{"_buckets": {"deposit": "7beaf87d-393a-4df2-a780-4dcb7b96c8d8"}, "_deposit": {"created_by": 8, "id": "13574", "owners": [8], "pid": {"revision_id": 0, "type": "depid", "value": "13574"}, "status": "published"}, "_oai": {"id": "oai:nara-edu.repo.nii.ac.jp:00013574", "sets": ["1760"]}, "author_link": ["56999", "56983", "56974", "56976", "56986", "56977", "56992", "56981", "56996", "56975", "56995", "56979", "56972", "57000", "56998", "56982", "56973", "56980", "56990", "56991", "56989", "56997", "56994", "56984", "56971", "56985", "56993", "56978", "56987", "56988"], "item_3_biblio_info_6": {"attribute_name": "書誌情報", "attribute_value_mlt": [{"bibliographicIssueDates": {"bibliographicIssueDate": "2022-03-31", "bibliographicIssueDateType": "Issued"}, "bibliographicPageEnd": "15", "bibliographicPageStart": "9", "bibliographicVolumeNumber": "8", "bibliographic_titles": [{"bibliographic_title": "次世代教員養成センター研究紀要"}, {"bibliographic_title": "Bulletin of Teacher Education Center for the Future Generation", "bibliographic_titleLang": "en"}]}]}, "item_3_description_4": {"attribute_name": "抄録", "attribute_value_mlt": [{"subitem_description": "中学入学後の新1年生に対して感情理解の学習を取り入れたアサーショントレーニングを実施し、「コミュニケーション基礎スキル」の変化および生徒・教員への全般的影響について検討した。その結果、トレーニング後に「意思伝達」「自己モニタリング」が上昇し、前者ではアサーショントレーニングを通して一定の自己表現の向上がみられ、後者では、感情の認知を強調したプログラム内容の効果が概ね認められた。また「自己モニタリング」と「他者理解」が事前と変化において関連が確認され、他者への共感性を獲得する前提として、自己の感情の理解の重要性が示唆された。生徒のふりかえりの質的分析の結果、7つの概念が抽出され、自身のコミュニケーションの傾向の気づきから、アサーションへの動機づけが高まり、DESの学習へ向かうことが示された。教員のふりかえりからは、本実践の日常への影響について、直接的な変化は感じられないものの、1年生の時点でアサーティブに近づくための認知的枠組みやキーワードを知っておくことの意義について確認された。心理教育の実践の中でのオンラインを使った手法の今後の可能性についても検討した。", "subitem_description_type": "Abstract"}]}, "item_3_full_name_2": {"attribute_name": "著者(ヨミ)", "attribute_value_mlt": [{"nameIdentifiers": [{"nameIdentifier": "56981", "nameIdentifierScheme": "WEKO"}], "names": [{"name": "イチキ, ユリコ"}]}, {"nameIdentifiers": [{"nameIdentifier": "56982", "nameIdentifierScheme": "WEKO"}], "names": [{"name": "クリモト, サユリ"}]}, 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