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The development and persistence of drug addiction are associated with the activation and adaptation of the brain reward circuitry, which consists of dopaminergic projection from the ventral tegmental area to the nucleus accumbens (NAc) and the medial prefrontal cortex (mPFC). In cocaine addiction, cocaine-induced activation and neuroplasticity in the brain reward circuitry may contribute to the acquisition and expression of rewarding memory of cocaine, which is critical for the reinstatement of cocaine seeking. However, it remains unclear which neuronal types causally contribute to the retrieval of cocaine-associated rewarding memory. To address this issue, we used DREADD (Designer Receptors Exclusively Activated by Designer Drugs) technology. To selectively suppress mPFC excitatory neurons, we infused an adeno-associated virus (AAV5 or AAV-DJ) vector expressing hM4Di, an inhibitory DREADD, under the control of CaMKII promotor into the mPFC of wildtype mice. To selectively suppress GABAergic neurons, we infused a Cre-dependent AAV (AAV5 or AAV-DJ) vector expressing hM4Di into the mPFC of GAD67-Cre mice or the NAc of vGAT-Cre mice. We found that, in cocaine conditioned place preference paradigm, the activity of mPFC pyramidal and NAc GABAergic neurons is causally related to the retrieval of cocaine-associated memory. The findings suggest that the mPFC-NAc circuit can be a potential therapeutic target for the drug addiction.

Cocaine-associated environmental cues elicit craving and relapse to cocaine use by recalling the rewarding memory of cocaine. However, the neuronal mechanisms underlying the expression of cocaine-associated memory are not fully understood. Here, we investigated the possible contribution of γ-aminobutyrate (GABA)ergic neurons in the nucleus accumbens (NAc), a key brain region associated with the rewarding and reinforcing effects of cocaine, to the expression of cocaine-associated memory using the conditioned place preference (CPP) paradigm combined with designer receptors exclusively activated by designer drugs (DREADD) technology. The inhibitory DREADD hM4Di was selectively expressed in NAc GABAergic neurons of vesicular GABA transporter-Cre (vGAT-Cre) mice by infusing adeno-associated virus (AAV) vectors. Ex vivo electrophysiological recordings revealed that bath application of clozapine-N-oxide (CNO) significantly hyperpolarized membrane potentials and reduced the number of spikes induced by depolarizing current injections in hM4Di-positive NAc neurons. Additionally, systemic CNO injections into cocaine-conditioned mice 30 min before posttest session significantly reduced CPP scores compared to saline-injected mice. These results indicate that chemogenetic inhibition of NAc GABAergic neurons attenuated the expression of cocaine CPP, suggesting that NAc GABAergic neuronal activation is required for the environmental context-induced expression of cocaine-associated memory.

Stress augments the rewarding memory of cocaine, which plays a critical role in inducing cocaine craving. However, the neurobiological mechanisms underlying the enhancing effect of stress remain unclear. Here, we show that noradrenaline (NA) transmission in the medial prefrontal cortex (mPFC) mediates stress-induced enhancement of cocaine craving. When mice were exposed to acute restraint stress immediately before the posttest session of the cocaine-induced conditioned place preference (CPP) paradigm, the CPP score was significantly higher than that in non-stressed mice. Because extracellular NA levels have been reported to be increased in the mPFC during stress exposure, we assessed the effects of NA on mPFC layer 5 pyramidal cell activity. Whole-cell recordings revealed that NA application induces depolarization and a concomitant increase in spontaneous excitatory postsynaptic currents (sEPSCs). The NA effects were inhibited by terazosin, but not by yohimbine or timolol, and the sEPSC increase was not observed in the presence of tetrodotoxin, suggesting the involvement of postsynaptic α

In drug addiction, environmental stimuli previously associated with cocaine use readily elicit cocaine-associated memories, which persist long after abstinence and trigger cocaine craving and consumption. Although previous studies suggest that the medial prefrontal cortex (mPFC) is involved in the expression of cocaine-addictive behaviors, it remains unclear whether excitatory and inhibitory neurons in the mPFC are causally related to the formation and retrieval of cocaine-associated memories. To address this issue, we used the designer receptors exclusively activated by designer drugs (DREADD) technology combined with a cocaine-induced conditioned place preference (CPP) paradigm. We suppressed mPFC neuronal activity in a cell-type- and timing-dependent manner. C57BL/6J wild-type mice received bilateral intra-mPFC infusion of an adeno-associated virus (AAV) expressing inhibitory DREADD (hM4Di) under the control of CaMKII promotor to selectively suppress mPFC pyramidal neurons. GAD67-Cre mice received bilateral intra-mPFC infusion of a Cre-dependent AAV expressing hM4Di to specifically silence GABAergic neurons. Chemogenetic suppression of mPFC pyramidal neurons significantly attenuated both the acquisition and expression of cocaine CPP, while suppression of mPFC GABAergic neurons affected neither the acquisition nor expression of cocaine CPP. Moreover, chemogenetic inhibition of mPFC glutamatergic neurons did not affect the acquisition and expression of lithium chloride-induced conditioned place aversion. These results suggest that the activation of glutamatergic, but not GABAergic, neurons in the mPFC mediates both the formation and retrieval of cocaine-associated memories.

2008年教育審議会答申「学士課程の再構築に向けて」では、学士課程が目指す学習成果として「学士力」を掲げ、「学士力」に含まれる能力を次の4種類例示している。(1)専攻する特定の専門分野における基本的な知識の体系的理解、(2)コミュニケーションスキルや論理的思考力などの汎用的技能、(3)自己管理力やチームワークなどの態度・志向性、(4)知識・技能を活用することによる課題解決力、である。筆者は2007年度より3年次演習で産学連携の課題解決型学習を推進してきた。教員の役割や学習成果の評価指標に関して検討し(栁田 2009, 2013, 2014a, 2014b)、専門性や社会性の向上に一定の有効性が見られることを検証した。本稿の目的は、2014年度後期の「自治体(千葉市)との地域連携による商品開発に関する課題解決型学習」の成果を検証することである。結果、(1)「情報活用」や「柔軟性」の向上が窺えた、(2)小松菜を素材とする商品が3回の試作を経て開発目標を達成した、と考えられる。, In 2008, the report submitted from the educational committee suggested "requirements of bachelor's degree" that includes 4 abilities. First, systematic comprehension of basic knowledge about the field students are majoring in. Second, versatile abilities, e.g. communication skills and logical thinking. Third, positive attitudes toward autonomy as well as teamwork. And fourth, problem-solving by optimizing the above abilities.The author has been facilitating university-company cooperative project-based learning for the 3rd year students' seminar since the fiscal year of 2007. Through the papers published ( Yanagida; 2009, 2013, 2014a, 2014b ) , roles of facilitators and index of evaluation were discussed, and its effects to enhance specialty and socialization were verified at a certain level. The purpose of this paper is to examine learning effects expected from the project-based learning on new products development in collaboration with the local government, City of Chiba starting from October 2014. Findings include as follows: firstly, the participants seem to become more confident to analyze data as well as willing to listen to other students' points of view, not to stick to one's own. And secondly, both data and observations by the author can suggest that the three-time trials of "komatsuna" related product development enabled the students to attain the expected goal.

