ᇹӭ ࠰உଐ ཎⴭㄽᩥ Ꮫ⏕ࡢḟୡ௦⫱ᡂព㆑ࡑࡢ㛵㐃せᅉ 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 ᑎᮏ ጁᏊ ᰘཎ ᐅᖾ 3 Ꮫ⏕ࡢḟୡ௦⫱ᡂព㆑㛫ⓗᒎᮃࡢ㛵㐃 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 ᑎᮏ ጁᏊ ᰘཎ ᐅᖾ Ꮫ⏕ࢆᑐ㇟ࡋࡓḟୡ௦⫱ᡂ㛵ࡍࡿᚰ⌮ᩍ⫱ࡢᐇ㊶ホ౯ 㺃㺃㺃㺃㺃㺃㺃㺃㺃 ᑎ ᮏ ጁ Ꮚ ◊✲ࣀ࣮ࢺ ㄒᏛᩍ⫱ࡅࡿᩥἲ⩻ヂἲ┤᥋ἲ 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 ᅧ ᘯ ಖ ᫂ Ꮫ⚍࠾ࡅࡿ≀ㄒࡢᙺࢆ₇ࡎࡿయ㦂ࡘ࠸࡚ ̿ࢧࢥࢻ࣐ࣛ㢼⮬ᕫ⾲⌧ࡢሙࡋ࡚̿ 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 బࠎᮌ ⏤Ꮚ 15 25 37 47 ୰㧗ᖺዪᛶࡼࡿᆅᇦᏊ⫱࡚ᨭ㛵ࡍࡿㄪᰝ◊✲㸸⌧ᅾࡢᏊ⫱࡚ᑐࡍࡿ㐪ឤࡘ࠸࡚ 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 ᑎᮏ ጁᏊ ᰘཎ ᐅᖾ 61 SWAP-200ࡼࡿࣃ࣮ࢯࢼࣜࢸ㞀ᐖࡢ⌮ゎ㸸DSM-IV II㍈ࡢ┦㐪᪥ᮏࡢᚰ⌮⮫ᗋ ࡢ㐺⏝ࡢྍ⬟ᛶ 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 㫽 ㉺ ῟ ୍ 75 ᛂ⏝♫ゝㄒᏛ㸸⾲⌧ࢶ࣮ࣝࡋ࡚ࡢࣂࣜࣥ࢞ࣜࢬ࣒ ⌰⌫⌰ḷࣝࢿࢵࢧࣥࢫ リⓗゎㄝ 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 ཪ ྜྷ ᘯ 㑣 87 ሗ࿌࣭㈨ᩱ ࣔࢳ࣮࣋ࢩࣙࣥࡢศᯒࡽぢࡓⱥㄒࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥᅜ㝿⌮ゎ㛵ࡍࡿ◊✲ 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 ࣅࢡࢺ࣭ࣝࢦࣝࢩࢥࣇ ࢚ࣜࢨ࣋ࢫ࣭ࣛࣥࢠ Ꮫ⏕ࡼࡿᏛ⏕ࡢࡓࡵࡢᏛ⏕∧ඖẼᅇ⾜ືࣉࣛࣥ (Campus Wellness Recovery Action Plan: CWRAP)ᐇሗ࿌ బஂ㛫 ♸Ꮚ ྥ భ㍜ ࡑࡢ 107 121 ிᏛᅜ㝿₎Ꮫᐙ◊✲ᇶᆅദࡢᅜ㝿₎Ꮫ⪅㆟ཧຍࡋ࡚ 㺃㺃㺃㺃㺃㺃 ୕ ᯞ ⚽ Ꮚ ᩍ⫱◊✲ᴗ⦼୍ぴ㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 133 138 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ‒ Ⴘ‒ ‒ ഏ‒ ‒ ཎⴭㄽᩥ Ꮫ⏕ࡢḟୡ௦⫱ᡂព㆑ࡑࡢ㛵㐃せᅉ 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 ᑎᮏ ጁᏊ ᰘཎ ᐅᖾ 3 Ꮫ⏕ࡢḟୡ௦⫱ᡂព㆑㛫ⓗᒎᮃࡢ㛵㐃 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 ᑎᮏ ጁᏊ ᰘཎ ᐅᖾ 15 Ꮫ⏕ࢆᑐ㇟ࡋࡓḟୡ௦⫱ᡂ㛵ࡍࡿᚰ⌮ᩍ⫱ࡢᐇ㊶ホ౯ 㺃㺃㺃㺃㺃㺃㺃㺃㺃 ᑎ ᮏ ጁ Ꮚ 25 ◊✲ࣀ࣮ࢺ ㄒᏛᩍ⫱ࡅࡿᩥἲ⩻ヂἲ┤᥋ἲ 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 ᅧ ᘯ ಖ ᫂ Ꮫ⚍࠾ࡅࡿ≀ㄒࡢᙺࢆ₇ࡎࡿయ㦂ࡘ࠸࡚ ̿ࢧࢥࢻ࣐ࣛ㢼⮬ᕫ⾲⌧ࡢሙࡋ࡚̿ 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 బࠎᮌ ⏤Ꮚ 37 47 ୰㧗ᖺዪᛶࡼࡿᆅᇦᏊ⫱࡚ᨭ㛵ࡍࡿㄪᰝ◊✲㸸⌧ᅾࡢᏊ⫱࡚ᑐࡍࡿ㐪ឤࡘ࠸࡚ 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 ᑎᮏ ጁᏊ ᰘཎ ᐅᖾ 61 SWAP-200 ࡼࡿࣃ࣮ࢯࢼࣜࢸ㞀ᐖࡢ⌮ゎ㸸DSM-IV II ㍈ࡢ┦㐪᪥ᮏࡢᚰ⌮⮫ᗋ ࡢ㐺⏝ࡢྍ⬟ᛶ 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 㫽 ㉺ ῟ ୍ 75 ᛂ⏝♫ゝㄒᏛ㸸⾲⌧ࢶ࣮ࣝࡋ࡚ࡢࣂࣜࣥ࢞ࣜࢬ࣒ ⌰⌫⌰ḷࣝࢿࢵࢧࣥࢫ リⓗゎㄝ 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 ཪ ྜྷ ᘯ 㑣 87 ሗ࿌࣭㈨ᩱ ࣔࢳ࣮࣋ࢩࣙࣥࡢศᯒࡽぢࡓⱥㄒࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥᅜ㝿⌮ゎ㛵ࡍࡿ◊✲ 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 ࣅࢡࢺ࣭ࣝࢦࣝࢩࢥࣇ ࢚ࣜࢨ࣋ࢫ࣭ࣛࣥࢠ Ꮫ⏕ࡼࡿᏛ⏕ࡢࡓࡵࡢᏛ⏕∧ඖẼᅇ⾜ືࣉࣛࣥ (Campus Wellness Recovery Action Plan: CWRAP)ᐇሗ࿌ బஂ㛫 ♸Ꮚ ྥ భ㍜ 121 ࡑࡢ ிᏛᅜ㝿₎Ꮫᐙ◊✲ᇶᆅദࡢᅜ㝿₎Ꮫ⪅㆟ཧຍࡋ࡚ 㺃㺃㺃㺃㺃㺃 107 ୕ ᯞ ⚽ Ꮚ 133 ᩍ⫱◊✲ᴗ⦼୍ぴ 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 138 THE BULLETIN OF NIHONBASHI GAKKAN UNIVERSITY No.14 ‒ Contents Original Article Factors related to the attitude towards nurturing the next generation in university students 3 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 Taeko TERAMOTO Yoshiyuki SHIBAHARA Attitude towards nurturing the next generation and the time perspective in university students 15 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 Taeko TERAMOTO Yoshiyuki SHIBAHARA Evaluation of an NCAST-based psychoeducational program for promoting attitude toward nurturing 25 the next generation‒ 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 Taeko TERAMOTO Note 37 A study on the grammar translation method and the direct method‒ 㺃㺃㺃㺃㺃㺃㺃㺃 Yasuaki KUNIHIRO The Experience of Performing the Leading Character of a Story Drama at a University Festival 47 ʊ$VDSODFHRISV\FKRGUDPDWLFVHOI-expression㸫 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 Yuriko SASAKI Incongruity with modern child-rearing styles experienced by older women doing parent-child support 61 activities 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 Taeko TERAMOTO Yoshiyuki SHIBAHARA Introduction of the SWAP-200 as a new language to understand personality disorders in Japanese 75 clinical psychology 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 Junichi TORIGOE Applied Sociolinguistics: Bilingualism as a Tool for Expression The Ryukyu Ryuka Renaissance – A Poetic Commentary 㺃㺃㺃㺃㺃㺃㺃㺃㺃 Hirona MATAYOSHI 87 Report Motivating factors in bridging English communication and international understanding 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 Victor GORSHKOV Elizabeth LANGE 107 A Practice report of Campus WRAPט㸦Campus Wellness Recovery Action Plan㸧 㸫 peer support for university students㸫 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 Yuko SAKUMA Yusuke MUKAI Others 121 Participation Report about International Academy for China Studies (IACS) of Peking University. 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 Hideko SAIGUSA 133 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 138 Results of Educational Research 3 ݢஜ௷ ‒܇ڭҾܖٻ≝ ‒࠳ܯဃ↝ഏɭˊᏋॖᜤ↗↝᧙ᡲᙲ׆ ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ Ҿᓸᛯ૨‒ ܖٻဃ↝ഏɭˊᏋॖᜤ↗↝᧙ᡲᙲ׆ ݢஜ‒ ‒܇ڭ1 ௷Ҿ‒ ‒࠳ܯ2 ‒ ܖٻဃ …‣ Ӹ⇁ݣᝋ↚⅚ഏɭˊᏋॖᜤ≋ᜱࣱ⅚ഏɭˊᏋщ≌↗ܼଈᙲ≋׆ⅼ↶ⅵⅳעˮ⅚ ᚃ↧↝̮᫂ज़≌ ⅚ⅹ↷↢⅚ࣱК↝᧙ᡲ↚↓ⅳ↕౨᚛ↆ⅛ࣱК⅚࠰ɦⅼ↶ⅵⅳ↝ஊ⅚ⅹ↷↢⅚ ⇕∏⇟⇥Ўௌ↚↷→↕ਁЈↄ↻ᚃ↧↝̮᫂ज़⇷⇥∞∙⇁ᇌ٭ૠ⅚ᜱࣱࢽࡇݿໜ≋… ᪸؏≌↗ ഏɭˊᏋщࢽࡇݿໜ≋… ᪸؏≌⇁ࢼ٭ޓૠ↗ↈ↺ ‥ ᙲ׆ЎЎௌ↝ኽௐ⅚ഏ↝ໜⅻଢ↸ⅺ↚↙→ ⅛⅚܇ڡⅹ↷↢⅚࠰ɦⅼ↶ⅵⅳⅻⅳ↺ဏئ↝܇ӳ⅚ഏɭˊᏋॖᜤⅻ᭗ⅾ↙↺᪸؏ⅻᄩᛐↄ ↻⅛ↂ↝ኽௐⅺ↸⅚↺ↈݣ↚܇ڡᅈ˟∝૨҄ႎ↙ࣱࢫл↝ࢳ↳ࢨ↝∑⇕⇊⇛⇻⇊∏↝܇ڡ᪪⅚ ⅹ↷↢⅚ဏ↚܇ⅹↀ↺ଐࠝႎ↙Ꮛ˳᬴↝јௐⅻᅆՐↄ↻⅛ᚃ↧↝̮᫂ज़↝᭗ↄ↞ഏɭˊᏋ ॖᜤμᑍ↚ⅹↀ↺᭗ↄ↗᧙ᡲↆ⅚ᚃ↗↝᧙ࣱ̞ⅻഏɭˊᏋॖᜤ↚μᑍႎ↚ࢨ᪪⇁ɨⅷ↕ⅳ↺ↂ ↗ⅻᅆՐↄ↻⅛ↆⅺↆ⅚↚܇ڡⅹⅳ↕↞⅚ᚃ↧↝̮᫂ज़ⅻ˯ⅳئӳ↖ⅱ→↕↱⅚ဏ↹↷܇᭗ⅳ ഏɭˊᏋॖᜤ⇁ᅆↈཎီ↙⇷⇥∞∙ⅻᛐ↰↸↻⅚↝܇ڡஊↈ↺−⇞∐⇎∙⇟ⅻᅆՐↄ↻⅛ äääääääääääääääääääää‒ ⇓∞∕∞⇯‒ ääääääääääääääääääää ഏɭˊᏋщ‒ ᜱࣱ‒ ܖٻဃ‒ ܼଈᙲࣱ ‒׆К‒ 㸯㸬ࡣࡌࡵ ࢀࠊࠕḟୡ௦ࢆ☜❧ࡉࡏ࡚ᑟࡃࡇࡢ㛵ᚰࠖ (Erikson㸪 1950)ᐃ⩏ࡉࢀࡓࠋࡇࡢᴫᛕࡣࠊඖࠎ ḟୡ௦ࢆᢸ࠺Ꮚࡶࢆ㣴⫱ࡍࡿ㈨㉁ࡸ‽ഛᛶ ࡘ࠸࡚ࠊᚰ⌮Ꮫ㡿ᇦ࠾࠸࡚ࡣࠕୡ௦ᛶࠖ 㸦Erikson㸪 1950; Erikson & Erikson㸪 1997㸧ࠊ ࠕḟୡ௦⫱ᡂຊࠖ㸦ཎ࣭⯓㸪1991㸹⳻࣭ⴠྜ࣭ ụ⏣࣭㧗ᮌ㸪2009㸧ࠊ ࠕ㣴ㆤᛶࠖ 㸦ᑠᔱ㸪1989㸹ᴈ ⃝㸪2012㸧ࠊ ࠕぶ‽ഛᛶࠖ 㸦ᒸᮏ࣭ྂ㈡㸪2004㸧ࠊ ࠕぶ ᛶ‽ഛᛶࠖ 㸦ఀ⸨㸪2003㸧࠸ࡗࡓᴫᛕࡀ⏝࠸ࡽ ࢀ࡚ࡁࡓࠋ ࠕୡ௦ᛶࠖ 㸦generativity㸧ࡣࠊErikson ࡢᚰ⌮ ♫ⓗⓎ㐩⌮ㄽ࠾ࡅࡿ୰ᖺᮇࡢⓎ㐩ㄢ㢟ࡉ ࡣ୍⩏ⓗぶࡼࡿᏊ⫱࡚㛵㐃ࡅࡽࢀࠕ⏕Ṫ ᛶࠖヂࡉࢀ࡚࠸ࡓࡀࠊࠕᏊᏞࢆ⏕ࡳฟࡍࡇ 㸦procreativity㸧ࠊ⏕⏘ᛶ㸦productivity㸧ࠊ㐀 