{"_buckets": {"deposit": "8492130a-5336-467d-832b-191bf6894216"}, "_deposit": {"created_by": 8, "id": "13362", "owners": [8], "pid": {"revision_id": 0, "type": "depid", "value": "13362"}, "status": "published"}, "_oai": {"id": "oai:nara-edu.repo.nii.ac.jp:00013362", "sets": ["1737"]}, "author_link": ["55814", "55819", "55816", "55817", "55822", "55823", "55824", "55820", "55813", "55815", "55808", "55818", "55810", "55807", "55821", "55809", "55812", "55811"], "item_3_biblio_info_6": {"attribute_name": "書誌情報", "attribute_value_mlt": [{"bibliographicIssueDates": {"bibliographicIssueDate": "2020-03-31", "bibliographicIssueDateType": "Issued"}, "bibliographicPageEnd": "32", "bibliographicPageStart": "25", "bibliographicVolumeNumber": "6", "bibliographic_titles": [{"bibliographic_title": "次世代教員養成センター研究紀要"}]}]}, "item_3_description_4": {"attribute_name": "抄録", "attribute_value_mlt": [{"subitem_description": "奈良教育大学次世代教員養成センターでは2013年より非言語的な媒体を用いた教員向けの教育相談に関連する研修会を行ってきた。本研究は中でも今年度実施している「非言語体験（アート・カラダ・声・音）を通したカウンセリングマインド」の研修内容について理論的検討を行うものである。近年の自己心理学、及びパーソン・センタード・アプローチにおいて理論横断的な潮流である「情動調律」「間主観性」「共同構築」の視点が、教育相談場面に限らず、教師の日常的な学校場面における児童生徒等との関係性を考える際に重要であることについて検討した。そして3つのモダリティ(カラダ・声・アート)のワークの例を示し、教員のカウンセリングマインド育成のために、アーツの活動を用いる意義として、1.「遊び」を通して内的感覚を開発し、それが「自己調整」に繋がること、2.暗黙な水準での情緒的な「相互交流調整」の体験が可能になること、3.体験後の言語化により、教師の情緒的交流に関する自己理解（「収穫 (Harvesting)」の深化が期待できることについて論じた。\n", "subitem_description_type": "Abstract"}]}, "item_3_full_name_2": {"attribute_name": "著者(ヨミ)", "attribute_value_mlt": [{"nameIdentifiers": [{"nameIdentifier": "55813", "nameIdentifierScheme": "WEKO"}], "names": [{"name": "イチキ, ユリコ"}]}, {"nameIdentifiers": [{"nameIdentifier": "55814", "nameIdentifierScheme": "WEKO"}], "names": [{"name": "クリモト, サユリ"}]}, {"nameIdentifiers": [{"nameIdentifier": "55815", "nameIdentifierScheme": "WEKO"}], "names": [{"name": "サワ, ケイコ"}]}, {"nameIdentifiers": [{"nameIdentifier": "55816", 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