Stress augments the rewarding memory of cocaine, which plays a critical role in inducing cocaine craving. However, the neurobiological mechanisms underlying the enhancing effect of stress remain unclear. Here, we show that noradrenaline (NA) transmission in the medial prefrontal cortex (mPFC) mediates stress-induced enhancement of cocaine craving. When mice were exposed to acute restraint stress immediately before the posttest session of the cocaine-induced conditioned place preference (CPP) paradigm, the CPP score was significantly higher than that in non-stressed mice. Because extracellular NA levels have been reported to be increased in the mPFC during stress exposure, we assessed the effects of NA on mPFC layer 5 pyramidal cell activity. Whole-cell recordings revealed that NA application induces depolarization and a concomitant increase in spontaneous excitatory postsynaptic currents (sEPSCs). The NA effects were inhibited by terazosin, but not by yohimbine or timolol, and the sEPSC increase was not observed in the presence of tetrodotoxin, suggesting the involvement of postsynaptic α1, but not α2 or β, adrenoceptors in the NA effects. Additionally, intra-mPFC injection of terazosin before stress exposure attenuated the stress-induced increase in cocaine CPP. Intra-mPFC injection of phenylephrine, an α1 adrenoceptor agonist, before the posttest session without stress exposure significantly enhanced cocaine CPP. Furthermore, chemogenetic suppression of mPFC pyramidal cells with inhibitory DREADD (designer receptors exclusively activated by designer drugs) also suppressed the stress-induced CPP enhancement. These findings suggest that the stress-induced increase in NA transmission activates mPFC pyramidal cells via α1 adrenoceptor stimulation, leading to enhancement of cocaine craving-related behavior.

近年、大学教育は専門性に加えて汎用性のある能力の向上も要請されている。例えば教育審議会答申で「学士力」のなかに、コミュニケーションスキルや課題解決力などの汎用的能力が含まれている。経済界からの提言では、課題の本質を把握し自ら行動することによって、課題解決を図る人材像を標榜している。筆者は3年次演習で産学連携の課題解決型学習を推進し、専門知識の応用やコミュニケーション機会の拡張をとおして専門性や社会性の向上に一定の有効性が見られることを検証した。その結果、学生間の水平的連携が社会性向上に対する鍵のひとつと考えられたことから、本稿では本務校の「学生キャリアアシスタント」活動と他機関による同趣旨の事例に着目した。そして、「発達的ネットワーク」および「社会人基礎力」に関する先行研究を援用し、学生ピア間の活動におけるネットワークの重層化や社会人基礎力の運用状況を把握したうえで、活動モデルを導出した。, In these recent years, educational programs at universities in Japan have been requested to enhance versatile abilities in addition to specialty. For example, the reports submitted from the educational committees include versatile abilities, e.g. communication skills, problem-solving in "requirements of bachelor's degree". And in the proposals from the business community, developing human resources who can capture the essence of problems, and act to find ways of dealing with problems is highly recommended.The author has been facilitating university-company cooperative project-based learning for the 3rd year students' seminar. Its effects to enhance specialty and socialization through applying students' specialty to problem-solving processes and providing more opportunities of communication have been verified at a certain level. Based on the result that one of the key factors to enhance students' socialization seems peer to peer collaborations, in this paper, a peer group activity, i.e." Students' Career Assistant" at the university where the author is working for and similar cases in other organizations are focused on. And, studies are undertaken from" developmental network" and "mental abilities in socialization" perspectives. After grasping how the network can be built up and mental abilities can be demonstrated in the peer group activities, a model is put forward as hypotheses.

前報では、3年次演習のなかで筆者が2012年度に推進した課題解決型学習に参画した学生による記述文をテキストデータとして考察した。結果、本学習の意義として次の三点、(1)「専門知識を学外で応用し、新商品提案の論理性を高める」、(2)「年間を通して課題解決のPDCAサイクルを回す」、(3)「チーム形態で行動し、チーム内で自己の存在感を高める」を確認した。これを踏まえ、学習の成果がどの程度達成されたかを評価する指標の仮説を導出した。本稿の目的は評価指標の仮説を検証することである。まず学習のねらいに共通性が見られる小樽商科大学における地域連携学習に関する論稿を参照した。そのうえで、筆者本務校での2013年度課題解決型学習に対する学生・企業関係者・教員による評価結果に基づき検討した。結果「専門性」・「指導性」の指標は妥当と考えられた。一方「社会性」・「人間性」の指標は小樽商科大学事例の指標を援用して改訂を加えた。, In the previous paper(2013), descriptions by the 3rd year students who had participated in the industry-university cooperative learning program were examined as text data. Firstly, the results clarified objectives of this learning program as follows;( 1) the participants can logically consider new product proposals by sufficiently utilizing theories on marketing,(2) the students can obtain practical knowledge of management based on PDCA i.e." plan-do-check-action" cycle,(3) in a team environment, they can clearly identify one's presence. Secondly, based on the above, indicators to evaluate learning results and processes were developed as a hypothesis.The objective of this paper is to examine the hypothesis by referring to results and findings from the industy-university cooperative project-based learning program facilitated by the author in the fiscal 2013. A similar learning project that was carried out at Otaru University of Commerce in Hokkaido in the fiscal 2008 was also referred to. As the result, the hypothesis is partly supported as follows; the indicators to evaluate" specialty" and" facilitation" can be appropriate, on the other hand, the indicators for" socialization" and" personal growth" can be replaced by the ones that were used in the Otaru University case.

前報(2013)では2010年度の産学連携による課題解決型学習に参画した3年次「卒業研究」の学生による記述文をテキストデータとして、学習過程での行動や意識の特徴を考察した。結果、学習過程で「困難」に直面した際に「当事者意識」や「現実感」が高まること、また学生間の「水平的連携」をとおして「チームで働く力」が向上することを検証した。この検証結果を参照して、学習を推進する大学教員の主要な役割を検討した結果、学習過程での「困難」ののりこえに対する支援および学生間の「水平的連携」の分裂回避に対する支援が必要であることを指摘した。 本稿では前報と同じ方法で学生の行動や意識に関して2012年度事例を検証した。それを踏まえ、課題解決型学習の評価指標を検討した。学生・企業関係者・教員の三者が2012年度事例を評価票暫定版によって評価した結果を参照し、学生の能力向上および教員関与の適否に係る評価指標の仮説を提示した。, In the previous paper (2013), descriptions by the 3rd year students who had participated in the industry-university cooperative learning program were examined. The results verified the following two; (1) the project participants tend to become aware of getting involved with new product development and to feel the reality of what they study in classrooms, (2) the students improve collaborative skills that are necessary to work well in a team environment. Based on the above verification, major roles of learning facilitators were clarified as follows; both suggesting ideas to overcome the difficulties, and encouraging collaborations to avoid splits within teams are indispensable.In this paper, the case of the fiscal year of 2012 was verified by the same research methods in the previous paper. After that, preliminary evaluations by the students, the professionals in charge of new product development and the learning facilitator were examined to introduce a hypothesis about indicators to evaluate learning results and processes. This hypothesis includes indicators to assess participants' growth as well as indicators to assess learning facilitators' supervision.

栁田(2009)では産学連携による課題解決型学習に参画した経営系学科所属学生の意識・行動に見られた変化の特徴として三点抽出した。本稿では、その三点「当事者意識の高まり」、「現実感の高まり」および「チームで働く力の向上」に焦点を当て、学生が学習過程のどのような場面でその三点を経験するのかを検証し(課題1)、学習を推進する際の大学教員の役割を考察した(課題2)。検討では学生による学習体験記述をテキストデータとして語の共起関係を抽出し、コードを付与した。結果「困難ののりこえ」や「水平的連携」場面で上記三点を経験する傾向が見られた。大学教員の役割として上記結果および「教育の職業的意義」、「社会化」支援に着目すると「仲介調整力」、「委任力」、「相談力」の発揮が重要である。今後の課題は、産学連携による課題解決型学習の枠組みにおいて「学生・企業・教員」の三者関係から創出される成果の評価指標の確立である。, Yanagida(2009) presented the following three points as hypotheses about processes of changes and integration of the university students' consciousness and behaviors through project-based learning in an industry-university cooperative project:(1) the students seem to become more conscious of behaving as the person to get involved with new product development;(2) the students seem to feel the reality of what they study in classrooms;(3) the students seem to improve collaborative skills that are necessary to work well in a team environment.Focusing on the above three points, there are two purposes of this paper: firstly, to verify in what situation of the learning processes, the above three consciousness and behaviors are experienced by the students, secondly, to clarify roles of professors to be expected in learning facilitation. Using text analysis software, the texts written by the project participants were examined in terms of words relationships. The texts were also analyzed by coding to understand meanings of the contents. As the results, firstly, the project participants tend to have the above three consciousness and behaviors when they experienced difficulties and collaborated on their assignments of new product planning. Secondly," coordinating"," delegating" and" consulting" are identified as roles of professors in learning facilitation, focusing on" significance of education for future jobs" as well as" encouragement of socialization".Future issues include how to develop indicators to evaluate effectiveness of results produced through "student-firm-professor" relationships, and to establish more systematic framework to facilitate industryuniversity cooperative projects.