ᛶ㸦creativity㸧ࢆໟྵࡍࡿࡶࡢ࡛࠶ࡾࠊ 㸦⮬ศ⮬ ㌟ࡢ㸧᭦࡞ࡿྠ୍ᛶࡢ㛤Ⓨ㛵ࢃࡿ୍✀ࡢ⮬ᕫ㸫 ⏕Ṫ㸦self-generation㸧ࡶྵࡵ࡚ࠊ᪂ࡋ࠸Ꮡᅾࡸ ᪂ࡋ࠸〇స≀ ࡸ᪂ࡋ࠸ᴫᛕࢆ⏕ࡳฟࡍ ࡇࠖ (Erikson & Erikson㸪 1997)ໟᣓⓗᐃ⩏ࡉ ࢀ࡚࠸ࡿࠋ ࡇࡢࠕୡ௦ᛶࠖࢆ⌮ㄽⓗ⫼ᬒࡋࠊḟୡ௦ࡢᏊ ࡶ㐩ࢆ⫱࡚ࡿࡇᑐࡋ࡚ᣢࡘࠊ⮬ᕫ㛵ࡍࡿ 2014 ࠰ 10 உ 6 ଐӖྸ Factors related to the attitude towards nurturing the next generation in university students *1 Taeko TERAMOTO *2 Yoshiyuki SHIBAHARA ଐஜܖܖ⇪∞⇈∑∏⇿∐ܖٻᢿ ⫯ᐃⓗホ౯ὀ┠ࡋࡓᴫᛕࡀࠕḟୡ௦⫱ᡂຊࠖ 㸦⳻ ࡽ㸪 2009㸧࡛࠶ࡿࠋࡇࡢᴫᛕࡣཎ࣭⯓㸦1991㸧 ࡼࡗ࡚ࠕᛶูࡽࢃࢀࡎࠊḟࡢୡ௦ࢆ⫱࡚ࡿ 4 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ⬟ຊࠖࡋ࡚ᥦၐࡉࢀࡓࡀࠊ⳻ࡽ㸦2009㸧ࡣࠕḟ ࡣࠊࡇࢀࡽࡢᴫᛕࢆໟᣓⓗᤊ࠼ࠊḟୡ௦ࢆ⫱ࡴ ୡ௦ࡢᏊࡶࡓࡕࢆ⫱࡚ࡿࡇࡢ⮬ಙࠖᐃ⩏ ࡇᑐࡍࡿ㛵ᚰ࣭ែᗘࢆࠕḟୡ௦⫱ᡂព㆑ࠖ ࡋ࡚ࠊ㟷ᖺᮇࡢ⪅ࢆᑐ㇟ࡋࡓ ᐃᑻᗘࡢ㛤Ⓨࢆ ᐃ⩏ࡋࡓࠋࡑࡋ࡚ࠊ㏆࠸ᑗ᮶࠾࠸࡚Ꮚࡶࡢ㣴 ヨࡳ࡚࠸ࡿࠋ ⫱⪅࡞ࡿணഛ㌷ࡶᤊ࠼ࡽࢀࡿᏛ⏕ࡢḟୡ ୍᪉ࠊ ࠕ㣴ㆤᛶࠖ 㸦nurturance㸧ࡣࠊFogel㸪 ௦⫱ᡂព㆑ὀ┠ࡋࡓࠋᏛ⏕࠸࠺ᮇࡣࠊ⫋ Melson, & Mistry㸦1986㸧ࡼࡾ⌮ㄽࡉࢀࡓ ᴗ㑅ᢥࢆࡣࡌࡵࠊ⤖፧ࡸᏊࡶࡢ㣴⫱➼ࡢ⚾⏕ά nurturance ⏤᮶ࡋࠊ ࠕ┦ᡭࡢ࡞Ⓨ㐩ࢆಁ㐍 ࢆࡶྵࢇࡔᑗ᮶ᒎᮃࡢᶍ⣴ࢆ⌧ᐇⓗ࡞ㄢ㢟ࡋ ࡍࡿࡓࡵ⏝࠸ࡽࢀࡿඹឤᛶᢏ⬟ࠖᐃ⩏ࡉࢀ ࡚ព㆑ࡍࡿᮇ࡛ࡶ࠶ࡿࠋ ࠕ⏕άࡢㄪ㸦࣡ ࡚࠸ࡿ㸦Fogel & Melson㸪1989; ᴈ⃝㸪2012㸧ࠋ ࣮ࢡ࣭ࣛࣇ࣭ࣂࣛࣥࢫ㸧ࠖࡀồࡵࡽࢀࡿ 㣴ㆤᛶࡣࠊ⏕ᾭࢆ㏻ࡋ࡚Ⓨ㐩ࡍࡿࠊᵝࠎ࡞ᑐ㇟ ࠾࠸࡚ࠊᙼࡽࡢḟୡ௦⫱ᡂព㆑ࡢᵝ┦ࢆ᫂ࡽ ᑐࡋ࡚⾜࠸࠺ࡿࠊ┦ᡭࢆឿࡋࡳ⫱࡚ࡿ࠸࠺ 3 ࡍࡿࡇࡣࠊࡇࡢࡼ࠺࡞ㄢ㢟ࡢྲྀࡾ⤌ࡳࡢ⌮ゎ ࡘࡢ≉ᚩࡀ࠶ࡿ㸦ᴈ⃝㸪 2012㸧ࠋ➨୍ࡢ≉ᚩࡣࠊ ᨭ㈨ࡍࡿ▱ぢࢆᥦ౪ࡍࡿᮇᚅ࡛ࡁࡿࠋ ᡂேᮇ࡞ࡗ࡚✺Ⓨⓗ㢧ᅾࡍࡿࡢ࡛ࡣ࡞ࡃࠊ Ꮫ⏕ࡢḟୡ௦⫱ᡂព㆑㛵ࡍࡿඛ⾜◊✲࡛ ᗂඣᮇࡽᚎࠎⓎ㐩ࡍࡿⅬ࠶ࡿࠋ➨ࠊ㣴 ࡣࠊḟࡢࡼ࠺࡞㛵㐃せᅉࡀሗ࿌ࡉࢀ࡚࠸ࡿࠋᴈ⃝ ㆤᛶࡢᑐ㇟ࡋ࡚Ꮚࡶ㝈ᐃࡉࢀࡎࠊ㞀ࡀ࠸ࢆ 㸦2012㸧ࡣࠊ㣴ㆤᛶࢆ ᐃࡍࡿᚰ⌮ᑻᗘ㸦㣴ㆤᛶ ᣢࡘ⪁ேࠊ୍ⓗ᭷⬟ᛶࢆኻࡗ࡚࠸ࡿ≧ែ࠶ ᑻᗘ㸧ࢆ⏝࠸࡚ࠊᛶูࡁࡻ࠺ࡔ࠸ᆅ㸦ฟ⏕㡰 ࡿேࠊᡃࡸࢆ㈇ࡗ࡚࠸ࡿேࠊ᭦ࡣࠊື᳜ 㸧ࡢ㛵㐃ࡘ࠸᳨࡚ウࡋࡓࠋ⯡ⓗዪᏊࡢ ≀➼ࡶྵࡲࢀࡿⅬ࠶ࡿࠋ➨୕ࠊឿឡࡢ⢭⚄ࡀ ᪉ࡀ⏨Ꮚࡼࡾ㧗࠸㣴ㆤᛶࢆ♧ࡍഴྥࡀぢࡽࢀࠊࡁ 㔜どࡉࢀ࡚࠾ࡾࠊࡇࡢᛶ㉁ࡣ⪅ࡢ┈ࢆᑛ㔜ࡍ ࡻ࠺ࡔ࠸ᆅ㛵ࡋ࡚ࡣࠊ㣴ㆤᛶᑻᗘࡢୗᑻᗘ ࡿྥ♫ᛶࡣ␗࡞ࡿࡶࡢࡉࢀࡿࠋᗂ࠸Ꮚࡶ ࡛࠶ࡿࠕᗂ࠸Ꮚࡶᑐࡍࡿᢏ⬟ࡢㄆ▱ࠖ࠾࠸ 㸦㐩ࠊࡁࡻ࠺ࡔ࠸㸧ࡸື᳜≀ࡶⓎࡉࢀᚓࡿ ࡚ࠊዪᛶࡢ㛗Ꮚࡀࡼࡾ㧗࠸ഴྥࡀㄆࡵࡽࢀࡓࠋ 㣴ㆤᛶࡢᮏ㉁ࡣࠊ┦ᡭࡢᡂ㛗࣭Ⓨ㐩ࢆಁࡍ㈨㉁࡛ ࡲࡓࠊ⳻࣭ⴠྜ࣭ụ⏣࣭㧗ᮌ㸦2010㸧ࡣࠊḟୡ ࠶ࡾࠊᗂᑡᮇࡽⓎ⌧ࡋࠊᚋࡣᡃࡀᏊᑐࡋ࡚ ௦⫱ᡂຊࢆ ᐃࡍࡿᑻᗘ㸦ḟୡ௦⫱ᡂຊᑻᗘ㸧ࢆ ㌿⛣ࡍࡿᤊ࠼ࡽࢀ࡚࠸ࡿ㸦Fogel㸪 Melson㸪 & ⏝࠸࡚ࠊ⮬㌟ࡢぶࡢ㛵ಀᛶࡢⰋዲࡉḟୡ௦⫱ Mistry㸪1986 ; ⸼⏣㸪2010㸧ࠋ ᡂຊࡢ㧗ࡉࡢ㛵㐃ࢆぢฟࡋࡓࠋぶ‽ഛᛶ࠾ࡅࡿࠊ ࡲࡓࠊ ࠕぶ‽ഛᛶࠖ㸦ᒸᮏ࣭ྂ㈡㸪2004㸧ࡣࠊ ᛶูࡸぶࡢ㛵ಀᛶࡢ㛵㐃ࡣࠊᒸᮏ࣭ྂ㈡㸦2004㸧 ぶࡀᏊࡶࢆ㣴⫱ࡍࡿᙺ㸦㣴⫱ᙺ㸧ᐙ᪘⤒ ࡛ࡶᣦࡉࢀ࡚࠸ࡓࠋࡇࡢࡼ࠺ࠊࡁࡻ࠺ࡔ࠸ᆅ ႠࡢどⅬࡀໟྵࡉࢀࠊࠕᏊࡶࡀᑗ᮶ࠊᐙᗞࢆ⠏ ࡸぶࡢ㛵ಀᛶ࠸ࡗࡓᐙ᪘せᅉࡸᛶูࡣࠊḟ ࡁ⤒Ⴀࡋ࡚࠸ࡃࡓࡵᚲせ࡞ࠊᏊࡶࡢ㣴⫱ࠊᐙ ୡ௦⫱ᡂព㆑ᙳ㡪ࢆ࠼ࡿせᅉ⪃࠼ࡽࢀ࡚ ᪘ࡢ⤖ྜࠊᐙປാࠊㆤࢆྵࡴぶࡋ࡚ࡢ㈨㉁ࠊ ࠸ࡿࠋ ࠾ࡼࡧࡑࢀࡀഛࢃࡗࡓ≧ែࠖᐃ⩏ࡉࢀ࡚࠸ࡿࠋ ࡋࡋࠊࡇࢀࡽࡢ㛵㐃せᅉࡢ᳨ウࡣ␗࡞ࡿ ࡑࡋ࡚ࠊ ࠕぶᛶ‽ഛᛶࠖ 㸦ఀ⸨㸪2003㸧ࡣࠊᑗ᮶ࡢ ᚰ⌮ᑻᗘࡀ⏝࠸ࡽࢀ࡚࠾ࡾࠊྛࠎࡢᑻᗘࡀ⥙⨶ࡍ ぶᙺࡢ㐙⾜㝈ᐃࡋ࡞࠸⏕ᾭⓎ㐩ⓗどⅬࡽࠊ ࡿ⠊ᅖࡣ┦㐪Ⅼࡀㄆࡵࡽࢀࡿࠋ࠼ࡤࠊ㣴ㆤᛶ ࠕᏊ⫱࡚ࢆᨭࡍࡿ♫ࡢ୍ဨࡋ࡚ࡢᙺࢆ ᑻᗘ㸦ᴈ⃝㸪2012㸹ᴈ⃝࣭⚟ᮏ࣭ᒾ❧, 2009㸧࡛ ᯝࡓࡍࡓࡵࡢ㈨㉁ࠖᐃ⩏ࡉࢀࡿࠋ ࡣࠊࠕᗂ࠸Ꮚࡶᑐࡍࡿඹឤᛶࠖࠊࠕᗂ࠸Ꮚࡶ ࡇࡢࡼ࠺ࠊどⅬࡢ␗࡞ࡿᵝࠎ࡞ᴫᛕࡀᥦၐ ᑐࡍࡿᢏ⬟ࡢㄆ▱ࠖ ࠊ ࠕぶࡢ‽ഛᛶࠖࠊ ࠕᏊࡶ ࡉࢀ࡚࠸ࡿࡀࠊ࠸ࡎࢀࡶḟୡ௦ࢆ⫱ࡴႠࡳ࡛࠶ࡾࠊ ࡢ㠀ཷᐜᛶࠖࡀୗᴫᛕࡋ࡚ᑻᗘ㸦ୗᑻᗘ ḟୡ௦ࡢ㛵ᚰ㈉⊩ࠊ┦ᡭࡢឿࡋࡳ࠸࠺ே 㸧ࡉࢀ࡚࠸ࡿࠋ୍᪉ࠊḟୡ௦⫱ᡂຊᑻᗘ㸦⳻ 㛫ࡢ࣏ࢪࢸࣈ࡞ഃ㠃ࡀᫎࡋ࡚࠸ࡿࠋᮏ◊✲࡛ ࡽ㸪2009㸧࡛ࡣࠊ ࠕㄌ⏕ࢆ⫯ᐃࡍࡿࡇࡀ࡛ࡁࡿ 5 ݢஜ௷ ‒܇ڭҾܖٻ≝ ‒࠳ܯဃ↝ഏɭˊᏋॖᜤ↗↝᧙ᡲᙲ׆ ࠸࠺⮬ಙࠖࠊ ࠕ⮬ᕫᡂ㛗࡛ࡁࡿ࠸࠺⮬ಙࠖࠊ ࠕఏ ཷᐜᛶࠖ 㸦5 㡯┠㸧ࡢ 4 ୗᑻᗘࡽᡂࡿ㸦௨ୗࠊ ࠼ࡿࡶࡢࢆࡶࡗ࡚࠸ࡿ࠸࠺⮬ಙࠖ ࠊ ࠕᆅᇦ♫ࡢ 㡰ࠊࠕඹឤᛶࠖࠊࠕᢏ⬟ࠖࠊࠕ‽ഛᛶࠖࡋࠊᑻᗘ ຊࢆࡾࡿࡇࡀ࡛ࡁࡿ࠸࠺⮬ಙࠖࡀୗᑻᗘ 㡯┠ࡢᖹᆒ್ࢆᑻᗘᚓⅬࡋ࡚⏝ࡋࡓࠋࠕ㠀ཷ ࡉࢀ࡚࠸ࡿࠋ㣴ㆤᛶᑻᗘࡣᏊࡶࡢ⫯ᐃឤ ᐜᛶࠖࡣᚓⅬࢆ㏫㌿ࡋ࡚ࠕཷᐜᛶࠖࡋࡓ㸧ࠋ ࡸᏊࡶ㛵ࡍࡿ⮬㌟ࡢ᭷⬟ឤࡀᫎࡉࢀࠊḟୡ ḟୡ௦⫱ᡂຊᑻᗘࡣࠊ5 ẁ㝵ホᐃࡢ 20 㡯┠ࡽ ௦⫱ᡂຊᑻᗘࡣ᪂ࡋ࠸⏕ࢆ⫱ࡴࡇࡢ⫯ ᡂࡾࠊ ࠕㄌ⏕ࢆ⫯ᐃࡍࡿࡇࡀ࡛ࡁࡿ࠸࠺⮬ಙࠖ ࠊ ᐃឤࡸᆅᇦ♫ࡢ㐃ᦠ࠸ࡗࡓࢥ࣑ࣗࢽࢸ ࠕ⮬ᕫᡂ㛗࡛ࡁࡿ࠸࠺⮬ಙࠖࠊ ࠕఏ࠼ࡿࡶࡢࢆࡶ ឤぬࡶໟྵࡉࢀ࡚࠸ࡿࠋୖグࡢඛ⾜◊✲ࡢሗ࿌ࡣࠊ ࡗ࡚࠸ࡿ࠸࠺⮬ಙࠖ ࠊ ࠕᆅᇦ♫ࡢຊࢆࡾࡿࡇ ࠸ࡎࢀࡢᑻᗘ㢗ࡗࡓࡶࡢ࡛࠶ࡾࠊḟୡ௦⫱ᡂ ࡀ࡛ࡁࡿ࠸࠺⮬ಙࠖ 㸦ྛ 5 㡯┠㸧ࡢ 4 ୗᑻ ព㆑ࢆໟᣓⓗ⥙⨶ࡋࡓㄪᰝሗ࿌࡛ࡣ࡞ࡗࡓࠋ ᗘࡽᵓᡂࡉࢀࡿ㸦௨ୗࠊࠕㄌ⏕⫯ᐃࠖࠊࠕ⮬ᕫᡂ ࡑࡇ࡛ࠊᮏ◊✲࡛ࡣࠊ୧᪉ࡢᑻᗘࢆ⏝࠸࡚ḟୡ௦ 㛗ࠖࠊ ࠕ⥅ᢎࠖࠊ ࠕᆅᇦຊࠖࡋࠊᑻᗘ㡯┠ࡢᖹᆒ್ ⫱ᡂព㆑ࢆໟᣓⓗㄪᰝࡍࡿࡇࢆヨࡳࡓࠋᮏ◊ ࢆᑻᗘᚓⅬࡋࡓ㸧ࠋぶࡢ㛵ಀᛶࡘ࠸࡚ࡢᣦ ✲ࡢ┠ⓗࡣࠊᏛ⏕ࡢḟୡ௦⫱ᡂព㆑ᐙ᪘せᅉ ᶆࡋ࡚ࠊẕぶࡢಙ㢗ឤᑻᗘ㸦㓇㸪 2005㸧 㸦ࡁࡻ࠺ࡔ࠸ᆅࠊぶࡢ㛵ಀᛶ㸧࠾ࡼࡧᛶูࡢ ࢆ⏝ࡋࡓࠋࡇࡢᑻᗘࡣ 7 ẁ㝵ホᐃࡢ 14 㡯┠ 㛵㐃ࡘ࠸࡚᫂ࡽࡍࡿࡇ࡛࠶ࡿࠋࡇࡢࡼ࠺ ࡽᡂࡾࠊಙ㢗ࡋ࡚࠸ࡿឤ㸦7 㡯┠㸧ಙ㢗ࡉࢀ࡚ ࡞ヨࡳࡣࠊࠕ⏕άࡢㄪࠖࢆព㆑ࡍࡿᑗ᮶ ࠸ࡿឤ㸦7 㡯┠㸧ࡘ࠸࡚ᚓⅬࡉࢀࡿ㸦ᑻᗘᚓ ᒎᮃࡢᶍ⣴ࠊ≉ࠊࠕ⏕άࠖࡢ㡿ᇦ㛵ࡍࡿᶍ⣴ Ⅼࡣᑻᗘ㡯┠ࡢྜィ್ࢆ⏝ࡋࡓ㸧ࠋ∗ぶࡘ࠸ ࡢ⌮ゎᨭ㈨ࡍࡿᮇᚅ࡛ࡁࡿࠋ ࡚ࡶྠᵝࡢ㉁ၥࢆᐇࡋࡓࠋࡇࢀࡽࡢᑻᗘࡣ࠸ࡎ ࢀࡶࠊ㧗ᚓⅬྛᴫᛕࡢ⛬ᗘࡢ㧗ࡉࢆ♧ࡍࡶࡢ 㸰㸬᪉ἲ ᑐ㇟㸸 㛵ᮾ࠾ࡼࡧ㏆㑹ࡢᅜ❧Ꮫ 1 ᰯ⚾❧ Ꮫ 4 ᰯࡢ 1㹼4 ᖺ⏕ࢆㄪᰝᑐ㇟ࡋࠊᑻᗘ㡯┠ ࠾ࡅࡿḞᦆ್ࡢ࡞࠸ 418 ྡ㸦⏨Ꮚ 220 ྡࠊዪ Ꮚ 196 ྡࠊ᫂ 2 ྡࠊᖹᆒᖺ㱋 19.47㸦±1.38㸧 ṓ㸧ࡢࢹ࣮ࢱࢆศᯒᑐ㇟ࡋࡓࠋᏛ⏕ࡢᑓᨷ࣭ᑓ 㛛ᛶ࠾ࡅࡿ೫ࡾࢆᴟຊ㝖ࡍࡿࡓࡵࠊከᵝ࡞㡿 ᇦࢆ⥙⨶ࡍࡿࡼ࠺ヨࡳࡓ㸦་Ꮫࠊ┳ㆤ࣭ಖᏛࠊ ⏕⛉Ꮫࠊ⌮ᏛࠊᕤᏛࠊ♫Ꮫࠊ⤒ႠᏛࠊ⤒῭Ꮫࠊ ၟᏛࠊἲᚊᏛࠊᨻᏛࠊᅜ㝿㛵ಀᏛࠊᚰ⌮Ꮫࠊᩍ ⫱ᏛࠊᩥᏛࠊእᅜㄒᏛࠊࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥᏛ㸧ࠋ ㄪᰝᮇ㛫㸸 2013 ᖺ 6 ᭶ࠥ10 ᭶↓グྡᘧࡢ ㉁ၥ⣬ㄪᰝࢆᐇࡋࡓࠋ ㄪᰝ⏝⣬㸸 ࣇ࢙ࢫࢩ࣮ࢺ࡛ᖺ㱋ࠊᏛᖺࠊᛶ ูࠊᐙ᪘ᵓᡂࡘ࠸࡚㉁ၥࡋࡓࠋḟୡ௦⫱ᡂព㆑ ࡛࠶ࡗࡓࠋ ศᯒ᪉ἲ㸸 ẕぶ∗ぶࡢಙ㢗ឤᑻᗘᚓⅬࡢ z ᚓⅬࢆ⏝࠸࡚ࢡࣛࢫࢱศᯒ 㸦Ward ἲ㸧ࢆ⾜࠸ 㸦ὀ㸯㸧 ࠊಙ㢗ឤࣃࢱ࣮ࣥࢆᢳฟࡋࡓࠋಙ㢗ឤࣃࢱ࣮ ࣥࠊᛶูࠊࡁࡻ࠺ࡔ࠸ᆅ㸦ᖺୗࡁࡻ࠺ࡔ࠸ࡢ᭷ ↓㸧ࢆ⊂❧ኚᩘࠊ㣴ㆤᛶᑻᗘḟୡ௦⫱ᡂຊᑻᗘ ࡢୗᑻᗘᚓⅬࢆᚑᒓኚᩘࡍࡿ 3 せᅉศᩓศ ᯒࢆヨࡳࡓ㸦ศᯒࡣࠊIBM SPSS Statistics 22 ࢆ⏝㸧 ࠋ ⌮ⓗ㓄៖㸸 ๓ᮏ◊✲ࡢෆᐜࡘ࠸࡚ᩥ ᭩࡛ㄝ᫂ࡋࠊ༠ຊࡢᢎㅙࡀᚓࡽࢀࡓ⪅ୖグࡢ㉁ ၥ⣬ࡢグධࢆ౫㢗ࡋࡓࠋ㉁ၥ⣬ࡢᅇ⟅ᥦฟ ࢆࡶࡗ࡚ᮏ◊✲ࡢ༠ຊࡢྠពࡳ࡞ࡋࡓࠋᮏ◊ ✲㛵ࡋ࡚ࡣࠊⴭ⪅ࡢᡤᒓᶵ㛵ࡢ◊✲⌮ጤဨ ࡢᢎㄆࢆᚓࡓࠋ ࡢᣦᶆࡋ࡚ࠊ㣴ㆤᛶᑻᗘᚓⅬḟୡ௦⫱ᡂຊᑻ ᗘᚓⅬࢆ⏝࠸ࡓࠋ㣴ㆤᛶᑻᗘࡣ 6 ẁ㝵ホᐃࡢ 25 㡯┠ࡽᵓᡂࡉࢀࠊ ࠕᗂ࠸Ꮚࡶᑐࡍࡿඹឤᛶࠖ 㸦9 㡯┠㸧ࠊ ࠕᗂ࠸Ꮚࡶᑐࡍࡿᢏ⬟ࡢㄆ▱ࠖ 㸦7 㡯┠㸧ࠊࠕぶࡢ‽ഛᛶࠖ㸦4 㡯┠㸧ࠊࠕᏊࡶࡢ㠀 㸱. ⤖ᯝ 㸱㸬㸯 ྛᑻᗘᚓⅬࡘ࠸࡚ 㣴ㆤᛶᑻᗘࠊḟୡ௦⫱ᡂຊᑻᗘࠊぶࡢಙ㢗 6 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ឤᑻᗘࡢྛୗᑻᗘᚓⅬ㛫ࡢ┦㛵㛵ಀࡘ࠸࡚ࠊ ࡃࠊෆⓗ୍㈏ᛶࡀ☜ಖࡉࢀ࡚࠸ࡓࠋྛᑻᗘᚓⅬ ࠕ∗ぶࡢ⿕ಙ㢗ឤࠖࠕཷᐜᛶࠖ 㸦r=.09㸪p=.07㸧 ࡢᛶᕪࡘ࠸᳨࡚ウ㸦t ᳨ᐃ㸧ࡋࡓ⤖ᯝࠊ᭷ព ࡛ṇࡢ᭷ពഴྥࡀㄆࡵࡽࢀࡓࡀࠊࡑࡢࡢ⤌ࡳ ᕪࡣࠕẕぶࡢ⿕ಙ㢗ឤࠖ 㸦p<.05㸧ࠊࠕẕぶࡢ ྜࢃࡏࡣ࡚᭷ព࡛࠶ࡗࡓ㸦r=.12ࠥ.83㸪p<.05㸪 ಙ㢗ឤࠖ 㸦p<.001㸧ࠊ ࠕඹឤᛶࠖ 㸦p<.001㸧ࠊ ࠕ‽ഛ p<.01㸪 p<.001㸧ࠋྛᑻᗘࡢಙ㢗ᛶಀᩘ㸦ǂ ಀᩘ㸧 ᛶࠖ 㸦p<.05㸧ࠊࠕㄌ⏕⫯ᐃࠖ 㸦p<.001㸧ࠊࠕ⮬ᕫᡂ ᛶูᖹᆒᚓⅬ㸦SD㸧ࢆ⾲ 1 ♧ࡋࡓࠋ࠸ࡎࢀ 㛗ࠖ 㸦p<.001㸧࠾࠸࡚ぢࡽࢀࡓࠋ࠸ࡎࢀࡶࠊ ࡢᑻᗘ࠾࠸࡚ࡶ ǂ ಀᩘࡣ.80 ௨ୖ༑ศ㧗 ዪᏊࡀ᭷ព㧗ᚓⅬ࡛࠶ࡗࡓࠋ 㸱㸬㸰 ᖺୗࡁࡻ࠺ࡔ࠸ࡢ᭷↓ಙ㢗ឤࣃࢱ࣮ࣥ 㔜ẚ㍑㸦Tukey ἲ㸧ࡢ⤖ᯝࠊࢡࣛࢫࢱ 1 ࡽ 4 ࡢ ᖺୗࡁࡻ࠺ࡔ࠸ࢆ᭷ࡍࡿᑐ㇟⪅ࡣ 235 ྡ㸦 㡰ᚓⅬࡀపୗࡍࡿഴྥࡀㄆࡵࡽࢀࡓࠋ᭦ࠊᅗ యࡢ 56.49%㸧࡛࠶ࡾࠊ⏨ዪูࡢ㞟ィ⤖ᯝ㸦ࢡࣟ 1 ࠾ࡅࡿ➨ 3 ࢡࣛࢫࢱ➨ 4 ࢡࣛࢫࢱࡣࠊ∗⿕ ࢫ⾲㸧ࢆ⾲ 2 ♧ࡋࡓࠋȮ2 ᳨ᐃ࠾࠸࡚᭷ពᛶ ಙ㢗ឤ࣭ಙ㢗ឤᚓⅬࡢ㧗పࡼࡗ࡚≉ᚩࡅࡽࢀ ࡣㄆࡵࡽࢀࡎ㸦Ȯ2(1)=2.69, n.s.㸧ࠊྛࢭࣝࡢேᩘ ࡚࠸ࡓࠋࡑࡇ࡛ࠊ➨ 1 ࢡࣛࢫࢱ㸦n=162ࠊ⏨Ꮚ 68 ೫ࡾࡣ࡞ࡗࡓࠋ ྡࠊዪᏊ 93 ྡࠊ᫂ 1 ྡ㸧ࢆ㧗ಙ㢗⩌ࠊ➨ 2 ࢡ ẕぶ࠾ࡼࡧ∗ぶࡢಙ㢗ឤᑻᗘᚓⅬࡢ z ᚓⅬࢆ ࣛࢫࢱ㸦n=91ࠊ⏨Ꮚ 53 ྡࠊዪᏊ 38 ྡ㸧ࢆ୰ಙ ⏝࠸࡚ࢡࣛࢫࢱศᯒࢆ࠾ࡇ࡞ࡗࡓ⤖ᯝࠊゎ㔘ྍ⬟ 㢗⩌ࠊ➨ 3 ࢡࣛࢫࢱ㸦n=130ࠊ⏨Ꮚ 80 ྡࠊዪᏊ ࡞ 4 ࡘࡢࢡࣛࢫࢱࡀᚓࡽࢀࡓ㸦ᅗ 1㸧 ࠋྛࢡࣛࢫࢱ 50 ྡ㸧ࢆపಙ㢗⩌ࠊ➨ 4 ࢡࣛࢫࢱ㸦n=35ࠊ⏨Ꮚ ࢆ⊂❧ኚᩘࠊぶࡢಙ㢗ឤᑻᗘࡢྛᚓⅬࢆᚑᒓኚ 19 ྡࠊዪᏊ 15 ྡࠊ᫂ 1 ྡ㸧ࢆ∗పಙ㢗⩌ ᩘࡍࡿ୍ඖ㓄⨨ศᩓศᯒࡢ⤖ᯝࢆ⾲ 3 ♧ࡋࡓࠋ ྡࡋࡓࠋྛࢡࣛࢫࢱࢆぶࡢಙ㢗ឤࣃࢱ࣮ࣥࡋ ࡍ࡚ࡢಙ㢗ឤᑻᗘᚓⅬ࡛᭷ពᛶࡀ☜ㄆࡉࢀࠊከ ࡓࠋ ݢஜ௷ ‒܇ڭҾܖٻ≝ ‒࠳ܯဃ↝ഏɭˊᏋॖᜤ↗↝᧙ᡲᙲ׆ 7 㸱㸬㸱 せᅉศᩓศᯒ⤖ᯝ ᅗ 2 ♧ࡋࡓࠋ⏨Ꮚ࡛ࡣࠊᖺୗࡁࡻ࠺ࡔ࠸᭷⩌ࡀ ᛶูࠊᖺୗࡁࡻ࠺ࡔ࠸ࡢ᭷↓ࠊಙ㢗ឤࣃࢱ࣮ࣥ ᭷ព㧗࠸್ࢆ♧ࡋࡓࠋࠕㄌ⏕⫯ᐃࠖࠕ⥅ᢎࠖ ࢆ⊂❧ኚᩘࡍࡿ 3 せᅉศᩓศᯒࡢ⤖ᯝࢆ⾲ 4 ࡛ࡣࠊᖺୗࡁࡻ࠺ࡔ࠸↓⩌࡛ዪᏊࡀ᭷ព㧗ᚓⅬ ♧ࡋࡓࠋ2 ḟࡢస⏝ࡣㄆࡵࡽࢀ࡞ࡗࡓࡀࠊ ࡛࠶ࡗࡓࠋࡲࡓࠊᛶูಙ㢗ឤࣃࢱ࣮ࣥ㛵ࡍࡿ 1 ḟࡢస⏝㸦ᛶู×ᖺୗࡁࡻ࠺ࡔ࠸ࡢ᭷↓㸧 1 ḟࡢస⏝ࡣࠕ‽ഛᛶࠖ 㸦F(3,400)=3.27, p<.05㸧 ࡣࠕㄌ⏕⫯ᐃࠖ㸦 F(1,400)=8.42, p<.01㸧㸪ࠕ⥅ᢎࠖ ࠕㄌ⏕⫯ᐃࠖ 㸦F(3,400)=3.18, p<.05㸧࠾࠸࡚ㄆ 㸦F(1,400)=7.95㸪 p<.01㸧ࠊ ࠕᆅᇦຊࠖ 㸦F(1,400)=4.74㸪 ࡵࡽࢀࡓ㸦⾲ 4㸧ࠋ༢⣧ຠᯝࡢ᳨ᐃࡢ⤖ᯝࠊ࠾ p<.05㸧࡛ぢࡽࢀࡓࠋ༢⣧ຠᯝࡢ᳨ᐃࡢ⤖ᯝࢆ ࡼࡧࠊಙ㢗ឤࣃࢱ࣮ࣥ㛵ࡍࡿከ㔜ẚ㍑ 8 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ 㸦Bonferroni ࡢㄪᩚ㸧ࡢ⤖ᯝࢆᅗ 3 ♧ࡋࡓࠋ 㢗⩌ࠊ࠾ࡼࡧࠊࠕㄌ⏕⫯ᐃࠖࡢ㧗ಙ㢗⩌ࠊపಙ㢗 ⏨Ꮚࡢࠕ‽ഛᛶ࡛ࠖࡣ㧗ಙ㢗⩌୰ಙ㢗⩌ࡀࠊప ⩌ࠊ∗పಙ㢗⩌࠾࠸࡚ㄆࡵࡽࢀࠊ࠸ࡎࢀࡶዪᏊ ಙ㢗⩌ࡸ∗పಙ㢗⩌ࡼࡾࡶ᭷ព㧗ᚓⅬ࡛࠶ࡗ ࡀ᭷ព㧗ᚓⅬ࡛࠶ࡗࡓࠋᛶูࡢຠᯝࡣࠕඹឤ ࡓ㸦p<.05㸧ࠋ࡞࠾ࠊ㧗ಙ㢗⩌୰ಙ㢗⩌ࡢ㛫ࠊ࠾ ᛶࠖࠊࠕㄌ⏕⫯ᐃࠖࠊࠕ⮬ᕫᡂ㛗ࠖ࠾࠸࡚ぢࡽࢀࠊ ࡼࡧࠊపಙ㢗⩌∗పಙ㢗⩌ࡢ㛫ࡣ᭷ពᕪࡣぢ ዪᏊࡀ᭷ព㧗ᚓⅬ࡛࠶ࡗࡓ㸦⾲ 4㸧ࠋᖺୗࡁࡻ ࡽࢀ࡞ࡗࡓࠋ⏨Ꮚࡢࠕㄌ⏕⫯ᐃࠖ࠾࠸࡚ࡶᴫ ࠺ࡔ࠸ࡢ᭷↓ࡢຠᯝࡣࠕඹឤᛶࠖࠕᢏ⬟ࠖ ࡡྠᵝࡢഴྥࡀぢࡽࢀࡓࡀࠊ୰ಙ㢗⩌∗పಙ㢗 ࠾࠸࡚ㄆࡵࡽࢀࠊ᭷⩌ࡀ᭷ព㧗ࡗࡓ㸦⾲ 4㸧 ࠋ ⩌ࡢ㛫ࡣ᭷ពᕪࡣㄆࡵࡽࢀ࡞ࡗࡓࠋዪᏊࡣ ࡲࡓࠊಙ㢗ឤࣃࢱ࣮ࣥࡢຠᯝࡣ࡚ࡢୗᑻᗘ ࡕࡽࡶ㧗ಙ㢗⩌ࡀ࡚ࡢ⩌ࡼࡾ᭷ព㧗࠸ഴྥ ࠾࠸࡚ぢࡽࢀࠊ㧗ಙ㢗⩌ࡸ୰ಙ㢗⩌ࡀࡢ⩌ࡼ ࢆ♧ࡋࡓ㸦p<.05㸧ࠋ⏨ዪᕪࡣࠊࠕ‽ഛᛶࠖࡢపಙ ࡾ㧗࠸ഴྥࡀぢࡽࢀࡓ㸦⾲ 4㸧ࠋ ݢஜ௷ ‒܇ڭҾܖٻ≝ ‒࠳ܯဃ↝ഏɭˊᏋॖᜤ↗↝᧙ᡲᙲ׆ 㸲. ⪃ᐹ 9 ⩏ࢆぢฟࡍែᗘࡀ㛵㐃ࡍࡿ㸦㡯┠㸸⚾ࡣࠊᏊ ࡶࡢ㛵ಀࢆసࡿࡇࢆ㏻ࡋ࡚ே㛫ⓗᡂ㛗ࡍ ᮏ◊✲ࡢ┠ⓗࡣࠊᏛ⏕ࡢḟୡ௦⫱ᡂព㆑ᐙ ᪘せᅉࠊ࠾ࡼࡧࠊᛶูࡢ㛵㐃ࢆ᫂ࡽࡍࡿࡇ ࡛࠶ࡗࡓࠋḟୡ௦⫱ᡂព㆑ࡢᣦᶆࡋ࡚㣴ㆤᛶᑻ ᗘḟୡ௦⫱ᡂຊᑻᗘࢆ⏝࠸ࠊᐙ᪘せᅉࡋ࡚ᖺ ୗࡁࡻ࠺ࡔ࠸ࡢ᭷↓ぶࡢಙ㢗ឤࣃࢱ࣮ࣥࢆ ᢅࡗࡓࠋྛୗᑻᗘᚓⅬ㛫࡛᭷ព࠾ࡼࡧ᭷ពഴྥ ࡢṇࡢ┦㛵㛵ಀࡀㄆࡵࡽࢀࠊᮏ◊✲࡛ᢅ࠺ኚᩘ㛫 ࡢ㛵㐃ᛶࡀ♧ࡉࢀࡓࠋ」ᩘࡢኚᩘ㸦せᅉ㸧㛫ࡢ㛵 㐃ᛶࡣࠊ3 せᅉศᩓศᯒࡼࡗ࡚᫂ࡽࡉࢀࡓࠋ ࡼࡗ࡚ࠊࡇࡢヲ⣽ࡘ࠸࡚⪃ᐹࢆヨࡳࡓࠋ ࡿࡔࢁ࠺㸧ࠋࡇࡢࡼ࠺࡞㡿ᇦ࡛ዪᏊࡀ㧗ᚓⅬࢆ♧ ࡋࡓᮏ◊✲ࡢ⤖ᯝࡣࠊඛ⾜◊✲㸦ᴈ⃝㸪2012㸧࡛ ࡢሗ࿌ྜ⮴ࡍࡿࡶࡢ࡛࠶ࡗࡓࠋዪᏊࡢ㧗ᚓⅬࡢ せᅉࡢࡦࡘ♫ⓗ࡞ᛶᙺࡢᙳ㡪ࡀ⪃࠼ࡽ ࢀࡓࠋࡍ࡞ࢃࡕࠊ᪥ᮏ♫Ꮡᅾࡍࡿࠕẕᛶ⚄ヰࠖ 㸦᪥ྥ㸪1991㸧⛠ࡉࢀࡿฟ⏘ࡸᏊ⫱࡚ࡢ㈐௵ ࡸᙺࡀዪᛶ㐣ᗘᮇᚅࡉࢀࡿ㢼₻ࡀࠊዪᏊ Ꮫ⏕ࡢḟୡ௦⫱ᡂព㆑㸦≉ࠊᏊࡶࡢඹឤ࣭ 㛵ᚰࠊ᪂ࡋ࠸⏕ࢆ⏕ࡳฟࡍࡇࡢ⫯ᐃⓗែᗘࠊ Ꮚ⫱࡚࠾ࡅࡿ⮬㌟ࡢᡂ㛗ᮇᚅ࠸࠺㡿ᇦ㸧ࢆ㧗 ࡵ࡚࠸ࡿ᥎ ࡉࢀࡓࠋࡲࡓࠊ㟷ᖺᮇ࠶ࡿዪᏊ 㸲㸬 ḟୡ௦⫱ᡂព㆑ᛶูࡢ㛵㐃ᛶ ࠕඹឤᛶࠖࠊ ࠕ‽ഛᛶࠖࠊ ࠕㄌ⏕⫯ᐃࠖࠊ ࠕ⮬ᕫᡂ㛗ࠖ ࠾࠸࡚ዪᏊࡢ᭷ព࡞㧗ᚓⅬࡀㄆࡵࡽࢀࡓࡀ㸦⾲ 1㸧ࠊࡢせᅉࢆᢞධࡋࡓ 3 せᅉศᩓศᯒࡢ⤖ᯝ ࡽࡣࠊୖグ 4 㡿ᇦࡢ࠺ࡕࠕ‽ഛᛶࠖࢆ㝖ࡃ 3 㡿ᇦ ࠾࠸࡚ᛶูࡢຠᯝ㸦ዪᏊࡢ㧗ᚓⅬ㸧ࡀㄆࡵࡽ ࢀࡓ㸦⾲ 4㸧ࠋ ࠕඹឤᛶࠖࡣᏊࡶᑐࡍࡿඹឤࡸ 㛵ᚰ㛵㐃ࡋ㸦㡯┠㸸ᗂ࠸ᏊࡶࡀἽ࠸࡚࠸ࡿ ఱࡋ࡚࠶ࡆࡓ࠸ᛮ࠺㸧ࠊࠕㄌ⏕⫯ᐃࠖࡣ Ꮚࡶࡢㄌ⏕ᑐࡍࡿ⫯ᐃⓗ࡞ែᗘ㛵ࡍࡿ㸦㡯 ┠㸸⚾ࡣࠊᏊࡶࡢㄌ⏕ࢆ⪃࠼ࡓࡔࡅ࡛ᖾࡏ࡞ Ẽศ࡞ࡿ㸧ࠋࡲࡓࠊࠕ⮬ᕫᡂ㛗ࠖࡣᏊࡶࡢ㣴 ⫱㐣⛬࠾ࡅࡿ⮬㌟ࡢᡂ㛗ࡢᮇᚅࡸ㣴⫱ព Ꮫ⏕ࡣࠊ⮬㌟ࡢࣛࣇࢧࢡࣝ࠾ࡅࡿฟ⏘ࡸ Ꮚ⫱࡚ࢆ㏆࠸ᑗ᮶ࡢฟ᮶ࡋ࡚⌧ᐇⓗᤊ࠼ ࡚࠸ࡿྍ⬟ᛶࡶ⪃࠼ࡽࢀࠊࡇࡢⅬࡶࡇࢀࡽࡢ㡿ᇦ 㛵ࡍࡿḟୡ௦⫱ᡂព㆑ࢆάᛶࡉࡏࡿせᅉ ࡋ࡚⪃࠼ࡽࢀࡓࠋ ࡋࡋ࡞ࡀࡽࠊࡑࢀ௨እࡢ㡿ᇦ࡛ࡣ᭷ព࡞ᛶᕪ ࡀㄆࡵࡽࢀ࡞࠸࠸࠺ὀ┠ࡍࡁ⤖ᯝࡀᚓࡽࢀ ࡓࠋࡇࡢ⤖ᯝࡣࠊ⏨ᏊᏛ⏕࠾࠸࡚ࡶዪᏊྠ ⛬ᗘࡢḟୡ௦⫱ᡂព㆑ࢆ᭷ࡋ࡚࠸ࡿࡇࢆ♧၀ ࡋ࡚࠸ࡓࠋࠕ⏕άࡢㄪࠖࢆ᥎㐍ࡍࡃὶ ᕸࡋ࡚࠸ࡿࠕࢡ࣓ࣥࠖ⛠ࡉࢀࡿࡼ࠺࡞ࠊ⫱ඣ ᑐࡍࡿ✚ᴟⓗែᗘࢆ᭷ࡍࡿ⏨ᛶࡀ㧗ࡃホ౯ࡉ ࢀࡿࡢ㢼₻ࡀᙳ㡪ࢆཬࡰࡋ࡚࠸ࡿྍ⬟ᛶࡀ 10 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ⪃࠼ࡽࢀࡓࠋ♫ࡢ㢼₻ࡀ⏨ዪ᪉ࡢḟୡ௦⫱ᡂ ࠺ࡕࠊㄌ⏕ࡢ⫯ᐃⓗែᗘࠊ⥅ᢎࡢព㆑ࠊࢥ࣑ࣗ ព㆑స⏝ࡋ࡚࠸ࡿࡇࡀ♧၀ࡉࢀࡓࠋ ࢽࢸឤぬ࠸࠺㡿ᇦࢆάᛶࡍࡿ⪃࠼ࡽࢀࠊ ⏨Ꮚ࠾ࡅࡿ㣴⫱య㦂ࡢຠᯝࡀ♧၀ࡉࢀࡓࠋ 㸲㸬㸰 ḟୡ௦⫱ᡂព㆑ᐙ᪘せᅉ㸦ᖺୗࡁࡻ࠺ࡔ ࠸ࡢ᭷↓㸧ࡢ㛵㐃ᛶ ᖺୗࡁࡻ࠺ࡔ࠸ࢆ᭷ࡍࡿ⩌ࡣࠊ᪥ᖖⓗᖺᑡࡢ 㸲㸬 㸱 ḟୡ௦⫱ᡂព㆑ᐙ᪘せᅉ㸦ぶࡢಙ㢗ឤ㸧 ࡢ㛵㐃ᛶ Ꮚࡶࡢୡヰࢆࡋࡓ⤒㦂ࢆ᭷ࡍࡿ⩌ᤊ࠼ࡽࢀ ぶࡢಙ㢗ឤࣃࢱ࣮ࣥࡢຠᯝࡣ࡚ࡢୗ ࡓࠋࡇࡢ⩌ࡀ᭷ព㧗ᚓⅬࢆ♧ࡍഴྥࡣࠊࠕඹឤ ᑻᗘ࠾࠸࡚ㄆࡵࡽࢀ㸦⾲ 4㸧ࠊ㧗࠸ಙ㢗ឤ㧗 ᛶࠖࠕᢏ⬟࡛ࠖㄆࡵࡽࢀࡓ㸦⾲ 4㸧ࠋࠕඹឤᛶࠖ ࠸ḟୡ௦⫱ᡂព㆑ࡢ㛵㐃ࢆ♧ࡋ࡚࠸ࡓࠋࡢせ ࡣୖグࡢ࠾ࡾࠊᏊࡶࡢඹឤ࣭㛵ᚰ㛵㐃ࡋࠊ ᅉࡣ␗࡞ࡾࠊࡇࡢせᅉ࡛ࡣࠕཷᐜᛶࠖࡘ࠸࡚ ࠕᢏ⬟ࠖࡣᏊࡶᑐࡍࡿࢫ࢟ࣝࡢ⮬ಙ㛵ࡍࡿ ࡶࠊࡑࡢ᭷ពᛶࡀ☜ㄆࡉࢀࡓࠋࠕཷᐜᛶࠖࡣᏊ 㸦㡯┠㸸ᗂ࠸Ꮚࡶࡀࡄࡎࡗ࡚࠸ࡿࠊ࠺ࡲࡃ ࡶᑐࡍࡿ⫯ᐃⓗឤࡀ㛵㐃ࡍࡿࠋඖࡢᑻᗘ࡛ࡣ ࡞ࡔࡵࡿࡇࡀ࡛ࡁࡿ㸧ࠋᖺୗࡁࡻ࠺ࡔ࠸ࡢᖺ ࠕ㠀ཷᐜᛶࠖ㸦Ꮚࡶᑐࡍࡿྰᐃⓗឤࡀ㛵㐃 㱋ᕪࡼࡗ࡚ࠊୡヰࡢෆᐜࡸ⛬ᗘࡣ␗࡞ࡿ࡛࠶ࢁ ࡋࠊࠕᑠࡉ࠸Ꮚࡶࢆぢ࡚ࡶูࢃ࠸࠸ឤࡌ ࠺ࡀࠊ⮬ศࡼࡾࡶᗂ࠸Ꮚࡶࡢᑐᛂࡸ㓄៖ࢆ᪥ ࡞࠸ࠖ࠸ࡗࡓ㡯┠ࢆྵࡴ㸧ࡋ࡚ᢅࢃࢀࡿࡀࠊ ᖖⓗయ㦂ࡋࡓ࠸࠺Ⅼ╔┠ࡍࢀࡤࠊࡇࡢࡼ࠺ ᮏ◊✲࡛ࡣ㡯┠ᚓⅬࢆ㌿ࡉࡏ࡚ࠕཷᐜᛶࠖࡋ ࡞⤒㦂ࢆ᭷ࡍࡿࡇ࡛ࠊᏊࡶࡢඹឤ࣭㛵ᚰࡸ ࡚ฎ⌮ࡋࡓࠋᮏ◊✲࡛ᢅࡗࡓࡢせᅉ␗࡞ࡾࠊ Ꮚࡶᑐࡍࡿᢏ⬟ࡢ⮬ಙࡀಁ㐍ࡉࢀࡿ⪃࠼ ぶࡢಙ㢗ឤࣃࢱ࣮ࣥࡣࠊḟୡ௦⫱ᡂព㆑ࡢ࡚ ࡽࢀࡓࠋࡲࡓࠊᖺୗࡁࡻ࠺ࡔ࠸ࡢୡヰࢆࡍࡿࡇ ࡢ㡿ᇦᙳ㡪ࢆཬࡰࡋ࡚࠸ࡓࠋࡇࡢഴྥࡣࠊ࠶ࡽ ࡢ࿘ᅖࡢᮇᚅࠊࡑࢀᑐࡍࡿ㈐௵ឤ➼ࡢᙺ ࡺࡿ㡿ᇦ࠾࠸࡚ࠊぶࡢಙ㢗ឤࡢపࡉࡀḟୡ௦ ព㆑ࡶࡇࢀࡽࡢഴྥ㛵ࡋ࡚࠸ࡿྍ⬟ᛶࡀ⪃ ⫱ᡂព㆑ࡢపࡉ㛵㐃ࡍࡿࡇࢆ♧ࡋ࡚࠾ࡾࠊぶ ࠼ࡽࢀࡓࠋ Ꮚࡢ㛵ಀᛶ࠾ࡅࡿṇ㈇ࡢୡ௦㛫㐃㙐ࢆ♧၀ ᛶูࡢస⏝ࡣࠕㄌ⏕⫯ᐃࠖࠊࠕ⥅ᢎࠖࠊ ࠕᆅᇦຊ࡛ࠖぢࡽࢀࡓ㸦⾲ 4㸧ࠋࠕㄌ⏕⫯ᐃࠖࡣ ࡍࡿࡶࡢ࡛࠶ࡗࡓࠋ ᛶูࡢస⏝ࡣࠕ‽ഛᛶࠖࠕㄌ⏕⫯ᐃࠖ ୖグࡢ࠾ࡾࠊᏊࡶࡢㄌ⏕ᑐࡍࡿ⫯ᐃⓗ࡞ែ ࡛ぢࡽࢀࡓ㸦⾲ 4㸧ࠋ ࠕ‽ഛᛶࠖࡣᑗ᮶ぶ࡞ࡗ࡚ ᗘ㛵㐃ࡍࡿࠋࠕ⥅ᢎࠖࡣࠊୖࡢୡ௦ࡽཷࡅ⥅ Ꮚࡶࢆ⫱࡚ࡼ࠺ࡍࡿᵓ࠼ࡀ㛵㐃ࡍࡿࡀ㸦㡯┠ ࡂḟࡢୡ௦ఏ࠼ࡿࡁษ࡞≀ࡢㄆ㆑ 㸸⮬ศࡣᑗ᮶ᡃࡀᏊះࢃࢀࡿぶ࡞ࢀࡑ࠺࡞ 㛵㐃ࡋ㸦㡯┠㸸⚾ࡣࠊᏊࡶឡࢆఏ࠼ࡿ᪉ Ẽࡀࡍࡿ㸧ࠊぶ࡞ࡿ‽ഛᛶࡸᏊࡶࡢㄌ⏕ᑐ ἲࢆୖࡢୡ௦ࡽᩍࢃࡗࡓ㸧ࠊࠕᆅᇦຊࠖࡣ⮬㌟ ࡍࡿ⫯ᐃⓗែᗘ࠸࠺㡿ᇦ࠾࠸࡚ࡣࠊ⏨ዪࡶ ࡢ⏕άᅪ㸦ࢥ࣑ࣗࢽࢸ㸧ࢆᏊࡶࡢࡓࡵᨵၿ 㧗࠸ಙ㢗ឤࣃࢱ࣮ࣥࡢ⪅ࡀప࠸ಙ㢗ឤࣃࢱ࣮ࣥ ࡍࡿࡇࡢ㛵ᚰࡸࠊᏊ⫱࡚࠾ࡅࡿࢥ࣑ࣗࢽࢸ ࡢ⪅ࡼࡾ㧗࠸ᚓⅬࢆ♧ࡍഴྥࡀㄆࡵࡽࢀࡓ㸦ᅗ 3㸧 ࠋ ࡛ࡢຓࡅྜ࠸ᑐࡍࡿ✚ᴟⓗ࡞ែᗘ㛵㐃ࡍ ࡲࡓࠊዪᏊࡢ᭷ព࡞㧗ᚓⅬࡣࠕ‽ഛᛶࠖࡢపಙ㢗 ࡿ㸦㡯┠㸸⚾ࡣࠊᏊࡶࡀẼ࡞ࡗࡓࡁࠊ ⩌ࠊ࠾ࡼࡧࠊࠕㄌ⏕⫯ᐃࠖࡢ୰ಙ㢗⩌௨እࡢ⩌ ㏆ᡤࡢேຓࡅࢆồࡵࡿࡔࢁ࠺㸧ࠋᅗ 2 ♧ࡉࢀ ࠾࠸࡚ㄆࡵࡽࢀࡓ㸦ᅗ 3㸧ࠋࡑࡢ୰࡛ࡶࠊప࠸ಙ ࡓ࠾ࡾࠊዪᏊ࠾࠸࡚ࡣᖺୗࡁࡻ࠺ࡔ࠸ࡢ᭷↓ 㢗ឤࣃࢱ࣮ࣥ࠾࠸࡚ዪᏊࡀ⏨Ꮚࡼࡾ᭷ព㧗 ࡣᚓⅬᙳ㡪ࢆ࠼࡚࠸࡞࠸ࡀࠊ⏨Ꮚ࡛ࡣ㢧ⴭ࡞ ᚓⅬࢆ♧ࡍഴྥࡣࠊዪᏊࡢ♧ࡍࣞࢪ࢚ࣜࣥࢫ㸦 ᙳ㡪ࢆ࠼࡚࠸ࡓࠋࡍ࡞ࢃࡕࠊᖺᑡࡢᏊࡶࡢୡ ࡞≧ἣ࠾࠸࡚ࡶ⪏ᛶࢆⓎࡍࡿᛶ㉁㸧ࢆ♧၀ ヰࡢ⤒㦂ࡸࠊඛ㏙ࡓࡼ࠺࡞ࠊࡇࢀ㝶ࡍࡿ ࡍࡿࡶࡢ࡛࠶ࡗࡓࠋ ㈐௵ឤ➼ࡢᙺព㆑ࡣࠊ⏨Ꮚࡢḟୡ௦⫱ᡂព㆑ࡢ ݢஜ௷ ‒܇ڭҾܖٻ≝ ‒࠳ܯဃ↝ഏɭˊᏋॖᜤ↗↝᧙ᡲᙲ׆ 㸲㸬㸲 ࡲࡵ 11 ࡿⰋዲ࡞㒊ศࡸᙉࡳ㸦ࢫࢺࣞࣥࢢࢫ㸧ὀ┠ࡋࠊ ᮏ◊✲ࡢ┠ⓗࡣᏛ⏕ࡢḟୡ௦⫱ᡂព㆑ᐙ ࡑࡢ㒊ศࢆᙉࡋ࡚࠸ࡃ࠸࠺ࢫࢺࣞࣥࢢࢫど ᪘せᅉ࠾ࡼࡧᛶูࡢ㛵㐃ࡘ࠸࡚᫂ࡽࡍࡿ Ⅼ㸦strengths perspective㸧ᇶ࡙ࡃࡣࡓࡽࡁ ࡇ࡛࠶ࡾࠊࡢ㢼₻࡛࠶ࡿࠕ⏕άࡢㄪ ࡅࡢ↔Ⅼࢆ♧၀ࡍࡿࡶࡢ࡛࠶ࡗࡓࠋ ࠖࡢࠕ⏕άࠖࡢ㡿ᇦ㛵ࡍࡿᑗ᮶ࡢᶍ⣴ࡢ⌮ゎ ᭦ࠊࡁࡻ࠺ࡔ࠸ᆅ㛵ࡋ࡚ࡣࠊᖺୗࡁࡻ࠺ ᨭ㈨ࡍࡿ▱ぢࢆぢฟࡍࡇࢆ┠ᣦࡋ࡚࠸ ࡔ࠸ࡢ᭷↓ࡀᙳ㡪ࢆ࠼࡚࠸࡞࠸㡿ᇦࡶ࠶ࢀࡤ ࡓࠋᮏ◊✲ࡽᚓࡽࢀࡓ▱ぢࢆࡲࡵࡿ௨ୗࡢ 㸦ࠕ‽ഛᛶࠖࠊࠕཷᐜᛶࠖࠊࠕ⮬ᕫᡂ㛗ࠖ㸧ࠊᛶูࡢ ࠾ࡾ࡛࠶ࡗࡓࠋ స⏝ࡀぢࡽࢀࡿ㡿ᇦࡶ࠶ࡾ㸦ࠕㄌ⏕⫯ᐃࠖࠊ ࠕ⥅ ࡲࡎࠊ୍ゝ࡛ḟୡ௦⫱ᡂព㆑࠸ࡗ࡚ࡶࠊከᵝ ᢎࠖࠊ ࠕᆅᇦຊࠖ㸧ࠊᛶู㛵ࢃࡽࡎࠊᖺୗࡁࡻ࠺ࡔ ࡞㡿ᇦࢆྵࢇ࡛࠾ࡾࠊᛶูࠊᐙ᪘せᅉࠊࡲࡓࡣࡑ ࠸ࢆ᭷ࡍࡿ᪉ࡀ㧗࠸ព㆑ࢆ♧ࡍ㡿ᇦ㸦ࠕඹឤᛶࠖ ࡢ୧᪉ࡢᙳ㡪ࢆཷࡅࡿ㡿ᇦࡶ࠶ࢀࡤࠊ୍せᅉࡢࡳ ࠕᢏ⬟ࠖ㸧ࡶㄆࡵࡽࢀࡓࠋᖺୗࡁࡻ࠺ࡔ࠸ࢆ᭷ ᙳ㡪ࢆཷࡅࡿ㡿ᇦࡶ࠶ࡾࠊ㡿ᇦࡼࡗ࡚␗࡞ࡿ ࡍࡿ⪅ࠊࡍ࡞ࢃࡕࠊᖺୗࡢᏊࡶࡢ㣴⫱య㦂ࢆ᭷ ᵝ┦ࡀぢࡽࢀࡓࠋࡋࡋࠊ࠸ࡎࢀࡢ㡿ᇦࡶᙳ㡪 ࡍࡿ⪅ࡀ㧗࠸ព㆑ࢆ♧ࡍ㡿ᇦࡀぢฟࡉࢀࡓࡇ ࢆཬࡰࡋ࡚࠸ࡓࡢࡣぶࡢಙ㢗ឤࣃࢱ࣮࡛ࣥ࠶ ࡣࠊᨭ᪉␎ࡋ࡚㣴⫱య㦂ࡸಖ⫱య㦂ࢆά⏝ࡍ ࡾࠊぶࡢಙ㢗ឤࠊࡍ࡞ࢃࡕࠊぶࡢ㛵ಀᛶࡀḟ ࡿࡇࡢ᭷ຠᛶࢆ♧၀ࡍࡿࡶࡢ࡛࠶ࡗࡓࠋ ୡ௦⫱ᡂព㆑࠼ࡿᙳ㡪ຊࢆ♧၀ࡍࡿࡶࡢ࡛ ࡲࡓࠊዪᏊ࠾ࡅࡿ≉␗࡞ഴྥࡶぢฟࡉࢀࡓࠋ ࠶ࡗࡓࠋࠕ‽ഛᛶࠖࠕㄌ⏕⫯ᐃࠖ࠾࠸࡚ࡣࠊ ࠼ࡤࠊయⓗࡣࠊぶࡢಙ㢗ឤࡀ㧗࠸᪉ࡀḟ ಙ㢗ឤࣃࢱ࣮ࣥᛶูࡢస⏝ࡀぢࡽࢀࠊ⏨ዪ ୡ௦⫱ᡂព㆑ࡶ㧗࠸ഴྥࡀ♧ࡉࢀࡓࡀࠊዪᏊ࠾ ࡛␗࡞ࡿᵝ┦ࡀぢฟࡉࢀࡓࡀࠊࡑࢀ௨እࡢ㡿ᇦ࡛ ࠸࡚ࡣࠊಙ㢗ឤࡀప࠸ሙྜ࡛ࡶ⏨Ꮚࡼࡾ㧗ᚓⅬࢆ ࡣᛶูࢆၥࢃ࡞࠸ᙳ㡪ࡀㄆࡵࡽࢀࡓࠋᗈ⠊ᅖࡢ㡿 ♧ࡍഴྥࡀ☜ㄆࡉࢀࡓ㡿ᇦࡶ࠶ࡗࡓ㸦ࠕ‽ഛᛶࠖ ᇦࡢࣥࣃࢡࢺࢆ㔜どࡍࢀࡤࠊᛶูࡸࡁࡻ࠺ࡔ ࠕㄌ⏕⫯ᐃࠖ 㸧ࠋྠᵝࠊዪᏊ࠾࠸࡚ࡣࠊᖺୗ ࠸ᆅࢆୖᅇࡿせᅉ࡛࠶ࡿࡶᤊ࠼ࡽࢀࡓࠋࡲࡓࠊ ࡁࡻ࠺ࡔ࠸ࡀ࠸࡞࠸ሙྜ࡛ࡶ⏨Ꮚࡼࡾ㧗࠸ព㆑ ḟୡ௦ࡢព㆑ࢆ⫱ࡴసᴗࡣࠊ๓ࡢୡ௦ࡢ㛵ಀ ࢆ♧ࡋࠊᖺୗࡁࡻ࠺ࡔ࠸ࡀ࠸ࡿሙྜྠỈ‽ࢆ⥔ ᛶࡢ࠶ࡾᵝࢆぢ┤ࡋࠊᤊ࠼┤ࡍసᴗࡀᙉࡃ㛵㐃ࡍ ᣢࡍࡿഴྥࡀぢࡽࢀࡓ㡿ᇦࡶ࠶ࡗࡓ㸦ࠕㄌ⏕⫯ᐃࠖ ࡿ⪃࠼ࡽࢀࡓࠋ ࠕ⥅ᢎࠖ 㸧ࠋࡇࢀࡽࡢࡇࡣࠊ㝈ᐃⓗ࡞㡿ᇦ࠾ ḟࠊḟୡ௦⫱ᡂព㆑࠾ࡅࡿᛶᕪࡢᙳ㡪ࡘ ࠸࡚࡛ࡣ࠶ࡿࡀࠊዪᏊࡢ᭷ࡍࡿࣞࢪ࢚ࣜࣥࢫࠊࡍ ࠸࡚ࡣࠊ௨ୗࡢࡼ࠺࡞▱ぢࡀᚓࡽࢀࡓࠋᛶูࡼ ࡞ࢃࡕࠊ⏨Ꮚ࠾࠸࡚ࡣ࣐ࢼࢫస⏝ࡍࡿ᮲௳ ࡿᕪ␗ࡣ㝈ᐃⓗㄆࡵࡽࢀࠊዪᏊࡢ᪉ࡀ㧗ࡃ࡞ࡿ ࡶస⏝ࡉࢀ࡞࠸ᛶ㉁ࢆ♧၀ࡍࡿ⪃࠼ࡽࢀࡓࠋ 㡿ᇦࡶ࠶ࢀࡤࠊ⏨ዪ࡛ྠỈ‽ࢆ♧ࡍ㡿ᇦࡶ࠶ࡗࡓࠋ ࡇࡢࣞࢪ࢚ࣜࣥࢫࡣࠊ⏕ࡴᛶࡋ࡚ࡢዪᛶࡢ≉ᛶ ࡇࡇ࡛ὀ┠ࡍࡁࡣࠊᛶᕪࡀぢࡽࢀࡿ㡿ᇦ࡛ࡣ࡞ ⏤᮶ࡍࡿࡶࡢࠊࡑࢀࡶࠊࠕẕᛶ⚄ヰࠖࡢࡼ ࡃࠊᛶᕪࡀぢࡽࢀ࡞࠸㡿ᇦࡀᏑᅾࡍࡿࡇ࡛࠶ࡾࠊ ࠺࡞♫ࡢ㢼₻ࡢ୰࡛ࠊዪᛶࡢᛶᙺࡢᮇᚅ 㡿ᇦࡼࡗ࡚ࡣࠊ⏨ᏊࡶዪᏊຎࡽ࡞࠸Ỉ‽ࡢḟ 㐺ᛂࡍࡿ㐣⛬࡛ᙧᡂࡉࢀࡓࡶࡢ࡞ࡢࠊ࠶ࡿ࠸ࡣ ୡ௦⫱ᡂព㆑ࢆ᭷ࡋ࡚࠸ࡿ࠸࠺Ⅼ࡛࠶ࡗࡓࠋ ࡑࡢ୧⪅࡞ࡢࠊᮏ◊✲࡛ᢅ࠺ࡣ㝈⏺ࡀ࠶ࡗࡓ ࠼ࡤࠊࠕᢏ⬟ࠖࠕཷᐜᛶࠖࡣࠊᛶูࡼࡿຠ ࡀࠊࡇࡢⅬࡶዪᏊࡢࢫࢺࣞࣥࢢࢫࡋ࡚ά⏝ࡍࡿ ᯝࡶࠊᛶูࡢせᅉࡢస⏝ࡶㄆࡵࡽࢀ࡞ ࡇࡢྍ⬟ᛶࢆ♧၀ࡍࡿࡶࡢ࡛࠶ࡗࡓࠋ ࡗࡓ㡿ᇦ࡛࠶ࡗࡓࠋࡇࡢࡼ࠺࡞▱ぢࡣࠊḟୡ௦ ᭱ᚋᚋࡢㄢ㢟ࡘ࠸࡚࡛࠶ࡿࡀࠊᮏ◊✲࡛ ⫱ᡂព㆑ࡢάᛶࡢࡓࡵࡢᨭ᪉␎ࢆ᳨ウࡍࡿ ࡣᏛ⏕ࡢḟୡ௦⫱ᡂព㆑㛵㐃ࡍࡿせᅉࡋ 㝿᭷ព⩏࡞♧၀ࢆ࠼ࡿ⪃࠼ࡽࢀࡓࠋ≉ࠊ ࡚ᛶูᐙ᪘せᅉࡢࡳ↔Ⅼࡋࡓࡀࠊࡑࡢࡢ ⏨Ꮚᑐࡍࡿᨭ᪉␎ࡋ࡚ࠊ᪤ᐇ⌧࡛ࡁ࡚࠸ せᅉࡋ࡚ࠊḟୡ௦ࡢព㆑ࡢ㛵㐃ࡀ᥎ ࡉࢀ 12 ࡿᑗ᮶ᒎᮃ㛵ࡍࡿព㆑㸦㛫ⓗᒎᮃ㸧ࡢ᳨ウࡶ ᚲせ⪃࠼ࡽࢀࡓࠋ᭦ࠊḟୡ௦⫱ᡂព㆑ࡀప࠸ ሙྜࠊලయⓗࡢࡼ࠺࡞᪉ἲ࡛ᨭࡍࡿࡇࡀ ྍ⬟࡞ࡢࠊࡑࡢᨭ᪉ἲࡘ࠸࡚ࡢ᳨ウࡶᚋ ࡢㄢ㢟ࡋ࡚ṧࡗࡓࠋࡇࢀࡽࡢⅬࡘ࠸࡚ࡣࠊ✏ ࢆᨵࡵ᳨ウࡍࡿணᐃ࡛࠶ࡿࠋ グ㸸 ᮏ◊✲ࡣ JSPS ⛉◊㈝ 24590814 ࡢຓᡂ ࢆཷࡅࡓࠋ (ὀ 1) ࢡࣛࢫࢱศᯒ࠾࠸࡚ࠊ࡚ࡢኚᩘࡀ⤖ᯝ ᖹ➼ᐤࡍࡿ᪉ࡀࡼ࠸⪃࠼ࡽࢀࡿሙྜࡣࠊ ᶆ‽ࡉࢀࡓࢹ࣮ࢱࢆ⏝࠸ࡿࡇࡀ່ࡵࡽࢀ࡚ ࠸ࡿ㸦㊊❧㸪㸧 ࠋᮏ◊✲ࡶࡇࡢ᪉㔪ᚑࡗࡓࠋ ᘬ⏝ᩥ⊩ ㊊❧ᾈᖹ㸸2006, ࠗከኚ㔞ࢹ࣮ࢱゎᯒἲ࠘, ࢼ࢝ࢽࢩ ࣖฟ∧, ி㒔. ⸼⏣ᬛ⤮ : 2010, ࠕnurturance(㣴ㆤᛶ)ࡢᴫᛕ㛵ࡍ ࡿ⌮ㄽⓗ⪃ᐹࠖ, ࠗᏛ⩦㛤ⓎᏛ◊✲࠘, ➨ 3 ᕳ, 83-90 㡫. Erikson, E. H. : 1950, Childhood and society, Norton & Company, New York. (ோ⛉ᘺ⏕ (ヂ) : 1977, ࠗᗂ ඣᮇ♫Ϩ࠘, ࡳࡍࡎ᭩ᡣ, ᮾி). Erikson, E. H., & Erikson, J. M. : 1997, The life cycle completed. Expanded ed., Norton & Company, New York. (ᮧ℩Ꮥ㞝࣭㏆⸨㑥ኵ (ヂ) : 2001, ࠗࣛ ࣇࢧࢡࣝࡑࡢ⤖ ቑ⿵∧࠘. ࡳࡍࡎ᭩ᡣ, ᮾ ி). Fogel, A. D., Melson, G. F., & Mistry, J. : 1986, “Conceptualizing the determinants of Nurturance: A reassessment of sex differences”, Fogel, A. & Melson, G. F. (eds.), Origins of nurturance, Lawrence Erlbaum Associates, Hillsdale NJ, pp. 55-67. Fogel, A. D., & Melson, G. F. (ⴭ) ࣐࢝ࣝࣆࣥ⨾㕥 (ヂ) : 1989, ࠕᏊࡶࡢ㣴ㆤᛶࡢⓎ㐩ࠖ, ᑠᔱ⚽ኵ ( ⦅ ), ࠗ ங ᗂ ඣ ࡢ ♫ ⓗ ୡ ⏺ ࠘ , ᭷ ᩫ 㛶 , ᮾ ி , 170-186 㡫. ཎࡦࢁᏊ࣭⯓࠾ࡿ (⦅) : 1991, ࠗẕᛶࡽḟୡ௦⫱ ᡂຊ㸸⏘ࡳ⫱࡚ࡿ♫ࡢࡓࡵ࠘,᪂᭙♫, ᮾி. ⳻⣧Ꮚ࣭ⴠྜᖾᏊ࣭ụ⏣ᖾᜤ࣭㧗ᮌ᭷Ꮚ : 2009, ࠕ㟷 ᖺᮇࡢḟୡ௦⫱ᡂຊᑻᗘࡢ㛤Ⓨࡑࡢ᳨ウࠖ, ࠗẕ ᛶ⾨⏕࠘, ➨ 50 ᕳ, 132-140 㡫. ⳻⣧Ꮚ࣭ⴠྜᖾᏊ࣭ụ⏣ᖾᜤ࣭㧗ᮌ᭷Ꮚ : 2010, ࠕ㟷 ᖺᮇࡢḟୡ௦⫱ᡂຊぶࡽࡢᏑᅾ⫯ᐃ࣓ࢵࢭ࣮ ࢪࡢ㛵㐃ࠖ, ࠗẕᛶ⾨⏕࠘, ➨ 50 ᕳ, 552-559 㡫. ఀ⸨ⴥᏊ : 2003, ࠕ୰࣭㧗ᰯ⏕ࡢぶᛶ‽ഛᛶࡢⓎ㐩ࠖ, ࠗ᪥ᮏᐙᨻᏛㄅ࠘, ➨ 54 ᕳ, 801-812 㡫. ᑠᔱ⚽ኵ : 1989, ࠕ㣴ㆤᛶࡢⓎ㐩ࡑࡢពࠖ, ᑠᔱ ⚽ኵ (⦅), ࠗஙᗂඣࡢ♫ⓗୡ⏺࠘,᭷ᩫ㛶, ᮾி, 187-204 㡫. ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ᴈ⃝௧Ꮚ : 2012, ࠗ㟷ᖺᮇ࣭ᡂேᮇ࠾ࡅࡿ㣴ㆤᛶࡢ Ⓨ㐩ᙧᡂせᅉ࠘, 㢼㛫᭩ᡣ, ᮾி. ᴈ⃝௧Ꮚ࣭⚟ᮏ ಇ࣭ᒾ❧ᚿὠኵ : 2009, ࠕᏛ⏕ ࠾ࡅࡿ⿕㣴ㆤ࣭㣴ㆤయ㦂ࡀ㣴ㆤᛶ㸦nurturance㸧 ཬࡰࡍᙳ㡪ࠖ ,ࠗᩍ⫱ᚰ⌮Ꮫ◊✲࠘ , ➨ 57 ᕳ, 168-179 㡫. ᒸᮏ♸Ꮚ࣭ྂ㈡┿⣖Ꮚ : 2004, ࠕ㟷ᖺࡢࠕぶ‽ഛᛶࠖ ᴫᛕࡢ᳨ウࡑࡢⓎ㐩㛵㐃ࡍࡿせᅉࡢศᯒࠖ, ࠗᗈᓥᏛᚰ⌮Ꮫ◊✲࠘, ➨ 4 ᕳ, 159-172 㡫. ᪥ྥ㞞⨾ : 1991, ࠕ ࠕẕᛶ㸭∗ᛶࠖࡽࠕ⫱ඣᛶࠖࠖ, ཎࡦࢁᏊ࣭⯓࠾ࡿ (⦅), ࠗẕᛶࡽḟୡ௦⫱ᡂຊ 㸸⏘ ࡳ⫱࡚ࡿ♫ࡢ ࡓࡵ࠘ , ᪂᭙♫ , ᮾி , 205-229 㡫. 㓇 ཌ : 2005, ࠗᑐேಙ㢗ឤࡢⓎ㐩: ඣ❺ᮇࡽ㟷 ᖺᮇ࠘, ᕝᓥ᭩ᗑ, ᮾி. ݢஜ௷ ‒܇ڭҾܖٻ≝ ‒࠳ܯဃ↝ഏɭˊᏋॖᜤ↗↝᧙ᡲᙲ׆ Factors related to the attitude towards nurturing the next generation in university students Taeko TERAMOTO≍1 Yoshiyuki SHIBAHARA≍2 ⁅⁛‒ Factors related to the attitude towards nurturing the next generation in university students were investigated. Students (N = 418) participated in this study. An analysis of variance was conducted with scores on the Nurturance Scale and Capability to Nurture the Next Generation Scale as dependent variables and gender and family factors; including the birth order (having younger siblings or not) and mutual trust in parent-child relationships as independent variables. Results indicated higher scores in certain subscales for female students, as well as for male students with younger siblings. These findings suggest the effects of social and cultural demands related to nurturance in women and women’s’ life cycle, as well as the effect of male students’ experiences of caring for younger siblings on attitudes towards nurturing the next generation. Moreover, scores of students with better relationships with their own parents were higher in all subscales, suggesting that such relationships were also closely related to attitudes towards nurturing the next generation. Female students with fewer relationships with their own parents, however, showed higher scores than male students in certain subscales, which is suggestive of the resilience in female students. äääääääääääääääääääää‒ Key words‒…………………………………………………… attitude towards nurturing the next generation, nurturance, university students, family factors, gender Ფ1 Faculty of Liberal Arts Nihonbashi Gakkan University Ფ2 Faculty of Liberal Arts Nihonbashi Gakkan University NIHONBASHI GAKKAN UNIVERSITY Bulletin No.14 13 ݢஜ௷ ‒܇ڭҾܖٻ≝ ‒࠳ܯဃ↝ഏɭˊᏋॖᜤ↗᧓ႎޒஓ↝᧙ᡲ ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ 15 ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ Ҿᓸᛯ૨‒ ܖٻဃ↝ഏɭˊᏋॖᜤ↗᧓ႎޒஓ↝᧙ᡲ ݢஜ‒ ‒܇ڭ1 ௷Ҿ‒ ‒࠳ܯ2 ‒ ܖٻဃ≋N=463≌↝ഏɭˊᏋॖᜤ≋ᜱࣱ⅚ഏɭˊᏋщ≌↗᧓ႎޒஓ⅚ⅹ↷↢⅚ࣱК↝᧙ ᡲ↚↓ⅳ↕౨᚛ↆ⅛⇕∏⇟⇥Ўௌ↚↷→↕ਁЈↄ↻᧓ႎޒஓ⇷⇥∞∙↗ࣱК⇁ᇌ٭ૠ⅚ ᜱࣱࢽࡇݿໜ↗ഏɭˊᏋщࢽࡇݿໜ⇁ࢼ٭ޓૠ↗ↈ↺ 2 ᙲ׆ЎЎௌ↝ኽௐ⅚ᢅӊ∝ྵ∝נ சஹ↚᧓↺ↈݣႎޒஓ↝᭗ↄ↗ഏɭˊᏋॖᜤ↝᭗ↄ↝᧙ᡲⅻᙸЈↄ↻⅛᪸؏↚↷→↕↞⅚ ܖ܇ڡဃ↚ⅹⅳ↕⅚↭⅚ྵ↳נசஹ↚↺ↈݣᏉܭႎ७ࡇ⇁ஊↈ↺ܖဃ↚ⅹⅳ↕ഏɭˊᏋॖᜤ ⅻ᭗ⅾ↙↺ͼӼⅻᛐ↰↸↻⅛ↂ↻↸↝ኽௐ↞⅚Ꮙܭႎ↙᧓ႎޒஓⅻ᭗ⅳഏɭˊᏋॖᜤ⇁μ ᑍႎ↚ૅⅷ↺ↂ↗⅚ↆ↕⅚ᨂ↻ↄܭ᪸؏↖↞ⅱ↺ⅻ⅚ᅈ˟∝૨҄ႎ૨Ꮶ↳∏⇊⇻⇛⇊⇕∑↝ ࢨ᪪ⅻਖ਼ยↄ↻↺↝܇ڡॖᜤⅻ᭗ⅾ↙↺ↂ↗↳⅚ᢅӊӖܾⅻᑣ↙↖ڤⅾ↕↱ྵ↳נசஹ↚↺ↈݣ ޒஓⅻᏉܭႎ↖ⅱ↺ↂ↗ⅻ᭗ⅳॖᜤ⇁ૅⅷ↺ↂ↗⇁ᅆՐↈ↺↱↝↖ⅱ→⅛ äääääääääääääääääääää‒ ⇓∞∕∞⇯‒ ääääääääääääääääääää ഏɭˊᏋщ‒ ᜱࣱ‒ ᧓ႎޒஓ‒ ࣱࠀ‒ ܖٻဃ‒ 㸯㸬ၥ㢟 ࡢ㛫ⓗᒎᮃࡢᣑᩓࡀࠊࢹࣥࢸࢸࡢ㐩ᡂ ᣑᩓྠᵝ㔜せ࡞Ⓨ㐩ⓗၥ㢟ࡳ࡞ࡉࢀࡿ 㐣ཤࠊ⌧ᅾࠊᮍ᮶࠸࠺㛫ࡘ࠸࡚ࡢᚰ⌮ⓗ ぢゎࡣ㛫ⓗᒎᮃ㸦time perspective㸧࠸࠺ᴫ ᛕ࡛ᤊ࠼ࡽࢀࡿࠋࡇࡢ⏝ㄒࡣ 1940 ᖺ๓ᚋࣦࣞ ࣥ㸦Lewin㸪 K.㸧ࡸࣇࣛࣥࢡ㸦Frank㸪 1939㸧 㸦㒔⟃㸪2007㸧ࠋ 㟷ᖺᮇ࡛࠶ࡿᏛ⏕ࡗ࡚ࡣࠊ༞ᴗᚋࡢᑗ᮶ タィࡀ⌧ᐇⓗ࡞ㄢ㢟࡞ࡿࡇࡶ࠶ࡾࠊࡇࡢᮇ 㛫ⓗᒎᮃࡀࡁࡃኚࡍࡿ⪃࠼ࡽࢀࡿࠋ ࡼࡗ࡚⏝ࡉࢀࡓࡀࠊࣦࣞࣥࡣࠕ࠶ࡿ୍ᐃࡢ 㛫 ⓗ ᒎ ᮃ 㢮 ఝ ࡋ ࡓ ᴫ ᛕ ᑗ ᮶ ᒎ ᮃ 㸦 future Ⅼ࠾ࡅࡿಶேࡢᚰ⌮Ꮫⓗ㐣ཤᮍ᮶ࡘ࠸ orientation㸧ࡀ࠶ࡿࡀࠊSeginer & Shoyer㸦2012㸧 ࡚ࡢぢゎࡢ⥲యࠖ 㸦Lewin㸪 1951㸧ᐃ⩏ࡋࡓ㸦㒔 ⟃㸪 2007㸧ࠋࡲࡓࠊ࢚ࣜࢡࢯࣥ㸦Erikson㸪 E. H.㸧 ࡣே㛫ࡢ⏕ᾭࢆ 8 ẁ㝵ศࡅ࡚ྛẁ㝵࠾ࡅࡿ ࡣࠊ㟷ᖺᮇࡢᑗ᮶ᒎᮃࢆಶேࡀᢪࡃほⓗ࣓࣮ ࢪ㸦ᮍ᮶ᑐࡋ࡚ᢪࡃᕼᮃࡸᏳ㸧ࡋ࡚ᤊ࠼ࠊ ⫋ᴗ㑅ᢥࡸാࡁ᪉㛵ࡍࡿ㡿ᇦ㸦work and ca- 㐩ᡂࡍࡁⓎ㐩ⓗㄢ㢟ࢆᥦၐࡋࡓࡀࠊ㟷ᖺᮇ࠾ reer domain 㸧 ⤖ ፧ ࡸ ᐙ ᪘ 㛵 ࡍ ࡿ 㡿 ᇦ ࠸࡚ࡣ㛫ⓗᒎᮃࡢ☜❧ࡑࡢᑐᓖ≧ែࡋ࡚ 㸦marriage and family domain㸧ࡘ࠸᳨࡚ウࡋ 2014 ࠰ 10 உ 6 ଐӖྸ Attitude towards nurturing the next generation and the time perspective in university students. *1 Taeko TERAMOTO *2 Yoshiyuki SHIBAHARA ଐஜܖܖ⇪∞⇈∑∏⇿∐ܖٻᢿ ࡓࠋ ᑗ᮶Ꮚࡶࢆ㣴⫱ࡍࡿࡇࡣࠊᚋ⪅ࠊࡍ࡞ࢃࡕࠊ marriage and family domain 㛵㐃ࡍࡿࠋḟୡ ௦ࢆᢸ࠺Ꮚࡶࢆ㣴⫱ࡍࡿ㈨㉁ࡸ‽ഛᛶࡣࠊࠕୡ 16 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ௦ᛶࠖ㸦Erikson㸪 1950; Erikson & Erikson㸪 ࡣࠊ ࠕḟୡ௦ࡢᏊࡶࡓࡕࢆ⫱࡚ࡿࡇࡢ⮬ಙࠖ 1997㸧ࠊࠕḟୡ௦⫱ᡂຊࠖ 㸦ཎ࣭⯓㸪1991㸹⳻࣭ ࠸࠺どⅬࡽᐃ⩏ࡉࢀࡓḟୡ௦⫱ᡂຊࢆ ᐃ ⴠྜ࣭ụ⏣࣭㧗ᮌ㸪2009㸧ࠊ ࠕ㣴ㆤᛶࠖ 㸦ᑠᔱ㸪1989㸹 ࡍࡿᑻᗘ㸦ḟୡ௦⫱ᡂຊᑻᗘ㸧ࢆ⏝࠸࡚ࠊ㛫ⓗ ᴈ⃝㸪2012㸧ࠊ ࠕぶ‽ഛᛶࠖ 㸦ᒸᮏ࣭ྂ㈡㸪2004㸧ࠊ ᒎᮃయ㦂ᑻᗘ㸦ⓑ㸪1994㸧ࡢ㛵㐃ࡀ᳨ウࡉࢀ ࠕぶᛶ‽ഛᛶࠖ 㸦ఀ⸨㸪2003㸧࠸࠺ᴫᛕ࡛ᤊ࠼ ࡚࠸ࡿࠋࡑࡇ࡛ࡣࠊḟୡ௦⫱ᡂຊࡢ㧗ࡉᑗ᮶ᒎ ࡽࢀ࡚ࡁࡓࠋୡ௦ᛶ㸦generativity㸧ࡣࠕḟୡ௦ ᮃࡢ㧗ࡉࡢ┦㛵ࡀሗ࿌ࡉࢀ࡚࠸ࡿࡀࠊ㛫ⓗᒎᮃ ࢆ ☜ ❧ ࡉ ࡏ ࡚ ᑟ ࡃ ࡇ ࡢ 㛵 ᚰ ࠖ (Erikson 㸪 ࡢࣃࢱ࣮ࣥࡸᛶูࢆຍࡋࡓヲ⣽࡞ศᯒࡣ࡞ࡉ 1950) ࠊ ࠾ ࡼ ࡧ ࠊࠕ Ꮚ Ꮮ ࢆ ⏕ ࡳ ฟ ࡍ ࡇ ࢀ࡚࠸࡞࠸ࠋࡇࡢⅬࢆ㋃ࡲ࠼ࠊᮏ◊✲࡛ヨࡳࡿヲ 㸦procreativity㸧ࠊ⏕⏘ᛶ㸦productivity㸧ࠊ㐀 ⣽࡞᳨ウࡣࠊࠕ⏕άࡢㄪ㸦࣮࣡ࢡ࣭ࣛ ᛶ㸦creativity㸧ࢆໟྵࡍࡿࡶࡢ࡛࠶ࡾࠊ 㸦⮬ศ⮬ ࣇ࣭ࣂࣛࣥࢫ㸧ࠖࡀồࡵࡽࢀࡿࡢὶ࠾࠸ ㌟ࡢ㸧᭦࡞ࡿྠ୍ᛶࡢ㛤Ⓨ㛵ࢃࡿ୍✀ࡢ⮬ᕫ㸫 ࡚ࠊᑗ᮶ᒎᮃࢆᶍ⣴ࡍࡿㄢ㢟ྲྀࡾ⤌ࡴᏛ⏕ࡢ ⏕Ṫ㸦self-generation㸧ࡶྵࡵ࡚ࠊ᪂ࡋ࠸Ꮡᅾࡸ ḟୡ௦⫱ᡂព㆑㛫ⓗᒎᮃࡢᵝ┦ࡢ⌮ゎᨭ ᪂ࡋ࠸〇స≀ ࡸ᪂ࡋ࠸ᴫᛕࢆ⏕ࡳฟࡍ ࡇࠖ ㈨ࡍࡿ⪃࠼ࡽࢀࡿࠋ (Erikson & Erikson㸪 1997)ᐃ⩏ࡉࢀࡿᴫᛕ࡛ ࠶ࡿࠋḟୡ௦⫱ᡂຊࡣཎ࣭⯓㸦1991㸧ࡼࡗ࡚ࠕᛶ 㸰㸬᪉ἲ ูࡽࢃࢀࡎࠊḟࡢୡ௦ࢆ⫱࡚ࡿ⬟ຊࠖᥦၐ ᑐ㇟㸸 㛵ᮾ࠾ࡼࡧ㏆㑹ࡢᅜ❧Ꮫ 1 ᰯ⚾❧ ࡉࢀࡓᴫᛕ࡛࠶ࡿࡀࠊ⳻ࡽ㸦2009㸧ࡣࠕḟୡ௦ Ꮫ 4 ᰯࡢ 1㹼4 ᖺ⏕ࢆㄪᰝᑐ㇟ࡋࠊᑻᗘ㡯┠ ࡢᏊࡶࡓࡕࢆ⫱࡚ࡿࡇࡢ⮬ಙࠖᐃ⩏ࡋࡓࠋ ࠾ࡅࡿḞᦆ್ࡢ࡞࠸ 463 ྡ㸦⏨Ꮚ 245 ྡࠊዪ 㣴ㆤᛶࡣࠕ┦ᡭࡢ࡞Ⓨ㐩ࢆಁ㐍ࡍࡿࡓࡵ⏝ Ꮚ 216 ྡࠊ᫂ 2 ྡࠊᖹᆒᖺ㱋 19.49㸦s1.37㸧 ࠸ࡽࢀࡿඹឤᛶᢏ⬟ࠖᐃ⩏ࡉࢀ㸦Fogel 㸤 Melson㸪 1989; ᑠᔱ㸪1989; ᴈ⃝㸪 2012㸧ࠊぶ ‽ഛᛶࡣᒸᮏ࣭ྂ㈡㸦2004㸧ࡼࡗ࡚ࠕᏊࡶࡀ ᑗ᮶ࠊᐙᗞࢆ⠏ࡁ⤒Ⴀࡋ࡚࠸ࡃࡓࡵᚲせ࡞ࠊᏊ ࡶࡢ㣴⫱ࠊᐙ᪘ࡢ⤖ྜࠊᐙປാࠊㆤࢆྵࡴ ぶࡋ࡚ࡢ㈨㉁ࠊ࠾ࡼࡧࡑࢀࡀഛࢃࡗࡓ≧ែࠖ ᐃ⩏ࡉࢀࡓࠋࡲࡓࠊぶᛶ‽ഛᛶࡣࠕᏊ⫱࡚ࢆᨭ ࡍࡿ♫ࡢ୍ဨࡋ࡚ࡢᙺࢆᯝࡓࡍࡓࡵࡢ㈨ ㉁ࠖᐃ⩏ࡉࢀ࡚࠸ࡿ㸦ఀ⸨㸪2003㸧ࠋࡇࢀࡽࡢ ᴫᛕࡣࠊどⅬࡀ␗࡞ࡿࡶࡢࡢࠊ࠸ࡎࢀࡶḟୡ௦ࢆ ⫱ࡴႠࡳࢆ⾲ࡋࠊḟୡ௦ࡢ㛵ᚰ㈉⊩ࠊ┦ᡭ ࡢឿࡋࡳ࠸࠺ே㛫ࡢ࣏ࢪࢸࣈ࡞ഃ㠃ࡀᫎ ṓ㸧ࡢࢹ࣮ࢱࢆศᯒᑐ㇟ࡋࡓࠋᏛ⏕ࡢᑓᨷ࣭ᑓ 