children with health impairment and children with chronic diseases, in particular in the field of education and medical care, evaluation based on scientific evidence is carried out for evaluation regarding psychological , physiological and pathological viewpoints. There was no case. In the future, it will be necessary to develop tools that can establish the relationship between “psychology” , “physiology” and “pathology” in sick and chronically ill children. And in the development of the tool, the result of this research is considered to be useful to make the construct.
As part of the development of a system to support care-dependent older persons to continue to live in their own homes using ICT for real-time monitoring, we evaluated the user interface of a developed web system, covering the ease of manipulating tablet terminals.
We asked 4 older persons living at home to use the web system for 4 weeks, and examined their impressions through a questionnaire survey. We also interviewed 3 facility staff members in charge to collect their opinions regarding the system. The ease of manipulating tablet terminals and contents of data output were generally satisfactory, but the data entry method had yet to be improved. In future studies, we will modify the prototype of this system, mainly improving the data entry method.
At present, evaluation of “adaptive behavior ” is regarded as important in intellectual disability, and it is considered that it is not difficult to manage daily life by providing appropriate educational support and social support (MEXT, 2013).
People are affected by the environment and their psychology changes, leading to action. If they have a disorder, in addition to the psychological aspect, the physiological and pathological aspects are also affected. Therefore, for children with intellectual disabilities, higher educational effects can be expected by providing educational support in consideration of psychological, physiological, and pathological aspects.
Therefore, in this research, by defining the definition and diagnostic criteria of mental disorders and organizing psychology, physiology, and pathological factors, 1) Examine whether the contents related to psychological, physiological, pathological changes are described in the diagnostic criteria or adaptive behavior. 2) In addition, from the point of the QOL of intellectual disabilities persons and the QOL of children, it examined what kind of domain is necessary when capturing the psychological, physiological, and pathological changes of children with intellectual disabilities.