前稿(柳田2010)では「自己形成」を鍵概念に置いて、大学生の自己形成過程における専門分野での実習教育の意義を検討した。フィンランドのオウル大学での半構造化面接の結果、学生が専門分野の実習を通して対人的フィードバックを受け、また自己との対話を重ねていく過程から現状の専門性に対する自己適性を認識し、専門性の軌道修正が促されていることが推察された。この結果を踏まえて、本稿では「自己形成」概念が包含する「職業アイデンティティ形成」に焦点を当て、その形成過程で対人的フィードバックおよび自己との対話がどのように行われ、職業アイデンティティ形成に対して機能しているか半構造化面接をとおして考察した。結果、(1)対人的フィードバックが多方面から得られることにより、職業の現実を認識できる点で機能している、(2)自己との対話は対人的フィードバックと組み合わさって、より効果的に機能していることが示唆された。, In the first report(Yanagida 2010), university students' self formation processes were described based on semi-structured interviews at the University of Oulu, Finland. One of the suggestions for encouraging practical training was to help students to make decisions to continue or change their majors through interpersonal feedback and dialogical self(mental dialogues with themselves). Based on the above suggestion, the purpose of this paper is to study university students' vocational identity formation processes that are embraced in self formation processes. Through semi-structured interviews with four students and one graduate, the following two findings can be pointed out:(1) interpersonal feedback can be obtained from various directions, and they should foster vocational identity formation, because realistic comments can be effective to reveal both good and bad sides of the specific jobs,(2) combining with interpersonal feedback, dialogical self can work more effectively to strengthen their vocational identities.

大学教育に対する社会的要請として専門知識の修得に加えて、近年、キャリア形成支援が高まりつつある。現状では、大学で獲得した専門知識・技術の職業での活用度が低いこと(吉本2001)や、キャリア教育が必ずしも有効に機能せず、「自己実現アノミー」が生じていること(本田2009)が指摘されている。 本稿では「自己形成」を鍵概念に置いて、大学生の自己形成過程における専門分野での実習教育の意義を明確にした。自己形成過程では、ある「私」から見た時の、別の「私」との「対話」を通して「他者化された『私』」も含む「対話的自己」を通して自己理解が進む。大学での専門知識・技術の職業での活用度が高い国のひとつであるフィンランドの大学での聴き取りの結果、学生が専門分野の実習を通して対人的フィードバックを受け、また自己との対話を重ねていく過程から現状の専門性に対する自己適性を認識し、専門性の軌道修正が促されていることを検証した。, Education programs in universities have been trying to meet social demands that include providing students with high-level knowledge as well as assisting with their career development. However, Yoshimoto(2001)points out that professional knowledge acquired in Japanese universities are not so utilized after graduation. And Honda (2009) argues that a career education program does not always help students. On the contrary, it sometimes results in a"self-realization anomy". The purpose of this article is to describe university students'self formation processes based on a case study at the University of Oulu, Finland, and to discuss the significance of practical training programs that university students can enter to help them to develop their specialty. One of the implications for encouraging practical training is to help students to make decisions to continue or change their specialty through interpersonal feedback and mental dialogues with themselves.