㛛ᛶ࠾ࡅࡿ೫ࡾࢆᴟຊ㝖ࡍࡿࡓࡵࠊከᵝ࡞㡿 ᇦࢆ⥙⨶ࡍࡿࡼ࠺㓄៖ࡋࡓ㸦་Ꮫࠊ┳ㆤ࣭ಖᏛࠊ ⏕⛉Ꮫࠊ⌮ᏛࠊᕤᏛࠊ♫Ꮫࠊ⤒ႠᏛࠊ⤒῭Ꮫࠊ ၟᏛࠊἲᚊᏛࠊᨻᏛࠊᅜ㝿㛵ಀᏛࠊᚰ⌮Ꮫࠊᩍ ⫱ᏛࠊᩥᏛࠊእᅜㄒᏛࠊࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥᏛ㸧ࠋ ㄪᰝᮇ㛫㸸 2013 ᖺ 6ࠥ10 ᭶↓グྡᘧࡢ㉁ၥ ⣬ㄪᰝࢆᐇࡋࡓࠋᮏ◊✲ࡢㄪᰝࡣࠊᑎᮏ࣭ᰘཎ 㸦2015㸧ࡢㄪᰝྠ୍ࡢࡶࡢ࡛࠶ࡾࠊᮏ◊✲࡛ ⏝ࡋࡓࢹ࣮ࢱࡣࡑࡢ୍㒊࡛࠶ࡗࡓࠋ ㄪᰝ⏝⣬㸸 ࣇ࢙ࢫࢩ࣮ࢺ࡛ᖺ㱋ࠊᏛᖺࠊᛶ ูࡘ࠸࡚㉁ၥࡋࡓࠋ㛫ⓗᒎᮃࡢ ᐃࡣࠊ ࡍࡿࡶࡢ࡛࠶ࡿࠋᮏ✏࡛ࡣࠊࡇࢀࡽࡢᴫᛕࢆໟᣓ 㛫ⓗᒎᮃయ㦂ᑻᗘ㸦ETPS㸸Experiential Time ⓗᤊ࠼ࠊḟୡ௦ࢆ⫱ࡴࡇᑐࡍࡿ㛵ᚰ࣭ែᗘ Perspective Scale㸧㸦ⓑ㸪1994㸧ࢆ⏝࠸ࡓࠋࡇ ࢆࠕḟୡ௦⫱ᡂព㆑ࠖࡋ࡚ᢅࡗࡓࠋ ᮏ◊✲࡛ࡣࠊᑗ᮶ᑐࡍࡿ㛫ⓗᒎᮃࡢ࠺ࡕࠊ ᮍ᮶ࡢ⤖፧ࡸᐙ᪘㛵ࡍࡿ㡿ᇦὀ┠ࡋࠊᏛ⏕ ࡢḟୡ௦⫱ᡂព㆑㐣ཤ࣭⌧ᅾ࣭ᮍ᮶ࢆྵࡵࡓ ࡢᑻᗘࡣࠊ18 㡯┠㸦5 ẁ㝵ホᐃ㸧ࡽᡂࡾࠊ ࠕ┠ ᶆᣦྥᛶࠖ 㸦5 㡯┠㸧ࠊ ࠕᕼᮃࠖ 㸦4 㡯┠㸧ࠊ ࠕ⌧ᅾࡢ ᐇឤࠖ 㸦5 㡯┠㸧 ࠊࠕ㐣ཤཷᐜࠖ㸦4 㡯┠㸧ࡢ 4 ୗ ᑻᗘࡽᵓᡂࡉࢀࡿࠋḟୡ௦⫱ᡂព㆑ࡢ ᐃ 㛫ⓗᒎᮃࡢ㛵㐃ࡘ࠸࡚᫂ࡽࡍࡿࡇࢆ┠ ࡣࠊ㣴ㆤᛶᑻᗘ㸦ᴈ⃝㸪 2012㸹ᴈ⃝࣭⚟ᮏ࣭ᒾ ⓗࡋࡓࠋ㛵㐃ࡍࡿඛ⾜◊✲㸦⳻ࡽ㸪2009㸧࡛ ❧㸪 2009㸧ḟୡ௦⫱ᡂຊᑻᗘ㸦⳻ࡽ㸪2009㸧 ݢஜ௷ ‒܇ڭҾܖٻ≝ ‒࠳ܯဃ↝ഏɭˊᏋॖᜤ↗᧓ႎޒஓ↝᧙ᡲ ࢆ⏝࠸ࡓࠋ㣴ㆤᛶᑻᗘࡣࠊࠕᗂ࠸Ꮚࡶᑐࡍࡿ 17 ศᯒ㸸 ࡲࡎࠊྛᑻᗘᚓⅬࡢ┦㛵ಀᩘࢆ⟬ฟࡋࠊ ඹឤᛶ㸦௨ୗࠊඹឤᛶ㸧 ࠖ 㸦6 ẁ㝵ホᐃࡢ 9 㡯┠㸧ࠊ ᑻᗘ㛫ࡢ㛵㐃ᛶࡘ࠸᳨࡚ウࡋࡓࠋḟࠊᑻᗘᚓ ࠕᗂ࠸Ꮚࡶᑐࡍࡿᢏ⬟ࡢㄆ▱㸦௨ୗࠊᢏ⬟㸧ࠖ Ⅼ࠾ࡅࡿᛶᕪࡘ࠸࡚ t ᳨ᐃ᳨࡛ウࡋࡓࠋࡑࡋ 㸦7 㡯┠㸧ࠊࠕぶࡢ‽ഛᛶ㸦௨ୗࠊ‽ഛᛶ㸧ࠖ㸦4 ࡚ࠊ㛫ⓗᒎᮃయ㦂ᑻᗘࡢୗᑻᗘᚓⅬࡢ z ᚓⅬ 㡯┠㸧ࠊ ࠕᏊࡶࡢ㠀ཷᐜᛶ㸦ᚓⅬࢆ㏫㌿ࡋ࡚௨ ࢆ⏝࠸࡚ࢡࣛࢫࢱศᯒࢆ⾜࠸㸦ὀ 㸧ࠊྛࢡࣛࢫࢱ ୗࠊཷᐜᛶ㸧ࠖ 㸦5 㡯┠㸧ࡢ 4 ୗᑻᗘࡽᡂࡿࠋ ᛶูࢆ⊂❧ኚᩘࠊ㣴ㆤᛶᑻᗘḟୡ௦⫱ᡂຊᑻᗘ ḟୡ௦⫱ᡂຊᑻᗘࡣࠊࠕㄌ⏕ࢆ⫯ᐃࡍࡿࡇࡀ࡛ ࡢୗᑻᗘᚓⅬࢆᚑᒓኚᩘࡍࡿ 2 せᅉศᩓศ ࡁࡿ࠸࠺⮬ಙࠖࠊ ࠕ⮬ᕫᡂ㛗࡛ࡁࡿ࠸࠺⮬ಙࠖ ࠊ ᯒࢆヨࡳࡓ㸦ศᯒࡣࠊIBM SPSS Statistics 22 ࠕఏ࠼ࡿࡶࡢࢆࡶࡗ࡚࠸ࡿ࠸࠺⮬ಙࠖࠊ ࠕᆅᇦ♫ ࢆ⏝ࡋࡓ㸧ࠋ ࡢຊࢆࡾࡿࡇࡀ࡛ࡁࡿ࠸࠺⮬ಙࠖ㸦ྛ 5 ⌮ⓗ㓄៖㸸 ๓ᮏ◊✲ࡢෆᐜࡘ࠸࡚ᩥ ẁ㝵ホᐃࡢ 5 㡯┠㸧ࡢ 4 ୗᑻᗘࡀタᐃࡉࢀ࡚࠸ ᭩࡛ㄝ᫂ࡋࠊ༠ຊࡢᢎㅙࡀᚓࡽࢀࡓ⪅ୖグࡢ㉁ ࡿ㸦௨ୗࠊ ࠕㄌ⏕⫯ᐃࡢ⮬ಙࠖࠊ ࠕ⮬ᕫᡂ㛗ࡢ⮬ಙࠖࠊ ၥ⣬ࡢグධࢆ౫㢗ࡋࡓࠋ㉁ၥ⣬ࡢᅇ⟅ᥦฟ ࠕ⥅ᢎࡢ⮬ಙࠖ ࠊ ࠕᆅᇦຊࡢ⮬ಙࠖ㸧ࠋ࠸ࡎࢀࡢᑻᗘ ࢆࡶࡗ࡚ᮏ◊✲ࡢ༠ຊࡢྠពࡳ࡞ࡋࡓࠋᮏ◊ ࡶࠊᑻᗘ㡯┠ࡢᖹᆒ್ࢆᑻᗘᚓⅬࡋࠊ㧗ᚓⅬ ✲㛵ࡋ࡚ࡣࠊⴭ⪅ࡢᡤᒓᶵ㛵ࡢ◊✲⌮ጤဨ ྛᴫᛕࡢ⛬ᗘࡢ㧗ࡉࢆ♧ࡋࡓࠋ ࡢᢎㄆࢆᚓࡓࠋ ᒎᮃయ㦂ᑻᗘ࠾࠸࡚ࡣࠊᑻᗘయ࡛ࡣ.84 ༑ศ࡞್࡛࠶ࡗࡓࡀࠊୗᑻᗘ࠾࠸࡚ࡣ.61 㸱 ⤖ᯝ 㛫ⓗᒎᮃయ㦂ᑻᗘࠊ㣴ㆤᛶᑻᗘࠊḟୡ௦⫱ ᡂຊᑻᗘࡢྛಙ㢗ᛶಀᩘ㸦Cronbach ࡢȘ㸧 ࡘ࠸࡚⾲ 1 ♧ࡋࡓࠋ㣴ㆤᛶᑻᗘḟୡ௦⫱ᡂ ຊᑻᗘ࠾࠸࡚ࡣᴫࡡ.80 ௨ୖࡢ༑ศ㧗࠸್ ࡛࠶ࡾࠊෆⓗ୍㈏ᛶࡀ☜ಖࡉࢀ࡚࠸ࡓࠋ㛫ⓗ 㹼.78 ࡸࡸపࡵࡢ್ࢆ♧ࡋࡓࠋࡋࡋࠊᑻᗘ ࡋ࡚ࡢಙ㢗ᛶ࣭ጇᙜᛶࡢሗ࿌ࡀ࠶ࡿࡇࡽ 㸦ⓑ㸪1994㸧ࠊࡑࡢࡲࡲ⏝ࡋࡓ㸦ὀ㸰㸧ࠋྛୗ ᑻᗘ㛫ࡢ┦㛵ಀᩘࡣ.10㹼.71 ࡛࠶ࡾ㸦ຠᯝ㔞 ࡛ᑠ㹼㸧㸦ὀ㸱㸧ࠊ࡚ࡢ⤌ࡳྜࢃࡏ࡛ṇࡢ᭷ព ࡞ ┦ 㛵 㛵 ಀ ࡀ ㄆ ࡵ ࡽ ࢀ 㸦 p<.05 㸪 p<.01 㸪 18 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ p<.001㸧ࠊኚᩘ㛫ࡢ㛵㐃ᛶࡀ♧ࡉࢀࡓࠋྛᑻᗘ ᫂ 1 ྡ㸧ࡣయⓗ㧗ᚓⅬࢆ♧ࡋ࡚࠾ࡾࠊ㧗 ᚓⅬ࠾ࡅࡿᛶᕪࡘ࠸࡚ࡶ⾲ 1 ♧ࡋࡓࠋ ࠕ⌧ ᒎᮃ⩌ྡࡋࡓࠋ➨ 2 ࢡࣛࢫࢱ㸦n=76ࠊ⏨Ꮚ ᅾࡢᐇឤࠖ㸦㹲(459)=2.11, p<.05㸧ࠊࠕඹឤᛶࠖ 47 ྡࠊዪᏊ 29 ྡ㸧ࡣᮍ᮶ᡂศ㸦 ࠕ┠ᶆᣦྥᛶࠖ ࠊ 㸦㹲(459)=4.44, p<.001㸧ࠊࠕㄌ⏕⫯ᐃࡢ⮬ಙࠖ ࠕᕼᮃࠖ 㸧⌧ᅾᡂศ㸦 ࠕ⌧ᅾࡢᐇឤࠖ 㸧㛵ࡍ 㸦t̓ (457)=4.03, p<.001㸧ࠊࠕ⮬ᕫᡂ㛗ࡢ⮬ಙࠖ ࡿᚓⅬࡀపࡗࡓࡢ࡛ࠊᮍ᮶࣭⌧ᅾప⩌ࡋࡓࠋ 㸦t̓(450)=4.30, p<.001㸧࠾࠸࡚ࠊዪᏊ࠾ࡅ ➨ 3 ࢡࣛࢫࢱ㸦n=201ࠊ⏨Ꮚ 102 ྡࠊዪᏊ 98 ࡿ᭷ព࡞㧗ᚓⅬࡀぢࡽࢀࡓࠋ ྡࠊ᫂ 1 ྡ㸧ࡣࠕ㐣ཤཷᐜࠖᚓⅬࡀ┦ᑐⓗ 㛫ⓗᒎᮃయ㦂ᑻᗘࡢୗᑻᗘᚓⅬࡢ z ᚓⅬ పࡃࠊᮍ᮶ᡂศ⌧ᅾᡂศࡀ┦ᑐⓗ㧗ࡗࡓ ࢆ⏝࠸࡚ࢡࣛࢫࢱศᯒ㸦Ward ἲ㸧ࢆᐇࡋࡓ ࡢ࡛ࠊᮍ᮶࣭⌧ᅾ㧗⩌ྡࡋࡓࠋࡇࢀࡽࡢ⩌ ⤖ᯝࠊ ゎ㔘ྍ⬟࡞ 3 ࡘࡢࢡࣛࢫࢱࡀᚓࡽࢀࡓ㸦ᅗ ࢆ㛫ⓗᒎᮃࣃࢱ࣮ࣥࡋ࡚ᢅࡗࡓࠋ࡞࠾ࠊྛ 1㸧ࠋࢡࣛࢫࢱูୗᑻᗘᚓⅬࢆ⾲ 2 ♧ࡋࡓࠋ ⩌ࡢ⏨ዪẚ㛵ࡋ࡚Ȯ2 ᳨ᐃࢆᐇࡋࡓࡀࠊ᭷ព ➨ 1 ࢡࣛࢫࢱ㸦n=186ࠊ⏨Ꮚ 96 ྡࠊዪᏊ 89 ྡࠊ ᛶࡣ☜ㄆࡉࢀ࡞ࡗࡓ㸦Ȯ2(2)=2.80㸪 n.s.㸧ࠋ 㛫ⓗᒎᮃࣃࢱ࣮ࣥᛶูࢆ⊂❧ኚᩘࠊ㣴ㆤ 㸦 F(1,455)=17.89, p<.001㸧ࠊࠕㄌ⏕⫯ᐃࡢ⮬ಙࠖ ᛶᑻᗘḟୡ௦⫱ᡂຊᑻᗘࡢྛᑻᗘᚓⅬࢆᚑᒓ 㸦 F(1,455)=18.91, p<.001㸧ࠊࠕ⮬ᕫᡂ㛗ࡢ⮬ಙࠖ ኚᩘࡍࡿ 2 せᅉศᩓศᯒࡢ⤖ᯝࢆ⾲ 3 ♧ࡋ 㸦F(1,455)=15.44, p<.001㸧࠾࠸࡚ㄆࡵࡽࢀࠊዪ ࡓࠋ࠸ࡎࢀࡢᑻᗘ࠾࠸࡚ࡶస⏝ࡣ☜ㄆࡉ Ꮚࡀ᭷ព࡞㧗ᚓⅬࢆ♧ࡋࡓࠋ㛫ⓗᒎᮃࣃࢱ࣮ ࢀ ࡞ ࡗ ࡓ ࠋ ᛶ ู ࡢ ຠ ᯝ ࡣ ࠊࠕ ඹ ឤ ᛶ ࠖ ࣥࡢຠᯝࡣ࡚ࡢᑻᗘࠊࡍ࡞ࢃࡕࠊࠕඹឤᛶࠖ ݢஜ௷ ‒܇ڭҾܖٻ≝ ‒࠳ܯဃ↝ഏɭˊᏋॖᜤ↗᧓ႎޒஓ↝᧙ᡲ 19 (F(2,455)=13.58, p<.001㸧ࠊࠕᢏ⬟ࠖ㸦F(2,455)=9.06, ࡚㧗ᒎᮃ⩌ࡀ᭱ࡶ㧗ᚓⅬ࡛࠶ࡿࡇࡀ☜ㄆࡉࢀ p<.001㸧ࠊࠕ‽ഛᛶࠖ㸦F(2,455)=24.60, p<.001㸧ࠊ ࡓࠋࡋࡋࠊࠕᢏ⬟ࠖࠕᆅᇦຊࡢ⮬ಙ࡛ࠖࡣࠊ ࠕཷᐜᛶࠖ㸦 F(2,455)=16.52, p<.001㸧ࠊࠕㄌ⏕⫯ ᮍ᮶࣭⌧ᅾ㧗⩌ࡣ㧗ᒎᮃ⩌ྠỈ‽࡛࠶ࡗࡓ㸦୧ ᐃࡢ⮬ಙࠖ㸦 F(2,455)=26.37, p<.001㸧ࠊࠕ⮬ᕫᡂ ⪅᭷ពᕪࡣ☜ㄆࡉࢀ࡞ࡗࡓ㸧ࠋࡲࡓࠊࠕඹឤ 㛗ࡢ⮬ಙࠖ㸦 F(2,455)=22.16, p<.001㸧ࠊࠕ⥅ᢎࡢ ᛶ࡛ࠖࡣࠊ㧗ᒎᮃ⩌ࠊᮍ᮶࣭⌧ᅾ㧗⩌ࠊᮍ᮶࣭ ⮬ಙࠖ㸦 F(2,455)=20.98, ಙࠖ 㸦F(2,455)=9.88, p<.001㸧ࠊࠕᆅᇦຊࡢ⮬ ⌧ᅾప⩌ࡢ㡰ᚓⅬࡀ᭷ពపୗࡋ࡚࠸ࡓࠋ p<.001㸧࠾࠸࡚☜ㄆࡉࢀ ࡓࠋከ㔜ẚ㍑㸦Tukey ἲ㸧ࡢ⤖ᯝࠊయࢆ㏻ࡌ ࢀࡓ㸦⾲ 1㸧 ࠋ㣴ㆤᛶᑻᗘࡢ୍㡿ᇦ࡛࠶ࡿࠕඹឤ 㸲. ⪃ᐹ ᛶࠖࡣࠊᏊࡶᑐࡍࡿඹឤࡸ㛵ᚰ㛵㐃ࡍࡿ 㡿ᇦ࡛࠶ࡿࠋ࠼ࡤࠊ ࠕᗂ࠸ᏊࡶࡀἽ࠸࡚࠸ࡿ ᮏ◊✲ࡢ┠ⓗࡣࠊᏛ⏕ࡢḟୡ௦⫱ᡂព㆑ 㛫ⓗᒎᮃࠊ࠾ࡼࡧࠊᛶูࡢ㛵㐃ࡘ࠸࡚᫂ࡽ ࡍࡿࡇ࡛࠶ࡗࡓࠋḟୡ௦⫱ᡂព㆑ࡢ ᐃ ࡣ㣴ㆤᛶᑻᗘḟୡ௦⫱ᡂຊᑻᗘࢆ⏝࠸ࡓࠋ ࡑࡋ࡚ࠊ㛫ⓗᒎᮃయ㦂ᑻᗘࢆ⏝࠸࡚㛫ⓗᒎ ᮃࣃࢱ࣮ࣥࢆྠᐃࡋࡓࠋ㛫ⓗᒎᮃࣃࢱ࣮ࣥࠊ ࠾ࡼࡧࠊᛶูࡼࡿḟୡ௦⫱ᡂព㆑ࡢഴྥࡘ ࠸࡚⪃ᐹࢆヨࡳࡓࠋ ఱࡋ࡚࠶ࡆࡓ࠸ᛮ࠺ࠖ࠸ࡗࡓ㡯┠ࡀ ྵࡲࢀࡓࠋḟୡ௦⫱ᡂຊᑻᗘࡢ㡿ᇦ࡛࠶ࡿࠕㄌ ⏕⫯ᐃࡢ⮬ಙࠖࡣࠊᏊࡶࡢㄌ⏕ᑐࡍࡿ⫯ᐃ ⓗ࡞ែᗘ㛵㐃ࡋ㸦㡯┠㸸⚾ࡣࠊᏊࡶࡢㄌ ⏕ࢆ⪃࠼ࡓࡔࡅ࡛ᖾࡏ࡞Ẽศ࡞ࡿ㸧ࠊࠕ⮬ᕫᡂ 㛗ࡢ⮬ಙࠖࡣࠊᏊࡶࡢ㣴⫱㐣⛬࠾ࡅࡿ⮬ศ ⮬㌟ࡢᡂ㛗ࡢᮇᚅࡸ㣴⫱ࡢព⩏ࢆㄆࡵࡿែᗘ 㛵㐃ࡋࡓ㸦㡯┠㸸⚾ࡣࠊᏊࡶࡢ㛵ಀࢆ సࡿࡇࢆ㏻ࡋ࡚ே㛫ⓗᡂ㛗ࡍࡿࡔࢁ࠺㸧 ࠋࡇ 㸲㸬 ḟୡ௦⫱ᡂព㆑ᛶูࡢ㛵㐃 ᑻᗘᚓⅬ࠾ࡅࡿᛶᕪࡣࠕඹឤᛶࠖࠊࠕㄌ⏕⫯ ᐃࡢ⮬ಙࠖࠊࠕ⮬ᕫᡂ㛗ࡢ⮬ಙࠖ࠾࠸࡚ㄆࡵࡽ ࢀࡽࡢ㡿ᇦࡣࠊᏊࡶࡢ⌮ゎࡸ⫱ඣᑐࡍࡿ⫯ ᐃⓗ࡞ែᗘ㛵㐃ࡍࡿࠋዪᏊ࠾ࡅࡿ㣴ㆤᛶࡢ 㧗ࡉࡣඛ⾜◊✲㸦ᴈ⃝㸪2012㸧ࡢ⤖ᯝ୍⮴ࡍ 20 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ࡿࡶࡢ࡛࠶ࡗࡓࠋᴈ⃝㸦2012㸧࡛ࡶᣦࡉࢀ࡚ ᐇ㊶ⓗ࡞ഃ㠃㛵㐃ࡍࡿࠋࡑࡋ࡚ࠊࡇࡢ㡿ᇦ࡛ ࠸ࡿࡀࠊࡇࡢഴྥࡢせᅉࡢࡦࡘࡋ࡚♫ⓗ ࡣࠊ㐣ཤᑐࡍࡿཷᐜែᗘࡀపࡃ࡚ࡶࠊ⌧ᅾࡸ ࡞ᛶᙺࡢᙳ㡪ࡀ⪃࠼ࡽࢀࡓࠋ⫱ඣ࠾ࡅࡿዪ ᮍ᮶㛵ࡍࡿᒎᮃ㸦⌧ᅾࡢᐇឤࠊ┠ᶆᣦྥᛶࠊ ᛶࡢᙺࡢᮇᚅ࠸࠺♫࣭ᩥⓗᩥ⬦ࡀࠊ ᕼᮃ㸧ࡀ㧗ࡅࢀࡤࠊ⯡ⓗ㧗࠸ᒎᮃࢆ᭷ࡍࡿ ዪᏊࡢព㆑ࡢ㧗ࡉ㛵㐃ࡍࡿࡇࡀ♧၀ࡉࢀࡓࠋ 㧗ᒎᮃ⩌ྠỈ‽ࢆ⥔ᣢ࡛ࡁࡿࡇࡀ♧၀ࡉࢀ ࡲࡓࠊ㟷ᖺᮇ࠸࠺Ⓨ㐩ẁ㝵࠶ࡿዪᏊᏛ⏕ ࡓࠋ ࡗ࡚ࡣࠊࡑࡢࣛࣇࢧࢡࣝ࠾࠸࡚ฟ⏘ ୍᪉ࠊᮍ᮶࣭⌧ᅾప⩌ࡣࠊ㐣ཤᑐࡍࡿᒎᮃ ࡸ⫱ඣࡀ㏆࠸ᮍ᮶ࡢ⌧ᐇⓗ࡞ၥ㢟ࡋ࡚ᤊ࠼ࡽ ࡀẚ㍑ⓗ㧗࠸ࡀࠊ⌧ᅾࡸᮍ᮶㛵ࡍࡿᒎᮃࡀప ࢀࠊᏊࡶࡸ⫱ඣᑐࡍࡿ๓ྥࡁ࡞ព㆑ࡀάᛶ ࠸࠸࠺≉ᚩࢆ♧ࡋ࡚࠸ࡓ㸦⾲ 2㸧ࠋࡇࡢ⩌ࡣࠊ ࡉࢀ࡚࠸ࡿྍ⬟ᛶࡶ♧၀ࡉࢀࡓࠋ ḟୡ௦⫱ᡂព㆑ࡢ㡿ᇦࠊࡍ࡞ࢃࡕࠊୖグࡢ㡿 ᇦຍ࠼࡚ࠊࠕ‽ഛᛶࠖ㸦ᑗ᮶ぶ࡞ࡗ࡚Ꮚࡶ 㸲㸬㸰 ḟୡ௦⫱ᡂព㆑㛫ⓗᒎᮃࣃࢱ࣮ࣥࡢ 㛵㐃 ࢆ⫱࡚ࡼ࠺ࡍࡿᚰ⌮ⓗᵓ࠼㸧ࠊ ࠕཷᐜᛶࠖ 㸦Ꮚ ࡶᑐࡍࡿ⫯ᐃⓗឤ㸧ࠊ ࠕ⥅ᢎࡢ⮬ಙࠖ 㸦ୖࡢୡ ᮏ◊✲ࡢศᯒ⤖ᯝ࡛ࡣࠊ㧗ᒎᮃ⩌ࡀ࡚ࡢᑻ ௦ࡽཷࡅ⥅ࡂḟࡢୡ௦ఏ࠼ࡿࡁ≀ࡢ ᗘ࠾࠸࡚㧗ᚓⅬࢆ♧ࡋ࡚࠸ࡓ㸦⾲ 3㸧 ࠋᮏ◊✲ ㄆ㆑㸧࠾࠸࡚ࡶపỈ‽࠶ࡗࡓ㸦⾲ 3㸧 ࠋࡇࡢ ࡛ᢅࡗࡓḟୡ௦⫱ᡂព㆑ࡢ࡚ࡢ㡿ᇦ࠾࠸࡚ࠊ ࡇࡽࠊ㐣ཤࡢཷᐜែᗘࡀⰋዲ࡛࠶ࡗ࡚ࡶࠊ 㧗࠸㛫ⓗᒎᮃࡀ㧗࠸ḟୡ௦⫱ᡂព㆑㛵㐃ࡍ ⌧ᅾࡸᮍ᮶ࡢᒎᮃࡀపࡅࢀࡤࠊḟୡ௦⫱ᡂព㆑ ࡿࡇࡀ♧ࡉࢀࠊ㐣ཤࠊ⌧ᅾࠊᮍ᮶ᑐࡍࡿ࣏ ࡶపࡃ࡞ࡿࡇࡀ♧၀ࡉࢀࡓࠋ ࢪࢸࣈ࡞ᚰ⌮ⓗぢゎࡀḟୡ௦⫱ᡂព㆑ࡢάᛶ ௨ୖࡢࡇࡽࠊḟୡ௦⫱ᡂព㆑ࡣ㧗࠸ 㛵㐃ࡍࡿࡇࡀ♧၀ࡉࢀࡓࠋࡋࡋࠊ㐣ཤࠊ 㛫ⓗᒎᮃࡀ㛵㐃ࡍࡿࡇࠊࡑࡋ࡚ࠊ㡿ᇦࡼࡗ ⌧ᅾࠊᮍ᮶ᑐࡍࡿぢゎࡢ⤌ࡳྜࢃࡏࣃࢱ࣮ࣥࠊ ࡚ࡣࠊ㐣ཤཷᐜࡀⰋዲ࡛࡞ࡃ࡚ࡶ⌧ᅾࡸᮍ᮶ ࡍ࡞ࢃࡕࠊ㛫ⓗᒎᮃࣃࢱ࣮ࣥࢆヲ⣽᳨ウࡍ ࡢᒎᮃࡀ㧗ࡅࢀࡤࠊྠᵝࡢỈ‽ࢆ⥔ᣢ࡛ࡁࡿࡇ ࡿࠊ᭦࡞ࡿᵝ┦ࡀㄆࡵࡽࢀࡓࠋ ࡀ♧၀ࡉࢀࡓࠋ㏫ࠊ㐣ཤཷᐜࡀⰋዲ࡛࠶ࡗ ᮍ᮶࣭⌧ᅾ㧗⩌ࡣࠊ㧗ᒎᮃ⩌࡛ࡣ࡞࠸ࡀࠊ ࡚ࡶࠊ⌧ᅾ࣭ᮍ᮶ࡢᒎᮃࡀపࡅࢀࡤࠊḟୡ௦⫱ ⌧ᅾࡸᮍ᮶㛵ࡍࡿᒎᮃࡀẚ㍑ⓗ㧗ࡃࠊ㐣ཤ ᡂព㆑ࡢάᛶࡣ㈉⊩ࡋ࡞࠸ࡇࡀ♧၀ࡉࢀ ᑐࡍࡿᒎᮃࡀప࠸࠸࠺≉ᚩࢆ᭷ࡋ࡚࠸ࡓ㸦⾲ ࡓࠋ 2㸧ࠋࡇࡢ⩌ࡣࠊ㣴ㆤᛶࡢࠕᢏ⬟ࠖ㡿ᇦḟୡ௦ ⫱ᡂຊࡢࠕᆅᇦຊࡢ⮬ಙࠖ㡿ᇦ࡛㧗ᒎᮃ⩌ྠ ⛬ᗘࡢ㧗Ỉ‽ࢆ♧ࡋ࡚࠸ࡓࠋ ࠕᢏ⬟ࠖࡣᏊࡶ ᑐࡍࡿࢫ࢟ࣝࡢ⮬ಙ㛵㐃ࡍࡿ㡿ᇦ࡛ࠊ࠼ࡤࠊ 㸲㸬㸱 ḟୡ௦⫱ᡂព㆑ࠊᛶูࠊ㛫ⓗᒎᮃࣃࢱ ࣮ࣥࡢ㛵㐃 ᮏ◊✲࡛ᐇࡋࡓ 2 せᅉศᩓศᯒ࡛ࡣࠊ ࠕᗂ࠸Ꮚࡶࡀࡄࡎࡗ࡚࠸ࡿࠊ࠺ࡲࡃ࡞ࡔࡵ స⏝ࡣㄆࡵࡽࢀࡎࠊྛせᅉ㸦ᛶูࠊ㛫ⓗᒎᮃ ࡿࡇࡀ࡛ࡁࡿࠖ࠸ࡗࡓ㡯┠ࡀྵࡲࢀࡓࠋࡲ ࣃࢱ࣮ࣥ㸧ࡢຠᯝࡢࡳࡀ☜ㄆࡉࢀࡓ㸦⾲ 3㸧ࠋ ࡓࠊ ࠕᆅᇦຊࡢ⮬ಙࠖࡣ⮬㌟ࡢ⏕άᅪ㸦ࢥ࣑ࣗࢽ ࠸ࡎࢀ୍᪉ࡢせᅉࡢሙྜࡶ࠶ࢀࡤࠊ2 せᅉࡢ ࢸ㸧ࢆᏊࡶࡢࡓࡵᨵၿࡍࡿࡇࡢ㛵ᚰ ຠᯝࡀㄆࡵࡽࢀࡓ㡿ᇦࡶ࠶ࡗࡓࠋᚋ⪅ࡣࠊ ࡸࠊᏊ⫱࡚࠾ࡅࡿࢥ࣑ࣗࢽࢸ࡛ࡢຓࡅྜ࠸ ࠕඹឤᛶࠖࠊࠕㄌ⏕⫯ᐃࡢ⮬ಙࠖࠊࠕ⮬ᕫᡂ㛗ࡢ⮬ ᑐࡍࡿ✚ᴟⓗ࡞ែᗘ㛵㐃ࡍࡿ㡿ᇦ࡛࠶ࡗࡓ ಙࠖࡀヱᙜࡋࠊ㧗࠸㛫ⓗᒎᮃྠᛶู㸦ዪ 㸦㡯┠㸸⚾ࡣࠊᏊࡶࡀẼ࡞ࡗࡓࡁࠊ Ꮚ㸧ࡀ㧗Ỉ‽㛵㐃ࡋ࡚࠸ࡓࠋࡇࢀࡽࡢ㡿ᇦࡣ ㏆ᡤࡢேຓࡅࢆồࡵࡿࡔࢁ࠺㸧 ࠋࡇࢀࡽࡢ㡿ᇦ Ꮚࡶࡢ⌮ゎࡸ⫱ඣᑐࡍࡿ⫯ᐃⓗ࡞ែᗘ㛵 ࡣࠊᏊࡶࡸࢥ࣑ࣗࢽࢸࡢാࡁࡅ࠸࠺ 㐃ࡍࡿ㡿ᇦ࡛࠶ࡾࠊዪᏊ࡛࠶ࡿࡇࠊ㐣ཤࠊ⌧ ݢஜ௷ ‒܇ڭҾܖٻ≝ ‒࠳ܯဃ↝ഏɭˊᏋॖᜤ↗᧓ႎޒஓ↝᧙ᡲ ᅾࠊᮍ᮶ᑐࡋ࡚⫯ᐃⓗ࡞ᒎᮃࢆᣢࡘࡇࡀࡑ Ș=.67㸧ࠋࡇࢀࡽࡢ್ࢆ⪃៖ࡋ࡚ࠊᮏ◊✲࡛ᚓࡽࢀ ࡢ㧗Ỉ‽ࢆᨭ࠼ࡿࡇࢆ♧၀ࡍࡿࡶࡢ࡛࠶ࡗࡓࠋ ࡓ್ࡣᴫࡡⰋዲุ᩿ࡋࡓࠋ 㸲㸬㸲 ࡲࡵ ᮏ◊✲࠾࠸࡚ࡣࠊ㣴ㆤᛶᑻᗘḟୡ௦⫱ᡂ 㸦ὀ㸱㸧 ຠᯝ㔞㸦ES: Effect Size㸧ࡣࠕຠᯝࡢ ࡁࡉࠖࢆᣦࡋࠊࢧࣥࣉࣝࢧࢬࡼࡗ࡚ኚࡍࡿ ࡇࡢ࡞࠸ᶆ‽ࡉࢀࡓᣦᶆ࡛࠶ࡿ㸦Ỉᮏ࣭➉ෆ㸪 ຊᑻᗘࢆ⏝࠸࡚ḟୡ௦⫱ᡂព㆑ࢆᤊ࠼ࠊᛶู 2008㸧 ࠋ┦㛵ಀᩘࡢሙྜࡣࠊࡑࡢ್ࡀࡑࡢࡲࡲຠ 㛫ⓗᒎᮃ࠸࠺ 2 ࡘࡢせᅉࡢ㛵㐃ࡘ࠸࡚ ᯝ㔞ࢆ♧ࡍࠋࡑࡢ್㸦⤯ᑐ್㸧ࡀ.50 ௨ୖ࡛࠶ࢀ ᳨ウࡋࡓࠋ࠸ࡎࢀ୍᪉ࡢせᅉ㛵㐃ࡍࡿ㡿ᇦ ࡶ࠶ࢀࡤࠊ୧᪉ࡢせᅉ㛵㐃ࡀぢࡽࢀࡿ㡿ᇦࡶ 21 ࡤຠᯝ㔞㸦Large㸧 ࠊ.30 ௨ୖ࡛࠶ࢀࡤ୰ 㸦Medium㸧 ࠊ.10 ௨ୖ࡛࠶ࢀࡤᑠ㸦Small㸧ࡉ ࢀࡿ㸦Cohen,1988; Ỉᮏ࣭➉ෆ,2008㸧 ࠋ ࠶ࡗࡓࠋయⓗࡣࠊ㐣ཤࠊ⌧ᅾࠊᮍ᮶⯡ ᑐࡍࡿ⫯ᐃⓗ࡞ែᗘࢆᣢࡘࡇࡀ㧗࠸ḟୡ௦⫱ ᡂព㆑ࢆᨭ࠼ࡿࡇࡀ♧၀ࡉࢀࡓࠋ㡿ᇦࡼࡗ ࡚ࡣࠊዪᏊࡢ᪉ࡀ㧗ࡃ࡞ࡿഴྥࡀぢࡽࢀࠊ♫࣭ ᩥⓗᩥ⬦ࡢᙳ㡪ࡸዪᛶࡋ࡚ࡢࣛࣇࢧࢡ ࣝࡢᙳ㡪ࡀ♧၀ࡉࢀࡓࠋࡲࡓࠊ㐣ཤࡢཷᐜែᗘ ࡀⰋዲ࡛࡞ࡃ࡚ࡶࠊ⌧ᅾ࣭ᮍ᮶ᑐࡍࡿ⫯ᐃⓗ ែᗘࡀ㧗ࡅࢀࡤ㧗Ỉ‽ࢆ⥔ᣢࡍࡿ㡿ᇦࡶ☜ㄆࡉ ࢀࠊ ࠕ࠸ࡲࠖࡸࠕࡇࢀࡽࠖࢆ๓ྥࡁᤊ࠼ࡿጼ ໃࡀ㔜せ࡞ᙺࢆᢸ࠺ࡇࡀ♧၀ࡉࢀࡓࠋࡇࡢ ぢゎࡣࠊḟୡ௦⫱ᡂព㆑ࢆάᛶࡉࡏࡿ᪉ἲ ࡋ࡚ࠊ⌧ᅾࡸᮍ᮶ࡢែᗘࢆ࣏ࢪࢸࣈ࡞᪉ྥ ኚᐜࡉࡏࡿࡇࡢ᭷ຠᛶࢆࡶ♧၀ࡍࡿࡶࡢ࡛ ࠶ࡗࡓࠋࡇࡢⅬ㛵ࡋ࡚ࡣࠊᚋ᭦࡞ࡿ᳨ウࢆ 㔜ࡡ࡚࠸ࡁࡓ࠸ࠋ グ㸸 ᮏ◊✲ࡣ JSPS ⛉◊㈝ 24590814 ࡢຓ ᡂࢆཷࡅࡓࠋ 㸦ὀ㸯㸧 ࢡࣛࢫࢱศᯒ࠾࠸࡚ࠊ࡚ࡢኚᩘࡀ⤖ᯝ ᖹ➼ᐤࡍࡿ᪉ࡀࡼ࠸⪃࠼ࡽࢀࡿሙྜࡣࠊ ᶆ‽ࡉࢀࡓࢹ࣮ࢱࢆ⏝࠸ࡿࡇࡀ່ࡵࡽࢀ࡚࠸ ࡿ㸦㊊❧㸪2006㸧 ࠋᮏ◊✲ࡶࡇࡢ᪉㔪ᚑࡗࡓࠋ 㸦ὀ㸰㸧 Șಀᩘࡢపࡉࡢせᅉࡢࡦࡘࡋ࡚ࠊ㡯┠ ᩘࡢᑡ࡞ࡉࡀ⪃࠼ࡽࢀࡿࠋ㛫ⓗᒎᮃయ㦂ᑻᗘࡢ సᡂ㛵ࡍࡿඛ⾜◊✲㸦ⓑ㸪1994㸧ࡼࢀࡤࠊ ྛୗᑻᗘࡢȘಀᩘࡣḟࡢࡼ࠺ሗ࿌ࡉࢀ࡚࠸ࡿ 㸦㡯┠ᩘేグࡋࡓ㸧ࠋࠕ┠ᶆᣦྥᛶࠖ㸦㡯┠ᩘ 5㸪 Ș=.79㸧ࠊ ࠕᕼᮃࠖ 㸦㡯┠ᩘ 4㸪Ș=.67㸧ࠊ ࠕ⌧ᅾࡢ ࠕ㐣ཤཷᐜࠖ 㸦㡯┠ᩘ 4㸪 ᐇឤࠖ 㸦㡯┠ᩘ 5㸪Ș=.83㸧ࠊ ᘬ⏝ᩥ⊩ ㊊❧ᾈᖹ㸸2006㸪 ࠗከኚ㔞ࢹ࣮ࢱゎᯒἲ࠘ 㸪 ࢼ࢝ ࢽࢩࣖฟ∧㸪 ி㒔. Cohen㸪 J. : 1988㸪 Statistical power analysis for the behavioral sciences (2nd ed)㸪 Erlbaum Associates㸪 New York. Erikson㸪 E. H. : 1950㸪 Childhood and society㸪 Norton & Company㸪 New York. (ோ⛉ᘺ⏕ (ヂ) : 1977㸪ࠗᗂඣᮇ♫Ϩ࠘㸪ࡳࡍࡎ᭩ᡣ㸪 ᮾி). Erikson㸪 E. H.㸪 & Erikson㸪 J. M. : 1997㸪 The life cycle completed. Expanded ed㸪 Norton & Company㸪 New York. (ᮧ℩Ꮥ㞝࣭㏆⸨㑥ኵ (ヂ) : 2001㸪 ࠗࣛࣇࢧࢡࣝࡑࡢ⤖ ቑ⿵ ∧࠘ 㸪 ࡳࡍࡎ᭩ᡣ㸪 ᮾி). Fogel㸪 A. D.㸪 & Melson㸪 G. F. (ⴭ) ࣐࢝ࣝࣆࣥ ⨾㕥 (ヂ) : 1989㸪 ࠕᏊࡶࡢ㣴ㆤᛶࡢⓎ㐩ࠖ㸪 ᑠᔱ⚽ኵ (⦅)㸪 ࠗஙᗂඣࡢ♫ⓗୡ⏺࠘ 㸪 ᭷ ᩫ㛶㸪 ᮾி㸪 170-186 㡫. Frank㸪 L. K. : 1939㸪 ͆Time perspective͇㸪 Journal of Philosophy㸪 Vol. 4㸪 pp.293-312. ཎࡦࢁᏊ࣭⯓࠾ࡿ (⦅) : 1991㸪 ࠗẕᛶࡽḟୡ ௦⫱ᡂຊ㸸⏘ࡳ⫱࡚ࡿ♫ࡢࡓࡵ࠘ 㸪᪂᭙ ♫㸪 ᮾி. ⳻⣧Ꮚ࣭ⴠྜᖾᏊ࣭ụ⏣ᖾᜤ࣭㧗ᮌ᭷Ꮚ : 2009㸪 ࠕ㟷ᖺᮇࡢḟୡ௦⫱ᡂຊᑻᗘࡢ㛤Ⓨࡑࡢ᳨ ウࠖ 㸪 ࠗẕᛶ⾨⏕࠘ 㸪 ➨ 50 ᕳ㸪 132-140 㡫. ఀ⸨ⴥᏊ : 2003㸪 ࠕ୰࣭㧗ᰯ⏕ࡢぶᛶ‽ഛᛶࡢⓎ 㐩ࠖ 㸪ࠗ᪥ᮏᐙᨻᏛㄅ࠘ 㸪 ➨ 54 ᕳ㸪 801-812 㡫. ᑠᔱ⚽ኵ : 1989㸪ࠕ㣴ㆤᛶࡢⓎ㐩ࡑࡢពࠖ 㸪ᑠ ᔱ⚽ኵ (⦅)㸪ࠗஙᗂඣࡢ♫ⓗୡ⏺࠘ 㸪᭷ᩫ㛶㸪 ᮾி㸪 187-204 㡫. ᴈ⃝௧Ꮚ : 2012㸪 ࠗ㟷ᖺᮇ࣭ᡂேᮇ࠾ࡅࡿ㣴ㆤ ᛶࡢⓎ㐩ᙧᡂせᅉ࠘ 㸪 㢼㛫᭩ᡣ㸪 ᮾி. ᴈ⃝௧Ꮚ࣭⚟ᮏ ಇ࣭ᒾ❧ᚿὠኵ : 2009㸪 ࠕᏛ ⏕࠾ࡅࡿ⿕㣴ㆤ࣭㣴ㆤయ㦂ࡀ㣴ㆤᛶ 㸦nurturance㸧ཬࡰࡍᙳ㡪ࠖ 㸪 ࠗᩍ⫱ᚰ⌮Ꮫ ◊✲࠘ 㸪 ➨ 57 ᕳ㸪 168-179 㡫. Lewin㸪 K. : 1951㸪 ͆Field theory in social science.͇㸪 Dorwin Cartwright (ed.)㸪 22 Harper㸪 New York. (ᮎỌಇ㑻 (ヂ) : 1954㸪 ࠗ♫ⓗⴱ⸨ࡢゎỴ࠘ 㸪 ඖ♫㸪ᮾி). Ỉᮏ ⠜࣭➉ෆ ⌮ : 2008㸪 ࠕ◊✲ㄽᩥ࠾ࡅࡿ ຠᯝ㔞ࡢሗ࿌ࡢࡓࡵ: ᇶ♏ⓗᴫᛕὀពⅬࠖ㸪 ࠗⱥㄒᩍ⫱◊✲࠘ 㸪 ➨ 31 ᕳ㸪 57-66 㡫. ᒸᮏ♸Ꮚ࣭ྂ㈡┿⣖Ꮚ : 2004㸪 ࠕ㟷ᖺࡢࠕぶ‽ഛ ᛶࠖᴫᛕࡢ᳨ウࡑࡢⓎ㐩㛵㐃ࡍࡿせᅉࡢ ศᯒࠖ 㸪 ࠗᗈᓥᏛᚰ⌮Ꮫ◊✲࠘ 㸪 ➨ 4 ᕳ㸪 159-172 㡫. Seginer㸪 R㸪 & Shoyer㸪 S. : 2012㸪 ͆How mothers affect adolescents̓ future orientation: A two-source analysis.͇㸪 Japanese Psychological Research㸪 Vol.54㸪 pp.310-320. ⓑ᫂ : 1994㸪 ࠕ㛫ⓗᒎᮃయ㦂ᑻᗘࡢసᡂ 㛵ࡍࡿ◊✲ࠖ 㸪ࠗᚰ⌮Ꮫ◊✲࠘ 㸪 ➨ 65 ᕳ㸪 54-60 㡫. ᑎᮏጁᏊ࣭ᰘཎᐅᖾ : 2015,ࠕᏛ⏕ࡢḟୡ௦⫱ᡂ ព㆑ࡑࡢ㛵㐃せᅉࠖ 㸪ࠗ᪥ᮏᶫᏛ㤋Ꮫ⣖せ࠘, ➨ 14 ྕ, 3-13 㡫. 㒔⟃ Ꮫ : 2007㸪ࠕ㛫ⓗᒎᮃࡢ⌮ㄽㄢ㢟ࠖ 㸪㒔 ⠏ Ꮫ࣭ⓑ᫂ (⦅) 㸪 ࠗ㛫ⓗᒎᮃ◊✲࢞ ࢻࣈࢵࢡ࠘ 㸪 ࢼ࢝ࢽࢩࣖฟ∧㸪 ி㒔㸪 11-28 㡫. ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ݢஜ௷ ‒܇ڭҾܖٻ≝ ‒࠳ܯဃ↝ഏɭˊᏋॖᜤ↗᧓ႎޒஓ↝᧙ᡲ 23 Attitude towards nurturing the next generation and the time perspective in university students Taeko TERAMOTO≍1 Yoshiyuki SHIBAHARA≍2 ⁅⁛‒ The relationship between the attitude towards nurturing the next generation, the time perspective, and gender were investigated in university students (N =463). Analyses of variance were conducted with participants’ Nurturance Scale score and Capability to Nurture the Next Generation Scale score as dependent variables, and gender and patterns of time perspective derived by cluster analysis as independent variables. Results indicated that scores of both dependent variables were higher in students with a positive time perspective. Moreover, female students and students with a higher sense of time perspective for the present and future had higher scores in certain subscales. These findings suggest that a positive time perspective contributes to positive attitudes toward nurturing the next generation. Furthermore, the results indicated the influences of social and cultural demands and life cycle of female students and influences of positive attitudes regarding the present and future, despite having negative attitude about the past, on the attitude towards nurturing the next generation. ääääääääääääääääää‒ Key words‒…………………………………………………… attitude towards nurturing the next generation, nurturance, time perspective, gender, university students Ფ1 Faculty of Liberal Arts Nihonbashi Gakkan University Ფ2 Faculty of Liberal Arts Nihonbashi Gakkan University NIHONBASHI GAKKAN UNIVERSITY Bulletin No.14 25 ݢஜܖٻ≝܇ڭဃ⇁ݣᝋ↗ↈ↺ഏɭˊᏋ↚᧙ↈ↺࣎ྸᏋ↝ܱោ↗ᚸ̖ Ҿᓸᛯ૨‒ ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ܖٻဃ⇁ݣᝋ↗ↆഏɭˊᏋ↚᧙ↈ↺࣎ྸᏋ↝‒ ܱោ↗ᚸ̖‒‒ ݢஜ‒ ‒܇ڭ1 ᚃ↚ࣱ̞᧙↝܇ໜ҄ↆ ⁀‵″⁅⁆≋⁀⁛⁙‒‵⁚⁛⁞⁖‒″⁗ ⁗‒⁅⁓⁗⁞⁞⁛⁗‒⁆⁓⁛⁛⁙≌⇽∓⇖∏∆↝ ⇁ဇↆ⅚ഏɭˊᏋॖᜤ⇁̟ᡶↈ↺↰↝࣎ྸᏋ⇽∓⇖∏∆↝ܱ↗ᚸ̖⇁ᚾ↮⅛ʐ࠷ δ↝⇛⇊∙↳ᚃ↓↚ࣱ̞᧙↝܇ⅳ↕↝ ⁀‵″⁅⁆ ⇁ဇↆ⅚‣ Ӹ↝ܖٻဃ⇁ݣᝋ↗ↆ⅛⇽∓⇖ ∏∆Эࢸ↚ܱↆᚸ̖⇬⇟⇮≋ᜱࣱ⅚ࡇݿഏɭˊᏋщ⅚ࡇݿᚃ↧↝̮᫂ज़↚≌ࡇݿⅹⅳ↕ ࢽໜ↝ɥଞͼӼⅻᛐ↰↸↻ↂ↗ⅺ↸⅚ஜ⇽∓⇖∏∆↝ஊјࣱⅻᅆՐↄ↻⅛‒ ‒ äääääääääääääääääääää‒ ⇓∞∕∞⇯‒ ääääääääääääääääääää ࣎ྸᏋ‒ ⁀‵″⁅⁆‒ ᜱࣱ‒ ഏɭˊᏋॖᜤ‒ ܖٻဃ‒ 㸯㸬ࡣࡌࡵ ࡚ᑐࡍࡿ㐺ᛂࡢᨭࡶゝ࠼ࡿࡀࠊ᭦ࠊぶ ࡞ࡗ࡚ࡽࡢᨭぶ࡞ࡿ௨๓ࡽࡢᨭ Ꮚ⫱࡚ᨭࡣࠊḟࡢୡ௦ࢆᢸ࠺Ꮚࡶࡑ ࡢ㣴⫱⪅࣭ᐙ᪘ࢆᑐ㇟ࡍࡿᨭ࡛࠶ࡾࠊᚰ⌮Ꮫ ࡑࡢ㛵㐃㡿ᇦ㸦་⒪ࠊಖࠊ⚟♴ࠊᩍ⫱➼㸧ࡢ 㐃ᦠࡀồࡵࡽࢀࡿ⮫ᗋάື࡛࠶ࡿࠋ⸼⏣㸦2010㸧 ࡣࠊᏊ⫱࡚ᨭࢆぶࡢᏊ⫱࡚㈇ᢸࢆ㍍ῶࡍࡿࡓࡵ ࡢᨭࠊぶࡀᏊࡶࢆ⫱࡚ࡿ㈨㉁ࡢྥୖ㛵ࡍ ูࡉࢀࡿ㸦⸼⏣㸪2010㸧ࠋ ᮏ◊✲࡛ࡣࠊぶ࡞ࡿ௨๓ࡽࡢᨭὀ┠ ࡍࡿࠋࡇࡢẁ㝵࡛ࡢᨭࡣࠊᏊࡶࡸᏊࡶࡢ㣴 ⫱ᑐࡍࡿ⌮ゎࡸ‽ഛᛶ㸦㛵ᚰࠊែᗘ㸧ࡢάᛶ 㛵㐃ࡍࡿ⪃࠼ࡽࢀࡿࠋࡇࡢࡼ࠺࡞ࠊᏊࡶࡸ ࡑࡢ㣴⫱ࡘ࠸࡚ࡢ⌮ゎࡸ‽ഛᛶࡣࠊ ࠕぶ‽ഛᛶࠖ ࡿᨭูࡋ࡚࠸ࡿࠋ๓⪅ࡣᐙᗞ࡛ࡢᏊ⫱࡚ࢆ 㸦ᒸᮏ࣭ྂ㈡㸪2004㸧ࠊ ࠕぶᛶ‽ഛᛶࠖ 㸦ఀ⸨㸪2003㸪 ಖ㞀ࡍࡿࡓࡵࡢ㣴⫱⪅ࡢ⏕άປാ㛵ࡍࡿᨭ 2007㸧ࠊࠕḟୡ௦⫱ᡂຊࠖ 㸦ཎ࣭⯓㸪1991㸹⳻࣭ ࡸࠊᏊ⫱࡚ࡢࡓࡵࡢᐙᗞࡸᆅᇦࡢ⎔ቃᩚഛ㛵 ⴠྜ࣭ụ⏣࣭㧗ᮌ㸪2009㸧ࠊ ࠕ㣴ㆤᛶࠖ 㸦ᑠᔱ㸪1989㸹 ࡍࡿᨭࡀヱᙜࡋࠊಖ⫱タࡢ㔞㉁ࡢ☜ಖࠊ⤒ ῭ⓗᨭࠊᏊ⫱࡚ࡀࡋࡸࡍ࠸⎔ቃࡢᩚഛ➼ࡀྵࡲ ࢀࡿࠋ୍᪉ࠊᚋ⪅ࡣぶ㸦㣴⫱⪅㸧⮬㌟ࡢᏊࡶࢆ ⫱࡚ࡿຊࢆಁ㐍ࡋࠊᏊ⫱࡚࠸࠺ࣛࣇ࣋ࣥࢺ ࡢ㐺ᛂࢆಁࡍヨࡳᤊ࠼ࡽࢀࡿࠋᏊࡶࡸᏊ⫱ ‒ ‒ ․•‣… ࠰ ‣• உ ․ ଐӖྸ‒ Evaluation of an NCAST-based psychoeducational program for promoting attitude toward nurturing the next generation. “‣‒⁆⁓⁗⁝‒⁆‷⁄″‿⁁⁆⁁‒ ଐஜܖܖ⇪∞⇈∑∏⇿∐ܖٻᢿ‒ ᴈ⃝㸪2012㸧➼ࡢᴫᛕ᳨࡛ウࡉࢀ࡚ࡁࡓࠋ ࠕぶ‽ ഛᛶࠖࡣࠊᒸᮏ࣭ྂ㈡㸦2004㸧ࡼࡗ࡚ࠕᏊࡶ ࡀᑗ᮶ࠊᐙᗞࢆ⠏ࡁ⤒Ⴀࡋ࡚࠸ࡃࡓࡵᚲせ࡞ࠊ Ꮚࡶࡢ㣴⫱ࠊᐙ᪘ࡢ⤖ྜࠊᐙປാࠊㆤࢆྵ ࡴぶࡋ࡚ࡢ㈨㉁ࠊ࠾ࡼࡧࡑࢀࡀഛࢃࡗࡓ≧ែࠖ ᐃ⩏ࡉࢀ࡚࠾ࡾࠊ ࠕぶᛶ‽ഛᛶࠖࡣఀ⸨㸦2003㸧 ࡼࡗ࡚ࠕᏊ⫱࡚ࢆᨭࡍࡿ♫ࡢ୍ဨࡋ࡚ࡢ ᙺࢆᯝࡓࡍࡓࡵࡢ㈨㉁ࠖᐃ⩏ࡉࢀ࡚࠸ࡿࠋࡲ ࡓࠊ㣴ㆤᛶࡣࠕ┦ᡭࡢ࡞Ⓨ㐩ࢆಁ㐍ࡍࡿࡓࡵ 26 