本稿の目的は、(1)産学連携プロジェクトに参画した経営系学科所属大学生のキャリア形成過程の特徴に係る仮説を見出す、(2)キャリア支援教育の観点から産学連携プロジェクトの今後の課題を検討する、ことである。 結果、キャリア形成過程に係る特徴として次の三点が仮説として見出された。(1)ふだん話す機会が少ない相手と意思疎通を図る場面に直面し、それを克服する過程で当事者意識を高めた。(2)製品開発会議や聴き取り調査の場で企業関係者と交わした意見内容や場の雰囲気から、大学で学んだこと(理論の応用可能性や、顧客満足と従業員満足の関係性など)が経営活動の実際とつながっているという現実感を高めた。(3)「社会人基礎力」を構成する力のうち、「チームで働く力」を高めた。またキャリア支援教育の観点からの課題として、インターンシップ制との相互補完的連携、及びプロジェクト活動の評価指標の確立が挙げられる。, The purpose of this article is, first to formulate hypotheses about the process of changes and integration of university students' consciousness and behavior through project-based learning in an industry-university cooperative project, from the career dynamics viewpoint. And second, to discuss future issues of industry-university cooperative projects to be more effective in career development education. The hypotheses are as follows:(1)the students seem to become more conscious of the importance of communication with people who are not so familiar with them;(2) the students seem to feel the reality of what they study in classrooms e.g. applicability of theories and the relationship between customer satisfaction and employee satisfaction;(3)the students seem to improve collaborative skills that are necessary to work well in a team environment. Future issues include how to design internship programs and industry-university cooperative projects so that they will be complementary, and how to develop indicators to evaluate the effectiveness of project activities.

本稿の目的は、産学共同プロジェクト参加学生がその経験を自己のキャリア発達過程にどう位置づけたかを学生の認識を通して明らかにすることである。個人のキャリア発達、職業や労働の捉え方及び組織コミットメントに関する先行研究の概念を参照した。本稿では(1)キャリア発達課題への対処、(2)プロジェクトにおける経験の特徴の二点から考察した。結果、(1)学生は自己の関心や才能の所在を活動のなかで認識し、役割モデルを見出していた。(2)-1社会人と仕事をする機会を将来に備えての貴重な経験と捉えていた。(2)-2納期に間に合わせるために能力の限界を経験し、またメンバーどうし励ましあうことを通して達成感を得ていた。(2)-3職務内容に関して学生の当初の予想どおりでなかった部分があった。今後の課題は、就労体験施策のひとつであるインターンシップとの相互補完的運用の可能性、及び個人と組織のコンピテンシー向上との関連性を明確にすることである。, The purpose of this article is to clarify the process of changes and integration of university students' consciousness and behavior through collaboration in an industry-university cooperative project, from the career dynamics viewpoint in particular. Based on previous research, the framework of this article consists of two parts: (1) how to cope with the issues in the career dynamics process, and (2) what experiences the students who participated in this project gained. The results are as follows: (1) the students were conscious of their own interests and talents through activities, and found role models. (2)-1 the students regarded opportunities for working with people in the industry as an important experience toward their near future. (2)-2 the students experienced the limit of their abilities both physically and mentally, and felt satisfaction encouraging each other. (2)-3 contents of their jobs were slightly different from what they had expected. Future issues include how to design internship programs and industry-university cooperative projects so that they will be complementary, and how to effectively increase both personal and organizational competency.