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ⏝࠸ࡽࢀࡿඹឤᛶᢏ⬟ࠖᐃ⩏ࡉࢀ㸦Fogel ᖺ⏕ࢆᑐ㇟ࠊᏊࡶ⌮ゎࠊ⮬ᕫ⌮ゎࠊࢥ࣑ࣗࢽ and Melson㸪1989; ᑠᔱ㸪1989; ᴈ⃝㸪2012㸧ࠊ ࢸ⌮ゎࢆಁࡍᩍ⫱ࣉࣟࢢ࣒ࣛࢆᒎ㛤ࡋ࡚࠸ࡿࠋ ཎ࣭⯓㸦1991㸧ࡼࡗ࡚ࠕᛶูࡽࢃࢀࡎࠊḟ ࣉࣟࢢ࣒ࣛࡢຠᯝ ᐃ㛵ࡋ࡚ࠊᕝᓮ㸦2008㸧ࡣ ࡢୡ௦ࢆ⫱࡚ࡿ⬟ຊࠖᥦၐࡉࢀࡓḟୡ௦⫱ᡂຊ ཧຍ⪅ࡢឤࢆ㉁ⓗศᯒࡋࠊᏊࡶࡢᡂ㛗࣭Ⓨ ࡣࠊ⳻ࡽ㸦2009㸧ࡼࡗ࡚ࠕḟୡ௦ࡢᏊࡶࡓ ⫱ࡢᵝᏊࡢ⌮ゎࠊぶࡢኚࡉࡢ⌮ゎࡀಁ㐍ࡉ ࡕࢆ⫱࡚ࡿࡇࡢ⮬ಙࠖᐃ⩏ࡉࢀ࡚࠸ࡿࠋࡇ ࢀ࡚࠸ࡓࡇࡽࠊࡑࡢࣉࣟࢢ࣒ࣛࡢ᭷ຠᛶࢆ♧ ࢀࡽࡢᴫᛕඹ㏻ࡍࡿࡢࡣࠊᏊ⫱࡚ࡸḟୡ௦ࡢ㣴 ၀ࡋ࡚࠸ࡿࠋ⸨ᚋ࣭ᒸᮏ࣭ᒣᮏ㸦2005㸧ࡣࠊ‽ᐇ ⫱ᑐࡍࡿ㛵ᚰࡸែᗘ࡛࠶ࡾࠊᮏ✏࡛ࡣࠊḟୡ௦ 㦂ࢹࢨࣥ㸦๓࣭ᚋࢸࢫࢺࢹࢨࣥ㸧ᇶ࡙ ⫱ᡂព㆑ࡋ࡚ໟᣓⓗᐃ⩏ࡋࡓࠋࡇࡢᐃ⩏ࡣࠊ ࠸࡚ࠊᏊࡶ⌮ゎࠊ⮬ᕫ⌮ゎࠊࢥ࣑ࣗࢽࢸ⌮ゎ ḟୡ௦ࢆ⫱ࡴࡇࡢ㛵ᚰ㈉⊩ࠊ┦ᡭࡢឿࡋ ࡢᵝ┦ࡢኚࢆ㔞ⓗศᯒࡋ࡚࣏ࢪࢸࣈ࡞ኚ ࡳ࠸࠺ே㛫ࡢ࣏ࢪࢸࣈ࡞ഃ㠃ࡀᫎࡋ࡚࠸ ࢆぢฟࡋࠊࡇࡢࣉࣟࢢ࣒ࣛࡢ᭷ຠᛶࢆሗ࿌ࡋ࡚ ࡿࠋ ࠸ࡿࠋࡇࢀࡽࡢࣉࣟࢢ࣒࡛ࣛࡣࠊᐇ㝿ஙᗂඣ Ꮚ⫱࡚ࡢ⌮ゎಁ㐍ࠊࡍ࡞ࢃࡕࠊḟୡ௦⫱ᡂ ゐࢀྜ࠺ಖ⫱య㦂ࢆᐇࡍࡿ๓ࠊᏊࡶࡢⓎ ព㆑ࢆάᛶࡉࡏࡿヨࡳࡣࠊࢃࡀᅜࡢᏛᰯᩍ⫱ ⫱࣭Ⓨ㐩ࡢ⌮ゎࡸᏊ⫱࡚ࢆࡍࡿ㣴⫱⪅ࡸᐙ᪘ࡢ⌮ ࠾࠸࡚ࡶᐇࡉࢀ࡚࠸ࡿ㸦ᩥ㒊⛉Ꮫ┬⏕ᾭᏛ⩦ᨻ ゎࢆಁࡍ๓‽ഛࡋ࡚ࡢᤵᴗ࣭ㅮ⩏ࡀᐇࡉࢀ ⟇ᒁ⏨ዪඹྠཧ⏬Ꮫ⩦ㄢ࠾ࡼࡧཌ⏕ປാ┬㞠⏝ ࡚࠸ࡿࠋ ᆒ➼࣭ඣ❺ᐙᗞᒁ⫱ᡂ⎔ቃㄢ㸪2006㸹ᩥ㒊⛉Ꮫ┬㸪 ࡇࢁ࡛ࠊḟୡ௦⫱ᡂព㆑ࡣࠊ⮬㌟ࡢぶᏊ 2009㸪 2010㸹୰ኸᩍ⫱ᑂ㆟㸪2000㸧ࠋஙᗂඣ 㛵ಀࡀᙳ㡪ࢆ࠼ࡿࡇࡀᣦࡉࢀ࡚࠸ࡿࠋ࠼ 㛵ࢃࡿᶵࢆᥦ౪ࡍࡿࠕಖ⫱య㦂Ꮫ⩦ࠖࡋ࡚ࠊ ࡤࠊ⳻࣭ⴠྜ࣭ụ⏣࣭㧗ᮌ㸦2010㸧ࡣḟୡ௦⫱ ୰Ꮫ⏕㧗ᰯ⏕ࢆᑐ㇟ࡍࡿᐙᗞ⛉ࡸᢏ⾡࣭ᐙᗞ ᡂຊࢆ ᐃࡍࡿᑻᗘ㸦ḟୡ௦⫱ᡂຊᑻᗘ㸧ࢆ⏝࠸ ⛉࠸࠺ᩍ⛉࡛ᑟධࡉࢀ࡚࠾ࡾࠊᑠᏛ⏕ࡶᑐ㇟ ࡚ࠊ⮬㌟ࡢぶࡢ㛵ಀᛶࡢⰋዲࡉḟୡ௦⫱ᡂຊ ྵࡵࡓࠕᏊ⫱࡚⌮ゎᩍ⫱ࠖࡶᐇࡉࢀ࡚࠸ࡿࠋ ࡢ㧗ࡉࡢ㛵㐃ࢆሗ࿌ࡋ࡚࠸ࡿࠋࡇࡢࡼ࠺࡞ሗ࿌ࢆ ◊✲ⓗࣉ࣮ࣟࢳ㸦ఀ⸨㸪2007㸹ᕝᓮ㸪2008㸹 ㋃ࡲ࠼ࡿࠊぶᏊࡢ㛵ಀᛶࡢ⌮ゎ↔Ⅼࡋࡓᚰ 㙊㔝࣭ఀ⸨㸪2008㸹⸨ᚋ㸪2007㸹⸨ᚋ࣭ᒸᮏ࣭ ⌮ᩍ⫱ࡼࡗ࡚ḟୡ௦⫱ᡂព㆑ࢆಁࡍࡇࡶྍ ᒣᮏ㸪2005㸧ࡶᩓぢࡉࢀࡿࡀࠊᇶᮏⓗࡣಖ⫱య ⬟࡛ࡣ࡞࠸⪃࠼ࡽࢀࡿࠋࡑࡇ࡛ࠊᮏ◊✲࡛ࡣ 㦂ࢆ㍈ࡍࡿᩍ⫱ࣉࣟࢢ࣒࡛ࣛ࠶ࡿࠋᐇ㝿Ꮚ⫱ ḟୡ௦⫱ᡂព㆑ࢆಁࡍᚰ⌮ᩍ⫱ࡢᩍᮦࡢࡦࡘ ࡚ࢆࡋ࡚࠸ࡿẕぶࡑࡢᏊࡶ᥋ࡋ࡚ࢥ࣑ࣗ ࡋ ࡚ ࠊ NCAST(Nursing Child Assessment ࢽࢣ࣮ࢩࣙࣥࢆࡿࡇ࡛ࠊᏊ⫱࡚ࡢ⌮ゎࢆಁ Satellite Training)ࣉࣟࢢ࣒࡛ࣛᥦ౪ࡉࢀ࡚࠸ࡿ ࡍࡇࡀࡓࡿ┠ⓗ࡞ࡗ࡚࠸ࡿࠋ๓ᣦᑟࡋ ᩍᮦ㸦Sumner and Spitetz㸪2004; ᘅ℩㸪2006㸧 ࡚ஙᗂඣࡸࡑࡢ㣴⫱⪅ࡢ⌮ゎࢆಁࡍᤵᴗࡀᐇ ╔┠ࡋࡓࠋ ࡉࢀࡓࡾࠊᚋᣦᑟࡋ࡚ಖ⫱య㦂ࡢឤࢆࢢࣝ NCAST ࡣࠊஙᗂඣ⢭⚄ಖ㸦Infant Mental ࣮ࣉ࡛ウ㆟ࡍࡿࡇࡀヨࡳࡽࢀࡓࡾࡋ࡚࠸ࡿࠋ Health 㸧㸦 Zeanah and Zeanah 㸪 2009; ࠼ࡤࠊᕝᓮ㸦2008㸧ࡣ୰Ꮫ 2 ᖺ⏕ࢆᑐ㇟ࡋࠊ Weatherston㸪2002㸧ࡢ▱ぢᇶ࡙ࡁࠊぶᏊࡢ㛵 ḟୡ௦⫱ᡂຊࢆ㣴࠺ࡇࢆ┠ⓗࡋࡓࣉࣟࢢࣛ ಀᛶࡢ⌮ゎಁ㐍㛵ࡍࡿᩍ⫱ࣉࣟࢢ࣒࡛ࣛ࠶ࡿࠋ ࣒ࢆᐇࡋ࡚࠸ࡿࠋලయⓗࡣࠊձḟୡ௦㛵ࢃ ぶᏊࡢ㛵ಀᛶ↔Ⅼࡉࢀࡓᩍᮦࢆ㛤Ⓨ࣭ᥦ౪ࡋ ࢀࡿࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ⬟ຊࠊղḟୡ௦ࡢᡂ㛗㐣 ࡚࠸ࡿⅬࡑࡢ≉Ⰽࡀ࠶ࡾࠊぶᏊࡢ㛵ಀᛶࢆᤊ࠼ ⛬㛵ࡍࡿ▱㆑ࠊճḟୡ௦✚ᴟⓗ㛵ࢃࢁ࠺ ࡿ Barnard ࣔࢹࣝࡀ⌮ㄽⓗ⫼ᬒ࠶ࡿ㸦Sumner ࡍࡿពḧࢆ㣴࠺ࡇࡀ┠ᶆࡉࢀࡓࠋࡲࡓࠊ⸨ and Spitetz㸪2004; ᘅ℩㸪2006㸧ࠋBarnard ࣔࢹ ᚋ࣭ᒸᮏ࣭ᒣᮏ㸦2005㸧ࡣࠊ⚟♴⣔ࡢᑓ㛛Ꮫᰯ 1 ࡛ࣝࡣࠊⰋዲ࡞ぶᏊࡢ㛵ಀᛶࡢᡂ❧ࡣࠊᏊࡶ 27 ݢஜܖٻ≝܇ڭဃ⇁ݣᝋ↗ↈ↺ഏɭˊᏋ↚᧙ↈ↺࣎ྸᏋ↝ܱោ↗ᚸ̖ ࡶ㣴⫱⪅ࡶ୍ᐃࡢᙺࢆᯝࡓࡍࡇࡀᚲせ࡛࠶ ୍㒊ࡋ࡚ᐇࡉࢀࡓࠋලయⓗࡣࠊᮏࣉࣟࢢࣛ ࡿ௬ᐃࡉࢀ࡚࠸ࡿࠋ୧⪅ࡀࡑࢀࡒࢀࡢᙺࢆᯝ ࣒ࡢᩍ⫱ⓗヨࡳࡀࠊᏊ⫱࡚㛵ࡍࡿព㆑࣭ែᗘ㸦ḟ ࡓࡋࠊ┦ᙳ㡪ࢆཬࡰࡍࡇ࡛ࡑࡢ㛵ಀᛶࡢᵝ ୡ௦⫱ᡂຊࠊ࠾ࡼࡧࠊ㣴ㆤᛶ㸧ࡢࡼ࠺࡞ᙳ㡪 ┦ࡀኚࡍࡿ⪃࠼ࡽࢀ࡚࠸ࡿࠋ㣴⫱⪅ࡢᙺ ࢆ࠼ࡿࡢࢆࠊ‽ᐇ㦂ࢹࢨࣥ㸦๓࣭ᚋࢸ ࡣࠊᏊࡶࡢど⥺ࠊ㢦ࡢ⾲ࠊ㌟యࡢືࡁࠊⓎኌ࣭ ࢫࢺࢹࢨࣥ㸧ᇶ࡙࠸᳨࡚ウࡋࡓࠋྠࠊඛ Ⓨヰ➼ࡢࢧࣥ㸦cue㸧ࡽࠊᏊࡶࡢࢽ࣮ࢬࢆ ⾜◊✲㸦⳻ࡽ㸪2010㸧࠾࠸࡚ḟୡ௦⫱ᡂຊ ⓗ☜ㄞࡳྲྀࡾᑐᛂࡍࡿ⬟ຊࡀ㛵ಀࡋ࡚࠸ࡿࠋ୍ ࡢ㛵㐃ࡀᣦࡉࢀࡿぶࡢ㛵ಀᛶ㸦ぶࡢಙ㢗ឤ㸧 ᪉ࠊᏊࡶࡢᙺࡣࠊ⮬㌟ࡢෆⓗ≧ែࡢ⾲⌧ ࡢᙳ㡪ࡘ࠸࡚ࡶ᳨ウࡋࡓࠋࡲࡓࠊᑐ㇟⪅ࡢᛶ ࡋ࡚ࡢࢧࣥࢆ᫂░ฟࡍ⬟ຊࡀ㛵ಀࡍࡿࠋࡇࡢ ูࡸࡁࡻ࠺ࡔ࠸ᆅ㸦ᖺୗࡁࡻ࠺ࡔ࠸ࡢ᭷↓㸧 ࡼ࠺࡞ஙᗂඣࡢࢧࣥࡸࠊࡑࡇࡽㄞࡳྲྀࡿࡇ ࠸ࡗࡓᒓᛶࡶຍࡋ᳨࡚ウࢆヨࡳࡓࠋ ࡀྍ⬟࡞Ꮚࡶࡢࢽ࣮ࢬࡑࡢᑐᛂ᪉ἲࡘ࠸ ࡚ࡢ⌮ゎࢆಁࡍᩍᮦࡋ࡚ࠊBabyCues㸦NCAST 㸰㸬᪉ἲ programs㸪2003㸧ࡀ㛤Ⓨࡉࢀ࡚࠸ࡿࠋぶᏊࡢ㛵 ಀᛶ㛵ࡋ࡚ࡣࠊ᪥ᖖⓗ࡞㐟ࡧࢆ㏻ࡌࡓᏛࡧ㸦 ࠼ࡤࠊ✚ࡳᮌࢆ✚ࡴࠊ࣎ࢱࣥࡅ➼㸧ࡢ┦స⏝ ࣉࣟࢭࢫࢆᶍᘧࡋࡓ Teaching Loop ࡢᴫᛕ 㸦Sumner and Spitetz㸪2004; ᘅ℩㸪2006㸧ࡸࠊ ᵝࠎ࡞᪥ᖖሙ㠃㸦㐟ࡧࠊᢪࡗࡇࡼࡿࢫ࢟ࣥࢩࢵ ࣉࠊࡄࡎࡗ࡚࠸ࡿࡢ࡞ࡔࡵ➼㸧࠾ࡅࡿぶᏊࡢ 㛵ಀᛶࡢ⌮ゎࢆಁࡍ Promoting First Relation- 㸰㸬㸯 ᑐ㇟ 㛵ᮾ࠶ࡿ⚾❧Ꮫࡢᚰ⌮Ꮫᑓᨷࡢ 2ࠥ4 ᖺ⏕ 18 ྡࢆᑐ㇟ࡋࡓ㸦⏨Ꮚ 6 ྡࠊዪᏊ 12 ྡ㸧 ࠋᖹ ᆒᖺ㱋ࡣ 19.94㸦±0.87㸧ṓ࡛࠶ࡗࡓ㸦19ࠥ22 ṓ㸧ࠋ ࡇࢀࡽࡢᏛ⏕ࡣࠊᖹᡂ 24 ᖺ 4 ᭶ࡽ 7 ᭶ᐇ ࡉࢀࡓᏊ⫱࡚ᨭ㛵ࡍࡿᤵᴗ㸦ᚰ⌮Ꮫࡢᑓ㛛⛉ ┠࣭㑅ᢥ⛉┠㸧ࡢཷㅮ⪅࡛࠶ࡗࡓࠋ ships 㸦 Kelly 㸪 Zuckerman 㸪 Sandoval 㸪 and Buehlman㸪2008㸧࠸ࡗࡓᩍᮦࡀ㛤Ⓨࡉࢀ࡚࠸ 㸰㸬㸰 NCAST ᩍᮦ ࡿࠋ NCAST ᩍᮦࡣࠊඖ᮶ࠊᏊ⫱࡚ᨭ㛵ࢃࡿᑓ 㛛ᐙྥࡅ࡚㛤Ⓨࡉࢀࡓࡶࡢ࡛࠶ࡿࠋࡑࡢࡓࡵࠊ ⏝ࡋࡓ NCAST ᩍᮦࡣ௨ୗࡢ࠾ࡾ࡛࠶ࡗ ࡓࠋ ⏝࠸ࡽࢀ࡚࠸ࡿᴫᛕࡸෆᐜࡢ⌮ゎࡣࠊᐇ㊶ⓗ࡞ Ꮚࡶࡢࢣ㛵ࡍࡿᑠඣ⛉Ꮫ㡿ᇦ㸦་Ꮫ㸪ಖ 㸰㸬㸰㸬㸯 Barnard Model Teaching Loop Ꮫ➼㸧ࡢᑓ㛛ᛶࢆせࡍࡿࠋࡑࢀࢆࠊᐇ㝿ࡢࢣ NCAST ᩍᮦࡣࠊBarnard ࣔࢹࣝࢆ⌮ㄽⓗ⫼ᬒ ࠸࠺ࡼࡾࡣࠊḟୡ௦ࡢ㣴⫱ᑐࡍࡿ㛵ᚰࡸែᗘ࡛ ࡍࡿࠋࡇࡢࣔࢹࣝࡢᴫせࡣ᪤㏙ࡢ࠾ࡾ࡛࠶ࡿ ࠶ࡿḟୡ௦⫱ᡂព㆑ࡢάᛶࡢࡓࡵࠊࡋࡶࠊ ࡀࠊࡇࢀ㛵㐃ࡍࡿᴫᛕࡢࡦࡘ Teaching ᑓ㛛ᐙ࡛ࡣ࡞࠸ᑐ㇟⪅ࡢᩍ⫱άື⏝ࡍࡿ Loop ࡀ࠶ࡿࠋࡇࢀࡣࠊぶᏊࡢ㐟ࡧࢆ㏻ࡌࡓᏊ ࡢࡣࠊᡃࡀᅜ࡛ࡣึࡢྲྀࡾ⤌ࡳ࡛࠶ࡾࠊᣮᡓⓗ࡞ ࡶࡢᏛࡧࡢ┦స⏝ࣉࣟࢭࢫࢆ♧ࡋࡓࡶࡢ࡛࠶ ヨࡳ⪃࠼ࡽࢀࡿࠋᮏ◊✲࡛ࡣࠊࡇࡢ NCAST ᩍ ࡿ㸦Sumner and Spitetz㸪2004; ᘅ℩㸪2006)ࠋ ᮦࢆά⏝ࡋ࡚㟷ᖺᮇ࡛࠶ࡿᏛ⏕ࡢḟୡ௦⫱ᡂ Teaching Loop ࡣࠊᏊࡶࡀⓎ㐩ⓗ⮬ຊ࡛ࡣ㐩 ព㆑ࢆಁ㐍ࡍࡿᚰ⌮ᩍ⫱ࣉࣟࢢ࣒ࣛࢆヨࡳࠊࡑࡢ ᡂ࡛ࡁ࡞࠸ࡼ࠺࡞㐟ࡧ࣭άື㸦㣴⫱⪅ࡼࡿᨭ ᭷ຠᛶࡘ࠸࡚ホ౯ࡍࡿࡇࢆ┠ⓗࡋࡓࠋᏊ ࢆᚲせࡍࡿࡼ࠺࡞άື㸧࠾ࡅࡿぶᏊࡢ┦స ࡶࡢ⌮ゎࠊぶ㸦㣴⫱⪅㸧ࡢ⌮ゎࠊぶᏊࡢ㛵ಀᛶࡢ ⏝ࡢせⅬࢆ♧ࡍᴫᛕ࡛࠶ࡿࠋලయⓗࡣࠊᏊࡶ ⌮ゎࢆ┠ⓗࡍࡿࣉࣟࢢ࣒࡛ࣛ࠶ࡾࠊᏛ࠾ࡅ ࡢὀពࢆ㐟ࡧࡸ┦స⏝㞟୰ࡉࡏࡿࡇ㸦ὀព ࡿᏊ⫱࡚ᨭ㛵ࡍࡿㅮ⩏㸦ᚰ⌮Ꮫ⛉ࡢㅮ⩏㸧ࡢ ࡢႏ㉳㸧 ࠊࡢࡼ࠺ྲྀࡾ⤌ࡴ㸦άືࡍࡿ࣭㐟ࡪ㸧 28 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ࡢఏ࠼࠾ᡭᮏࢆ♧ࡍࡇ㸦ᩍ♧㸧ࠊᐇ㝿Ꮚ ḟୡ௦⫱ᡂຊᑻᗘ㸦⳻ࡽ㸪2009㸧ࠊ࠾ࡼࡧࠊぶ ࡶᣮᡓࡋ࡚ࡶࡽ࠺ࡇ㸦ᐇ⾜㸧ࠊࡑࢀఱࡽ ࡢಙ㢗ឤᑻᗘ㸦㓇࣭Ⳣཎ࣭┾ᴿᇛ࣭Ⳣཎ࣭ ࡢࣇ࣮ࢻࣂࢵࢡࢆ㏉ࡍࡇ㸦ࣇ࣮ࢻࣂࢵࢡ㸧 ᮧ㸪2002; ᇼ࣭Ḉ࣭ᯇ㸪2007㸧ࢆ⏝࠸ࡓࠋ ࡢ 4 ࡘࡢせ⣲ࢆࢱ࣑ࣥࢢࡼࡃᚠ⎔ࡉࡏࡿࡇ ࢆ⾲ࡍࠋ 㸰㸬㸱㸬㸯 㣴ㆤᛶᑻᗘ 㣴ㆤᛶᑻᗘࡣ 6 ẁ㝵ホᐃࡢ 25 㡯┠ࡽᵓᡂࡉ 㸰㸬㸰㸬㸰 BabyCues ࢀࠊࠕᗂ࠸Ꮚࡶᑐࡍࡿඹឤᛶࠖࠊࠕᗂ࠸Ꮚࡶ Ꮚࡶࡢෆⓗ≧ែࡸࢽ࣮ࢬࢆ⌮ゎࡍࡿࡓࡵ ᑐࡍࡿᢏ⬟ࡢㄆ▱ࠖ ࠊ ࠕぶࡢ‽ഛᛶࠖࠊ ࠕᏊࡶ 㔜 せ ࡞ ᴫ ᛕ ぶ 㸦 engagement 㸧 ᎘ ᝏ ࡢ㠀ཷᐜᛶࠖࡢ 4 ୗᑻᗘࡽᡂࡿ㸦௨ୗࠊ ࠕඹ 㸦disengagement㸧ࡀ࠶ࡿࠋぶࡣ┦స⏝࣭ࢥ ឤᛶࠖࠊ ࠕᢏ⬟ࡢㄆ▱ࠖࠊ ࠕ‽ഛᛶࠖࠊ ࠕ㠀ཷᐜᛶࠖ ࣑ࣗࢽࢣ࣮ࢩࣙࣥࡢ⥅⥆ࢆᮃࡴ✚ᴟⓗ࡞ጼໃࠊ᎘ ࡋࡓ㸧ࠋୗᑻᗘࠕඹឤᛶࠖ 㸦9 㡯┠㸧ࡣࠊᏊ ᝏࡣࡑࡢ㏫࡛ࠊ┦స⏝࣭ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࡢ ࡶᑐࡍࡿඹឤࡸ㛵ᚰࢆ♧ࡍ⛬ᗘ㛵㐃ࡍࡿ㡯 ୰᩿ࡸఇṆࢆᮃࡴᾘᴟⓗ࡞ጼໃࢆᣦࡍᴫᛕ࡛࠶ ┠ࡀྵࡲࢀࡿ㸦㸸ࠕᗂ࠸ᏊࡶࡀἽ࠸࡚࠸ࡿ ࡿࠋᏊࡶࡢ≧ែࡀぶ࡞ࡢ᎘ᝏ࡞ࡢ⌮ゎࡍ ఱࡋ࡚࠶ࡆࡓ࠸ᛮ࠺ࠖࠊࠕᗂඣࡢጼࢆࡳ ࡿ᭱ࡢᡭࡾࡣࠊᏊࡶࡢฟࡍࢧࣥ㸦ど⥺ࠊ ࡅࡿࡘ࠸┠࡛㏣ࡗ࡚ࡋࡲ࠺ࠖ㸧ࠋ ࠕᢏ⬟ࡢㄆ▱ࠖ 㢦ࡢ⾲ࠊ㌟యࡢືࡁࠊⓎኌ࣭Ⓨヰ➼㸧࡛࠶ࡿࠋ 㸦7 㡯┠㸧ࡣᏊࡶᑐࡍࡿࢫ࢟ࣝࡢ⮬ಙ㛵ࡍ Ꮚࡶࡢࢧࣥࡢ⌮ゎࢆಁࡍࡓࡵࠊNCAST ࡛ ࡿ㡯┠ࡽᵓᡂࡉࢀࡿ㸦㸸ࠕᗂ࠸Ꮚࡶࡀࡄࡎ ࡣᏊࡶࡢࢧࣥࢆぶࡢࢧࣥ᎘ᝏࡢࢧ ࡗ࡚࠸ࡿࠊ࠺ࡲࡃ࡞ࡔࡵࡿࡇࡀ࡛ࡁࡿࠖࠊ ࠕᗂ ࣥ㸦ࡑࢀࡒࢀᙉ࠸ࢧࣥᙅ࠸ࢧࣥࢆタᐃ㸧 ࠸Ꮚࡶࢆ࠶ࡁࡉࡏ࡞࠸࡛ 30 ศ௨ୖ㐟ࡤࡏࡿࡇ ศ㢮ࡋࠊࡑࡢᑐᛂ᪉ἲࢆᥦ♧ࡋ࡚࠸ࡿࠋศ㢮ࡉࢀ ࡀ࡛ࡁࡿࠖ㸧ࠋࠕ‽ഛᛶࠖ㸦4 㡯┠㸧ࡣࠊᑗ ࡓࢧࣥࢆ┿࣮࢝ࢻࡋࡓᩍᮦࡀ BabyCues ᮶ぶ࡞ࡗ࡚Ꮚࡶࢆ⫱࡚ࡼ࠺⪃࠼࡚࠸ࡿࡇ 㸦NCAST programs㸪2003㸧࡛࠶ࡿࠋ ࢆ♧ࡍ㡯┠ࡀྵࡲࢀࡿ㸦㸸ࠕ⮬ศࡣᏊࡶࢆ ⫱࡚ࠊࡼ࠸ぶ࡞ࢁ࠺ᛮࡗ࡚࠸ࡿࠖࠊࠕ⮬ศࡣ 㸰㸬㸰㸬㸱 Promoting First Relationships ᑗ᮶ᡃࡀᏊ ះࢃࢀࡿぶ࡞ࢀࡑ࠺࡞ Ẽࡀࡍ ᵝࠎ࡞᪥ᖖሙ㠃㸦㐟ࡧࠊࡄࡎࡗ࡚࠸ࡿࡢ࡞ࡔ ࡿࠖ㸧ࠋࠕ㠀ཷᐜᛶࠖ㸦5 㡯┠㸧ࡣᏊࡶࡸᏊ⫱ ࡵ➼㸧࠾ࡅࡿぶᏊࡢ㛵ಀᛶࡢ≉ᚩࢆ♧ࡋࡓ⤮࢝ ࡚ᑐࡍࡿྰᐃⓗឤࡀ㛵㐃ࡍࡿ㸦㸸ࠕᑠࡉ࠸ ࣮ࢻࢆᥦ౪ࡍࡿ Promoting First Relationships Ꮚࡶࢆぢ࡚ࡶูࢃ࠸࠸ឤࡌ࡞࠸ࠖࠊࠕᏊ 㸦Kelly et al. 