前報では、1965年の作業療法士身分法制定以前から精神科領域で作業療法を実施していた看護者による著作物記述をプロフェッショナリズムの特徴から考察し、患者のためを思うと倫理性のうえで職種の専門分化に賛同し得ない意識が見出されることを指摘した。引き続き職業意識の観点から専門分化を考察する際、佐藤(1992)及び山根(1999)による職種の方向性の論議が問題を提起する。佐藤は作業療法士が専門性や科学性を問われてアイデンティテイ・クライシスに遭遇することを指摘し、一層の専門性確立への方向性を示している。一方、山根は精神科作業療法の知識や技術が生活の中の工夫や知恵として取り込まれ、専門職を必要としない文化となることが理想と指摘している。本稿では明治期以降の精神科領域での取り組みに関する文献を参照し、先人たちの考え方の特徴を抽出することにより資格化から四半世紀を経た1990年代に提起された職種の方向性の意味を検討した。, Following the previous report, the purpose of this article is to clarify job identity of co-medical workers in their professionalization. Findings in the previous report include that one of the nurses who were engaged in psychiatric occupational therapy before the legislation of occupational therapists, described in her biography she could hardly agree to the professionalization in view of "what is good for the patients". In this article, professionalization of psychiatric occupational therapists is examined focusing on their work ethics. In order to grasp the current occupational therapists' viewpoints on their professionalization, the following two articles are referred to. First, Satoh (1992) pointed out that occupational therapists have experienced their identity crisis wondering what is their specialty in view of science. On the other hand, Yamane (1999) pointed out that psychiatric occupational therapy would be needed to return to its origin, i.e. "to assist the patients in taking back their own lives" in the future. He even mentioned that the profession would become unnecessary if the essence of occupational therapy were taken in the patients' daily life activities. Yamane's viewpoint seems paradoxical considering from the professionalization so far. To clarify meaning of this paradox, articles on psychiatric occupational therapy since the Meiji Period are referred to in this article.

従来、医療・保健・福祉分野を始めとする「ヒューマン・サービス組織」(対人サービス提供組織)に適合する経営管理の理論化は、田尾(1995)が指摘するように一般企業に関する研究蓄積と比較して充分だったとはいいがたい。本稿は「ヒューマン・サービス組織」の人的資源に関する研究として、医療技術職のうち精神科領域の作業療法従事者を対象に置いた。この領域では、明治・大正期～昭和30年代まで看護職者が作業指導員とともに従事していたが、GHQによる戦後政策のなかでの社会保障理念導入とともに昭和40年に身分法が制定され、新たに国家資格を要する作業療法士職として専門分化した経緯がある。すなわち専門分化過程において身分法制定前後で主たる従事者の分断が生じたという特徴を有する。本稿では、身分法制定以前に精神科領域の作業療法に従事していた看護者の著作物記述をとおして、プロフェッショナリズムの観点から従事者の職業意識の特徴を考察する。, The purpose of this paper is to clarify job identity of co-medical workers in view of their professionalization. A case of psychiatric occupational therapists(OT)is studied because its professionalization is unique in nature. Since Meiji and Taisho Era, nurses have done this occupation. After the World War II, GHQ introduced the concept of social welfare and rehabilitation medicine. In 1965 occupational therapist's law was legislated, and this"new"type of therapist became to replace as a profession of psychiatric OT. In this paper, documentation by nurses is analyzed to clarify their professionalism before the legislation of OT.

本稿では、1990年代以降の上海経済圏を巡る社会・経済背景を視野に入れつつ、生涯キャリア発達の観点から就職活動を長期にわたるキャリア・サイクルの一段階として捉える点に特徴を有する。先行研究では日本の大学生の就職活動プロセスに関してかなり考察されてきた一方、中国の大学生に関するものは蓄積が少ない。中国では就職活動に関連する社会的背景として、1980年代まで国家統一分配によって就職先が決定された経緯があるほか、戸籍の問題も存する。また従来研究対象としての就職活動は、内定取得を終着点として捉えられる場合が多く、内定取得後も続くキャリア・サイクル全体のなかでの位置づけを重視する生涯キャリア発達の観点から捉えられることは少なかった。 本稿では、在上海四年制大学卒業見込者、大学教職員及び行政職員に対する聞き取りを実施し、キャリア・エントリーに向けた段階における現状と課題を検討する。