㸪2008㸧ࡣࠊぶᏊࡢ㛵ಀᛶࡢ⌮ゎ ⫱࡚ࡣ࠸ࢁ࠸ࢁ↹ࢃࡋ࠸ࡇࡀከ࠸ࡢ࡛ࡣ࡞ ಁ㐍ࢆ┠ⓗࡍࡿᩍᮦ࡛࠶ࡿࠋ⤮࣮࢝ࢻࡣࠊ ࠸ᛮ࠺ࠖ㸧ࠋྛ㡯┠ᚓⅬࡢྜィ್ࡀୗᑻᗘ ࠼ࡤࠊἽ࠸࡚࠸ࡿᏊࡶࡑࢀᑐᛂࡍࡿẕぶࡢ ᚓⅬ࡞ࡾࠊ㧗ᚓⅬ⛬ࡑࡢ⛬ᗘࡀ㧗࠸ࡇࢆ♧ࡍࠋ ᵝᏊࡀࣛࢫࢺ࡛ᥥࢀࠊᏊࡶࡢᚰࡢ⌮ゎࡢ ಙ㢗ᛶ࣭ጇᙜᛶࡣࠊᴈ⃝ࡽ㸦2009㸧ࠊ࠾ࡼࡧࠊᴈ ᚲせᛶࡸࠊ࡞ࡔࡵ࡚ḧࡋ࠸࠸࠺Ꮚࡶࡢࢽ࣮ࢬ ⃝㸦2012㸧࠾࠸࡚ሗ࿌ࡉࢀ࡚࠸ࡿࠋ ࡀグࡉࢀ࡚࠸ࡿࠋ 㸰㸬㸱㸬㸰 ḟୡ௦⫱ᡂຊᑻᗘ 㸰㸬㸱 ㄪᰝ⏝⣬ ḟୡ௦⫱ᡂຊᑻᗘࡣ 5 ẁ㝵ホᐃ 20 㡯┠ࡢ 4 ୗ ᑻᗘ㸦ࠕㄌ⏕ࢆ⫯ᐃࡍࡿࡇࡀ࡛ࡁࡿ࠸࠺⮬ ࣇ࢙ࢫ࣭ࢩ࣮ࢺ࡚ࠊᖺ㱋ࠊᏛᖺࠊᛶูࠊ ᐙ᪘ᵓᡂࡘ࠸࡚ᑜࡡࡓࠋ๓࣭ᚋࢸࢫࢺ⏝ 㣴ㆤᛶᑻᗘ㸦ᴈ⃝㸪2012; ᴈ⃝࣭⚟ᮏ࣭ᒾ❧㸪2009㸧ࠊ ಙࠖࠊ ࠕ⮬ᕫᡂ㛗࡛ࡁࡿ࠸࠺⮬ಙࠖ ࠊ ࠕఏ࠼ࡿࡶࡢ ࢆࡶࡗ࡚࠸ࡿ࠸࠺⮬ಙࠖࠊ ࠕᆅᇦ♫ࡢຊࢆࡾ ࡿࡇࡀ࡛ࡁࡿ࠸࠺⮬ಙࠖ㸧࡛ᵓᡂࡉࢀࡿ㸦௨ 29 ݢஜܖٻ≝܇ڭဃ⇁ݣᝋ↗ↈ↺ഏɭˊᏋ↚᧙ↈ↺࣎ྸᏋ↝ܱោ↗ᚸ̖ ୗࠊ ࠕㄌ⏕⫯ᐃࡢ⮬ಙࠖࠊ ࠕ⮬ᕫᡂ㛗ࡢ⮬ಙࠖࠊ ࠕ⥅ ୍⥴࠸࡚ᖾࡏࡔࠖ ࠊ ࠕ⚾ࡣẕぶ㸦∗ぶ㸧ࡣఱ ᢎࡢ⮬ಙࠖࠊ ࠕᆅᇦຊࡢ⮬ಙࠖࡋࡓ㸧 ࠋ ࠕㄌ⏕⫯ᐃ ࡛ࡶヰࡏࡿࠖࡀᣲࡆࡽࢀࡿࠋ㡯┠ᚓⅬࡢྜィ್ࡀ ࡢ⮬ಙࠖ 㸦5 㡯┠㸧ࡣࠊᏊࡶࡢㄌ⏕ᑐࡍࡿ ᑻᗘᚓⅬ࡞ࡾࠊ㧗ᚓⅬಙ㢗ឤࡀ㧗࠸ࡇࢆ ⫯ᐃⓗ࡞ែᗘ㛵ࡍࡿ㡯┠ࡀྵࡲࢀࡿ㸦㸸 ࠕ⚾ ♧ࡍࠋಙ㢗ᛶ࣭ጇᙜᛶࡘ࠸࡚ࡣᇼ࣭Ḉ࣭ᯇ ࡣࠊᏊࡶࡢㄌ⏕ࢆ⪃࠼ࡓࡔࡅ࡛ࠊᖾࡏ࡞Ẽศ 㸦2007㸧࡛ሗ࿌ࡉࢀ࡚࠸ࡿࠋ ࡞ࡿࠖࠊࠕ⚾ࡣࠊᏊࡶࡢㄌ⏕ࡘ࠸࡚ࡢヰ⯆ ࢆᣢ࡚࡞࠸㸦㏫㌿㡯┠㸧ࠖ㸧ࠋࠕ⮬ᕫᡂ㛗ࡢ⮬ 㸰㸬㸲 ᡭ⥆ࡁ ಙࠖ㸦5 㡯┠㸧ࡣࠊᏊࡶࢆ⫱࡚ࡿ㐣⛬࠾ࡅࡿ ⮬ศ⮬㌟ࡢᡂ㛗ࢆᮇᚅࡍࡿែᗘࡸࠊᏊࡶࢆ⫱࡚ ࡿࡇ㈝ࡸࡍ㛫ព⩏ࢆㄆࡵࡿែᗘࡀ㛵㐃 ࡍࡿ㸦㸸ࠕ⚾ࡣࠊᏊࡶࡢ㛵ಀࢆసࡿࡇࢆ ㏻ࡋ࡚ࠊே㛫ⓗᡂ㛗ࡍࡿࡔࢁ࠺ࠖࠊࠕ⚾ࡣࠊᏊ ࡶࢆ⫱࡚ࡿࡓࡵ࠺㛫ࡶពࡀ࠶ࡿ㛫 ࡔᛮ࠺ࠖ㸧ࠋࠕ⥅ᢎࡢ⮬ಙࠖ㸦5 㡯┠㸧ࡣࠊ⮬ ศ⮬㌟ࡀୖࡢୡ௦㸦ぶࡸ♽∗ẕୡ௦㸧ࡽཷࡅ⥅ ࡂࠊḟࡢୡ௦ఏ࠼ࡿࡁษ࡞ࡶࡢ㸦Ꮚࡶࢆ ษᛮ࠺Ẽᣢࡕࠊ⫱࡚᪉ࡸឡࢆఏ࠼ࡿ᪉ἲࠊ ⏕άࡢ▱ᜨ➼㸧ࡢㄆ㆑㛵ࡍࡿ㡯┠ࡽᵓᡂࡉ ࢀࡿ㸦㸸ࠕ⚾ࡣࠊᏊࡶឡࢆఏ࠼ࡿ᪉ἲࢆࠊ Ꮚ⫱࡚ᨭ㛵ࡍࡿᚰ⌮Ꮫᑓ㛛⛉┠ࡢᤵᴗࡢ ୍㒊ࢆ⏝ࡋ࡚ࠊ⾲ 1 ♧ࡋࡓᚰ⌮ᩍ⫱ࣉࣟࢢࣛ ࣒ࢆᐇࡋࡓ㸦㐌 1 ᅇࡢ㏻ᖖᤵᴗࢆ 5 㐌㛫Ώࡾ ᐇࡋࡓ㸧ࠋᤵᴗࡣࠊࣔࢹࣝࡸᴫᛕࡢㄝ᫂ࢆ୰ ᚰࡍࡿㅮ⩏㸦ࣃ࣮࣏࣡ࣥࢺ࡛సᡂࡋࡓ㈨ᩱࡢ ᥦ ♧ 㓄 ᕸ 㸧 ཧ ຍ ᆺ ࡢ ⬟ ື Ꮫ ⩦ 㸦 active learning㸧࡛࠶ࡿ₇⩦ࡢ୧᪉ࢆྲྀࡾධࢀࡓࠋᤵᴗ ࡢ ᢸ ᙜ ⪅ ࡣ ࠊ ⡿ ᅜ ࣡ ࢩ ࣥ ࢺ ࣥ Ꮫ NCAST-AVENUW ࡼ ࡿ NCAST PCI 㸦Parent-Child Interaction㸧ࣥࢫࢺࣛࢡࢱ࣮ ㈨᱁ࢆ᭷ࡋ࡚࠸ࡓࠋ ୖࡢୡ௦ࡽᩍࢃࡗࡓࠖࠊࠕ⚾ࡣࠊ௦ࢆ㉸࠼࡚ ఏࢃࡿษ࡞ࡶࡢࢆୖࡢୡ௦ࡽཷࡅ⥅࠸࡛࠸ ࡿࠖ㸧ࠋࠕᆅᇦຊࡢ⮬ಙࠖ㸦5 㡯┠㸧ࡣࠊ⮬㌟ࡢ ⏕άᅪ㸦ࢥ࣑ࣗࢽࢸ㸧ࢆᏊࡶࡢࡓࡵᨵၿࡍ ࡿࡇࡢ㛵ᚰࡸࠊᏊ⫱࡚࠾ࡅࡿࢥ࣑ࣗࢽࢸ 㸰㸬㸳 ศᯒ ᮏ◊✲࡛ࡣࠊᑐ㇟⪅ࡀᑡ࡞ࡃࢹ࣮ࢱศᕸࡢṇ つᛶࡢ☜ಖࡀᅔ㞴࡛࠶ࡗࡓࡓࡵࠊࣀࣥࣃ࣓ࣛࢺࣜ ࢵࢡ᳨ᐃࢆ⏝࠸ࡓࠋ᳨ᐃ⤖ᯝࡢゎ㔘㛵ࡋ࡚ࡣࠊ ࡛ࡢຓࡅྜ࠸ᑐࡍࡿ✚ᴟⓗ࡞ែᗘ㛵㐃ࡍࡿ ࢧࣥࣉࣝࢧࢬࡢᙳ㡪ࢆཷࡅࡸࡍ࠸ p ್ࡢࡳ࡛ 㸦㸸ࠕ⚾ࡣࠊᏊࡶࡀẼ࡞ࡗࡓࡁࠊ㏆ᡤ ࡞ࡃࠊຠᯝ㔞㸦ES㸸Effect Size㸧ࡘ࠸࡚ࡶྫྷ ࡢேຓࡅࢆồࡵࡿࡔࢁ࠺ࠖࠊࠕ⚾ࡣࠊᏊࡶ ࡋࡓ㸦Ỉᮏ࣭➉ෆ㸪2008; ஂಖ࣭ᒸ⏣㸪2012㸧ࠋ ࡗ࡚ࡼ࠸⎔ቃࢆసࡿࡓࡵࠊᆅᇦάືࢆ㡹ᙇࡿ ࡔࢁ࠺ࠖ㸧ࠋྛୗᑻᗘ㡯┠ࡢᖹᆒᚓⅬࡀࡑࡢᑻ ᗘᚓⅬ࡞ࡾࠊ㧗ᚓⅬ⛬ࡑࡢ⮬ಙࡢᙉࡉࢆ♧ࡍࠋ ຠᯝ㔞ࡣࠕຠᯝࡢࡁࡉࠖࢆᣦࡋࠊࢧࣥࣉࣝࢧ ࢬࡼࡗ࡚ኚࡍࡿࡇࡢ࡞࠸ᶆ‽ࡉࢀࡓ ᣦᶆ࡛࠶ࡿ㸦Ỉᮏ࣭➉ෆ㸪2008㸧ࠋࣀࣥࣃ࣓ࣛࢺ ಙ㢗ᛶ࣭ጇᙜᛶࡣ⳻ࡽ㸦2009㸧᳨࡛ウࡉࢀ࡚࠸ ࣜࢵࢡ᳨ᐃ࠾ࡅࡿຠᯝ㔞㸦r㸧ࡣࠊ᳨ᐃ⤫ィ㔞 ࡿࠋ ࢆ Z ኚࡋ࡚ࠊࢧࣥࣉࣝᩘࡢᖹ᪉᰿࡛㝖ࡋ࡚ồ 㸰㸬㸱㸬㸱 ぶࡢಙ㢗ឤᑻᗘ ぶ㸦ẕぶ࣭∗ぶ㸧ࡢಙ㢗ឤᑻᗘࡣࠊ⮬㌟ࡢぶ ࡢಙ㢗㛵ಀࢆ ᐃࡍࡿᑻᗘ࡛ࠊ4 ẁ㝵ホᐃࡢ 8 㡯┠ࡽᡂࡿࠋ㡯┠ࡋ࡚ࠊࠕẕぶ㸦∗ぶ㸧ࡣ ⮬ศࡢࡇࡀ୍␒ዲࡁࡔᛮ࠺ࠖࠊࠕẕぶ㸦∗ぶ㸧 ࡣ⚾ఱ࡛ࡶヰࡋ࡚ࡃࢀࡿࠖࠊࠕ⚾ࡣẕぶ㸦∗ぶ㸧 ࡵࡽࢀࡿࠋࡑࡢ್㸦⤯ᑐ್㸧ࡀ.50 ௨ୖ࡛࠶ࢀࡤ ຠ ᯝ 㔞 㸦 Large 㸧ࠊ .30 ௨ ୖ ࡛ ࠶ ࢀ ࡤ ୰ 㸦Medium㸧ࠊ.10 ௨ୖ࡛࠶ࢀࡤᑠ㸦Small㸧ࡉ ࢀࡿ㸦Ỉᮏ࣭➉ෆ㸪2008㸧ࠋᮏ◊✲࡛ࡣࠊ᭷ពỈ ‽ࡣ 5%タᐃࡋࡓࡀࠊ ᭷ពഴྥ 㸦᭷ពỈ‽ 10%㸧 ࡀぢࡽࢀࡓ⤖ᯝࡘ࠸࡚ࡶࠊຠᯝ㔞ࢆేグࡋ࡚᥇ ⏝ࡋࡓࠋ๓ࢸࢫࢺᚋࢸࢫࢺࡢᑻᗘᚓⅬࡢኚ 30 ࡘ࠸࡚ࠊWilcoxon ࡢ➢ྕࡁ㡰᳨ᐃ࡚ ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ࡢ◊✲⌮ጤဨࡢᢎㄆࢆᚓ࡚ᐇࡉࢀࡓࠋ ᳨ウࡋࡓࠋᒓᛶ㸦ᛶูࡸᖺୗࡁࡻ࠺ࡔ࠸ࡢ᭷↓㸧 ࡼࡿᚓⅬࡢᕪ␗ࡘ࠸࡚ࡣࠊMann-Whitney 㸱. ⤖ᯝ ࡢ U ᳨ᐃࢆ⏝࠸ࡓࠋศᯒࡣ IBM SPSS Statistics 22 ࢆ⏝ࡋࡓࠋ ᮏࣉࣟࢢ࣒ࣛࡢཷㅮ⪅ࡢཧຍែᗘࡣⰋዲ࡛ࠊ ᚰ⌮ᩍ⫱ࡢᐇ㊶࠸࠺Ⅼ࠾࠸࡚ࡣၥ㢟࡞ࡃᒎ 㸰㸬㸴 ⌮ⓗ㓄៖ 㛤ࡋࡓࠋᑐ㇟⪅ࡢ࠺ࡕࠊᖺୗࡢࡁࡻ࠺ࡔ࠸ࢆ᭷ࡍ ࡿࡢࡣ 7 ྡ㸦⏨Ꮚ 1 ྡࠊዪᏊ 6 ྡ㸧࡛ࠊయࡢ ᮏ◊✲ࡢࣉࣟࢢ࣒ࣛࡣᤵᴗࡢ୍㒊ࢆ⏝ࡋ࡚ 41.18%㸦ࡁࡻ࠺ࡔ࠸᭷↓ࡀ᫂࡞ 1 ྡࡣ㝖እࡋ ᐇࡉࢀࡓࡢ࡛ࠊᑐ㇟⪅ࡢㄝ᫂ࡣࠊᮏࣉࣟࢢࣛ ࡚⟬ฟ㸧࡛࠶ࡗࡓࠋᙼࡽࡣࠊ᪥ᖖⓗᖺᑡࡢᏊ ࣒ࡢෆᐜ㸦ᤵᴗෆᐜ㸧ࡢホ౯㸦๓࣭ᚋࢸࢫࢺ㸧 ࡶࡢୡヰࢆࡋࡓ⤒㦂ࡀ࠶ࡿ⪅ࡳ࡞ࡉࢀࡓࠋ࡞࠾ࠊ ࡢᐇࠊホ౯ࢹ࣮ࢱࡢ⏝᪉ἲ㛵ࡍࡿࡶࡢ࡛ ᖺୗࡁࡻ࠺ࡔ࠸ࡢ᭷↓⏨ዪࡢẚ⋡㛵ࡋ࡚᭷ ࠶ࡗࡓࠋㄝ᫂ࡣᩥ᭩࡛࠾ࡇ࡞࠸ࠊ◊✲༠ຊࡢᢎㅙ ពᕪࡣ࡞ࡗࡓ㸦Ȯ2(1)=2.30㸪 n.s.㸧 ࡣᩥ᭩࡛ᚓࡓࠋ࡞࠾ࠊᮏ◊✲ࡣࠊⴭ⪅ࡢᡤᒓᶵ㛵 ݢஜܖٻ≝܇ڭဃ⇁ݣᝋ↗ↈ↺ഏɭˊᏋ↚᧙ↈ↺࣎ྸᏋ↝ܱោ↗ᚸ̖ ๓ࢸࢫࢺᚋࢸࢫࢺࡢ⤖ᯝࢆ⾲ 2 ♧ࡋ ࡓࠋᚓⅬࡢ᭷ព࡞ୖ᪼ഴྥࡣࠊẕぶࡢಙ㢗ឤ 㸦p<.10㸪 r=-.41㸪 ES=Medium㸧ࠊ∗ぶࡢಙ 31 ࡑࡢࡢ㡿ᇦ࠾࠸࡚ࡣࠊ᭷ព࡞ኚࡣㄆࡵࡽࢀ ࡞ࡗࡓࠋ ᛶูࡼࡿ᭷ព࡞ᚓⅬᕪࡣࠊ ࠕ‽ഛᛶࠖ 㸦U=15.50㸪 㢗ឤ㸦 p<.05㸪 r=-.51㸪 ES=Large㸧ࠊ㣴ㆤᛶᑻᗘ p=.05㸪r=-.46㸪ES=Medium㸧ࠕ⥅ᢎࡢ⮬ಙࠖ ࡢࠕඹឤᛶࠖ㸦p<.10㸪r=-.41㸪ES=Medium㸧 㸦U=17.00㸪p=.08㸪r=-.42㸪ES=Medium㸧࠾ ࠕ‽ഛᛶࠖ 㸦p<.05㸪r=-.51㸪ES=Large㸧ࠊ࠾ࡼࡧࠊ ࠸࡚ㄆࡵࡽࢀࠊ⏨Ꮚࡀ㧗ᚓⅬࢆ♧ࡋࡓ㸦ᅗ 1㸧ࠋ ḟୡ௦⫱ᡂຊᑻᗘࡢࠕㄌ⏕⫯ᐃࡢ⮬ಙࠖ㸦p<.01㸪 ࠸ࡎࢀࡶᚋࢸࢫࢺ࠾࠸࡚ㄆࡵࡽࢀࠊ ES ࡶ r=-.64㸪ES=Large㸧ࠕᆅᇦຊࡢ⮬ಙࠖ 㸦p<.05㸪 Medium ࡛࠶ࡾࠊ༑ศุ᩿ࡉࢀࡓࠋᖺୗࡁࡻ࠺ r=-.47㸪ES=Medium㸧࠾࠸࡚ㄆࡵࡽࢀࡓࠋຠ ࡔ࠸ࡢ᭷↓ࡼࡿ᭷ព࡞ᚓⅬᕪࡣぢࡽࢀ࡞ࡗ ᯝ㔞㸦ES㸧ࡶ Medium ࡽ Large ࡛࠶ࡾ༑ศ ࡓࠋ ⪃࠼ࡽࢀࡓࠋ 32 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ 㸲. ⪃ᐹ ࡽࠊࡇࡢ⤖ᯝࡶᮏࣉࣟࢢ࣒ࣛࡢຠᯝࢆ♧၀ࡍࡿ ⪃࠼ࡽࢀࡓࠋࡍ࡞ࢃࡕࠊᮏࣉࣟࢢ࣒ࣛࡣࠊ⏨Ꮚ 㸲㸬㸯 ḟୡ௦⫱ᡂព㆑࠾ࡅࡿᮏࣉࣟࢢ࣒ࣛࡢ ຠᯝ ᮏ◊✲࡛ࡣࠊNCAST ᩍᮦࢆά⏝ࡋࡓḟୡ௦⫱ ᡂព㆑ࢆಁ㐍ࡍࡿᚰ⌮ᩍ⫱ࣉࣟࢢ࣒ࣛࡢᐇ㊶ ホ౯ࢆ┠ⓗࡋࡓࠋ㣴ㆤᛶᑻᗘᚓⅬḟୡ௦⫱ᡂ ຊᑻᗘᚓⅬࢆḟୡ௦⫱ᡂព㆑ࡢᣦᶆࡋࠊࣉࣟࢢ ࣒ࣛᐇࡢ๓ᚋ࠾ࡅࡿᚓⅬኚࡘ࠸᳨࡚ウ ࡋࡓࠋࡑࡢ⤖ᯝࠊᗄࡘࡢ㡿ᇦ࠾࠸࡚᭷ព࡞ୖ ᪼ഴྥࠊࡍ࡞ࢃࡕࠊḟୡ௦⫱ᡂព㆑ࡢάᛶࡀㄆ ࡵࡽࢀࡓ㸦⾲ 2㸧ࠋࡑࡢ㡿ᇦࡣࠊࠕඹឤᛶࠖ㸦Ꮚ ࡶᑐࡍࡿඹឤࡸ㛵ᚰ㸧ࠊࠕㄌ⏕⫯ᐃࡢ⮬ಙࠖ㸦Ꮚ ࡶࡢㄌ⏕ᑐࡍࡿ⫯ᐃⓗ࡞ែᗘ㸧 ࠊ ࠕ‽ഛᛶࠖ 㸦ᑗ ᮶ぶ࡞ࡗ࡚Ꮚࡶࢆ⫱࡚ࡼ࠺ࡍࡿᵓ࠼㸧ࠊ ࠕᆅ ᇦຊࡢ⮬ಙࠖ㸦⮬㌟ࡢ⏕άᅪࢆᏊࡶࡢࡓࡵᨵ ၿࡍࡿࡇࡢ㛵ᚰࡸࠊᏊ⫱࡚࠾ࡅࡿᆅᇦ࡛ࡢ ຓࡅྜ࠸ᑐࡍࡿ✚ᴟⓗ࡞ែᗘ㸧࠸࠺Ꮚࡶࡢ 㣴⫱ᑐࡍࡿ⫯ᐃឤࡸ✚ᴟᛶ㛵ࡍࡿࡶࡢ࡛࠶ ࡗࡓࠋᏊࡶࡢ⌮ゎࠊ㣴⫱⪅ࡢ⌮ゎࠊぶᏊࡢ㛵ಀ ᛶࡢ⌮ゎ↔Ⅼࡋࡓ NCAST ᩍᮦࢆά⏝ࡋࡓ ᮏࣉࣟࢢ࣒ࣛࡣࠊࡇࡢ㡿ᇦࢆ୰ᚰస⏝ࡋࡓ⪃ ࠾ࡅࡿᑗ᮶ࡢぶࡋ࡚ࡢ‽ഛ㸦ࠕ‽ഛᛶࠖ 㸧ࡸḟ ୡ௦ఱࢆఏ࠼ࡼ࠺࠸࠺ጼໃ㸦 ࠕ⥅ᢎࡢ⮬ಙࠖ 㸧 ๓ྥࡁ࡞ኚࢆಁࡋࡓࡇࡀ♧၀ࡉࢀࡓࠋ୍⯡ ⓗࠊᑐ㇟⪅ࡢᒓᛶࡸ≉ᛶࡼࡗ࡚Ꮫࡧࡢຠᯝ ᕪ␗ࡀ⏕ࡌࡿ⌧㇟ࡣࠊᩍ⫱ᚰ⌮Ꮫ⪅࡛࠶ࡿࢡࣟࣥ ࣂࢵࢡ㸦Cronbach㸪L.J.㸧ࡀᥦၐࡋࡓ㐺ᛶฎ㐝 స⏝㸦ATI: aptitude treatment interaction㸧 ࠸࠺⏝ㄒ࡛ㄝ᫂ࡉࢀࡿࠋᛶูࡣḟୡ௦⫱ᡂព㆑ ᙳ㡪ࢆ࠼ࡿせᅉࡋ࡚ᣦࡉࢀ࡚࠾ࡾࠊዪᏊ ࠾࠸࡚㧗ࡃ࡞ࡿഴྥࡀ࠶ࡿ㸦ᴈ⃝㸪2012㸧ࠋẚ ㍑ⓗపỈ‽ࡉࢀࡿ⏨Ꮚࡢḟୡ௦⫱ᡂព㆑ࡢ୍ 㒊ࡢ㡿ᇦࡣࠊᮏࣉࣟࢢ࣒ࣛࡢࡼ࠺࡞ᩍ⫱ⓗධ ࡢຠᯝࡀ⏕ࡌࡸࡍ࠸ྍ⬟ᛶࡀ⪃࠼ࡽࢀࡓࠋయഴ ྥ࡛ࡣㄆࡵࡽࢀ࡞ࡗࡓࠕ⥅ᢎࡢ⮬ಙࠖ࠾ࡅࡿ ຠᯝࡀ⏨Ꮚ࡛ࡣ☜ㄆࡉࢀࡓࡇࡶࠊࡇࡢゎ㔘ྜ ⮴ࡋࡓࠋᖺୗࡁࡻ࠺ࡔ࠸ࡢ᭷↓࠸࠺ᐙ᪘ᒓᛶ ࡘ࠸࡚ࡣࠊຠᯝࡀㄆࡵࡽࢀ࡞ࡗࡓࠋ᪥ᖖⓗᖺ ᑡࡢᏊࡶࡢୡヰࢆࡋࡓ⤒㦂ࡢ᭷↓ࡣࠊᮏࣉࣟࢢ ࣒ࣛࡢຠᯝࡣ㛵ࡋ࡚࠸࡞ࡗࡓ⪃࠼ࡽࢀ ࡓࠋ ࠼ࡽࢀࡓࠋ୍᪉ࠊぶᏊࡢ㛵ಀᛶࡣ┤᥋ⓗ࡞㛵㐃 ᛶࡀప࠸⪃࠼ࡽࢀࡿࠕᢏ⬟ࡢㄆ▱ࠖ㸦Ꮚࡶ ᑐࡍࡿࢫ࢟ࣝࡢ⮬ಙ㸧ࠊࠕ⮬ᕫᡂ㛗ࡢ⮬ಙࠖ㸦Ꮚ ࡶࡢ㣴⫱㐣⛬࠾ࡅࡿ⮬㌟ࡢᡂ㛗ࡢᮇᚅࡸ㣴 㸲㸬㸰 ぶࡢಙ㢗㛵ಀ࠾ࡅࡿᮏࣉࣟࢢ࣒ࣛࡢ ຠᯝ ẕぶ࣭∗ぶࡢಙ㢗ឤᑻᗘᚓⅬࡢኚࡘ࠸࡚ ⫱ព⩏ࢆぢฟࡍែᗘ㸧ࠊࠕ⥅ᢎࡢ⮬ಙࠖ㸦ୖࡢୡ ᳨ウࡋࡓ⤖ᯝࠊ᭷ព࡞ୖ᪼ഴྥࡀぢࡽࢀ㸦⾲ 2㸧 ࠊ ௦ࡽཷࡅ⥅ࡂḟࡢୡ௦ఏ࠼ࡿࡁษ࡞ ぶᏊࡢ㛵ಀᛶ↔Ⅼࡋࡓ NCAST ᩍᮦࢆά⏝ ≀ࡢㄆ㆑㸧ࡣస⏝ࡀཬࡤࡎࠊࡲࡓࠊᏊࡶࢆ ཷࡅධࢀࡿࡇࡢྰᐃⓗែᗘ࡛࠶ࡿࠕ㠀ཷᐜᛶࠖ ࠾࠸࡚ࡶྠᵝᮏࣉࣟࢢ࣒ࣛࡢస⏝ࡀཬࡤ࡞ ࡗࡓᤊ࠼ࡽࢀࡓࠋ ௨ୖࡣᑐ㇟⪅య࠾ࡅࡿഴྥ࡛࠶ࡿࡀࠊᑐ㇟ ⪅ࡢᒓᛶࢆຍࡋࡓศᯒ⤖ᯝࡽࡣࠊ᭦ヲ⣽࡞ ሗࡀᚓࡽࢀࡓࠋᛶูࡼࡿ᭷ព࡞ᚓⅬᕪࡣ๓ࢸ ࢫࢺ࡛ࡣ☜ㄆࡉࢀࡎࠊᚋࢸࢫࢺࡢ୍㒊ࡢ㡿ᇦ࡛ ㄆࡵࡽࢀࠊࠕ‽ഛᛶࠖࠕ⥅ᢎࡢ⮬ಙ࡛ࠖ⏨Ꮚࡀ 㧗ᚓⅬࢆ♧ࡋࡓ㸦ᅗ 1㸧ࠋࣉࣟࢢ࣒ࣛᐇ๓ࡣ ㄆࡵࡽࢀ࡞ࡗࡓᕪ␗ࡀᐇᚋぢࡽࢀࡓࡇ ࡋࡓᮏࣉࣟࢢ࣒ࣛࡀࠊᑐ㇟⪅ࡢぶᏊ㛵ಀࡶ࣏ࢪ ࢸࣈస⏝ࡋࡓࡇࡀ♧၀ࡉࢀࡓࠋNCAST ᩍ ᮦࡣࠊぶᏊࡢ㛵ಀᛶࡢᤊ࠼᪉➼ࡢ୍⯡ㄽⓗ࡞ෆᐜ ࡛࠶ࡿࡀࠊࡑࢀࡀᑐ㇟⪅⮬㌟ࡢぶᏊ㛵ಀࡢࡩࡾ ࠼ࡾᤊ࠼┤ࡋࢆಁࡋࠊ࣏ࢪࢸࣈ࡞ኚࢆಁ㐍 ࡋࡓ⪃࠼ࡽࢀࡓࠋ ᮏࣉࣟࢢ࣒ࣛࡢࡼ࠺ᚰ⌮ᩍ⫱ࡋ࡚ぶᏊࡢ 㛵ಀᛶࢆྲྀࡾᢅ࠺ࡇࡣࠊᏊࡶࡋ࡚ࡢ⮬ศ ࠸࠺❧ሙࠊぶࡋ࡚ࡢ⮬ศ࠸࠺❧ሙࡢ୧᪉ࢆព ㆑ࡍࡿෆⓗ࡞సᴗ㛵㐃ࡍࡿࠋࡑࢀࡣࠊᏊࡶ ݢஜܖٻ≝܇ڭဃ⇁ݣᝋ↗ↈ↺ഏɭˊᏋ↚᧙ↈ↺࣎ྸᏋ↝ܱោ↗ᚸ̖ ࡋ࡚ࡢ⮬ศࡀ㣴⫱⪅ࡢࡼ࠺࡞㛵ಀᛶࢆ⠏࠸ 33 グ ࡚ࡁࡓࠊࡑࡋ࡚ࠊᑗ᮶⮬ศࡀぶ㸦㣴⫱⪅㸧࡞ ᮏ◊✲ࡣ JSPS ⛉◊㈝ 24590814 ࡢຓᡂࢆཷࡅ ࡗࡓࡋ࡚ࠊࡑࡢࠊᏊࡶࡢࡼ࠺࡞㛵ಀᛶ ࡓࠋᮏ◊✲ࡢ୍㒊ࡣࠊ➨ 22 ᅇ᪥ᮏஙᗂඣ་Ꮫ࣭ ࢆ⠏ࡃ࠸࠺ࡇࢆព㆑ࡍࡿసᴗࡶࡘ࡞ࡀ ᚰ⌮Ꮫ㸦2012 ᖺ㸧ཱྀ࡚㢌Ⓨ⾲ࡋࡓࠋ ࡿࠋ⮬ศࢆྲྀࡾᅖࡴ๓ࡢୡ௦ḟࡢୡ௦ࡢ㛵ಀ ᛶࢆព㆑ࡍࡿసᴗࡀࠊᮏࣉࣟࢢ࣒ࣛࡣྵࡲࢀ࡚ ࠸ࡓ⪃࠼ࡽࢀࡿࠋぶᏊࡢ㛵ಀᛶࡘ࠸࡚ࠊ㏆⸨ 㸦2009㸧ࡣࣁࣥࢻ㸦Hinde㸪1979㸧ࡢᣦ ᇶ࡙࠸࡚ḟࡢࡼ࠺グ㏙ࡋ࡚࠸ࡿࠋࡍ࡞ࢃࡕࠊ㛵 ಀᛶࡣ㐣ཤ⤒㦂ࡋࡓ⪅㸦ࡇࡢሙྜࠊ㣴⫱⪅ ࡛࠶ࡿ⮬ศࡢぶ㸧ࡢ┦స⏝ࡀࠊ⌧ᅾࡢ⪅㸦ࡇ ࡢሙྜࠊḟୡ௦ࡢᏊࡶ㸧ࡢ┦స⏝ᙳ㡪ࢆ ཬࡰࡍ࠸࠺㐃⥆ᛶࡀぢฟࡉࢀࡿࡶࡢ࡛࠶ࡾࠊ㛵 ಀᛶࡣ㐃⥆ࡋࡓ┦స⏝ࡢࡼࡾᢳ㇟ⓗ࡞⾲㇟ ゎ㔘ࡍࡿࡇࡀྍ⬟࡛࠶ࡿᣦࡋ࡚࠸ࡿࠋࡇࡢ ᣦࢆ㋃ࡲ࠼ࡿࠊᮏࣉࣟࢢ࣒ࣛ࠾ࡅࡿᐇ㊶ࡣ ḟࡢࡼ࠺ࡶᤊ࠼ࡽࢀࡓࠋࡍ࡞ࢃࡕࠊᮏࣉࣟࢢࣛ ࣒ࡣࠊ㐣ཤ⮬ศࡀᐇ㝿⤒㦂ࡋࡓ㣴⫱⪅ࡢ┦ స⏝㸦⾜ື㸧ࡼࡾᙧᡂࡉࢀࡓぶᏊࡢ㛵ಀᛶ㸦⾲ ㇟㸧ኚࢆ⏕ࡌࡉࡏࠊ⌧ᅾ࠾ࡼࡧᑗ᮶ࡢᏊࡶ ࡢ㛵ಀᛶ㸦ព㆑࣭ែᗘ㸧ࡶᙳ㡪ࢆ⏕ࡌࡉࡏࡿ ࣉࣟࢭࢫ࡛࠶ࡗࡓゎ㔘ࡉࢀᚓࡓࠋ 㸲㸬㸱 㝈⏺ㄢ㢟 ௨ୖࡢࡼ࠺ࠊᮏࣉࣟࢢ࣒ࣛࡢ᭷ຠᛶࡀ♧၀ ࡉࢀࡓࡀࠊḟࡢࡼ࠺࡞ၥ㢟ࡶᏑᅾࡋࡓࠋࡲࡎࠊᮏ ◊✲࡛ࡣᑐ㇟⪅ࡀᑡ࡞࠸࠺࠼ࠊ⏨ዪẚࡶ೫ࡾ ࡀ࠶ࡗࡓࡓࡵࠊ⤖ᯝࡢ୍⯡ࡣៅ㔜࡞ࡿᚲせ ࡀ࠶ࡗࡓࠋᅇࡣ␗࡞ࡿᑐ㇟⪅ࡶᐇࡋࠊᮏ ࣉࣟࢢ࣒ࣛࡢ᭷ຠᛶࡀ⌧࡛ࡁࡿࡢࡘ࠸࡚ ᳨ウࡍࡿྠࠊᑐ㇟⪅ࡢ≉ᛶࡶៅ㔜ᑐᛂ ࡋ᳨࡚ウࡍࡿࡇࡀồࡵࡽࢀࡿࠋࡲࡓࠊᮏ◊✲ ࡢ᭷ຠᛶ㛵ࡋ࡚ࠊᛶูࡸࡁࡻ࠺ࡔ࠸ᆅ➼ࡢせ ᅉࡘ࠸࡚᭦᥀ࡾୗࡆࡓ᳨ウࡸࠊࡑࡢࡢせᅉࠊ ࠼ࡤࠊḟୡ௦ࡢព㆑ࡢ㛵㐃ᛶࡀᐃࡉࢀࡿ ᮍ᮶ࡢព㆑㸦㛫ⓗᒎᮃ㸧➼ࢆຍࡋࡓ᳨ウ➼ࠊ ᚋࡶ⥅⥆ࡋ᳨࡚ウࢆ㔜ࡡࡿணᐃ࡛࠶ࡿࠋ ᘬ⏝ᩥ⊩ ⸼⏣ᬛ⤮ : 2010㸪 ࠕnurturance(㣴ㆤᛶ)ࡢᴫᛕ㛵ࡍ ࡿ⌮ㄽⓗ⪃ᐹࠖ㸪 ࠗᏛ⩦㛤ⓎᏛ◊✲࠘㸪 ➨ 3 ᕳ㸪 83-90 㡫. ୰ኸᩍ⫱ᑂ㆟ : 2000㸪 ࠗᑡᏊᩍ⫱ࡘ࠸࡚࠘. Fogel㸪 A. D.㸪 & Melson㸪 G. F. (ⴭ) ࣐࢝ࣝࣆࣥ⨾ 㕥 (ヂ) : 1989㸪 ࠕᏊࡶࡢ㣴ㆤᛶࡢⓎ㐩ࠖ㸪 ᑠ ᔱ⚽ኵ (⦅)㸪 ࠗஙᗂඣࡢ♫ⓗୡ⏺࠘㸪 ᭷ᩫ㛶㸪 ᮾி㸪 170-186 㡫. ཎࡦࢁᏊ࣭⯓࠾ࡿ (⦅) : 1991㸪 ࠗẕᛶࡽḟୡ௦ ⫱ᡂຊ㸸⏘ࡳ⫱࡚ࡿ♫ࡢࡓࡵ࠘ 㸪᪂᭙♫㸪 ᮾ ி. Hinde 㸪 R. A. : 1979 㸪 Towards understanding relationship. Academic Press㸪 London. ᘅ℩ࡓ࠸Ꮚ (┘ヂ) : 2006㸪 ࠗ㣴⫱⪅/ぶ-Ꮚࡶ┦స ⏝: ࢸ࣮ࢳࣥࢢ࣐ࢽࣗࣝ(᪥ᮏㄒ∧)࠘ 㸪 NCAST ◊✲㸪 ᮾி. ⳻⣧Ꮚ࣭ⴠྜᖾᏊ࣭ụ⏣ᖾᜤ࣭㧗ᮌ᭷Ꮚ : 2009㸪ࠕ㟷 ᖺᮇࡢḟୡ௦⫱ᡂຊᑻᗘࡢ㛤Ⓨࡑࡢ᳨ウࠖ 㸪 ࠗẕ ᛶ⾨⏕࠘ 㸪 ➨ 50 ᕳ㸪 132-140 㡫. ⳻⣧Ꮚ࣭ⴠྜᖾᏊ࣭ụ⏣ᖾᜤ࣭㧗ᮌ᭷Ꮚ : 2010㸪ࠕ㟷 ᖺᮇࡢḟୡ௦⫱ᡂຊぶࡽࡢᏑᅾ⫯ᐃ࣓ࢵࢭ࣮ ࢪࡢ㛵㐃ࠖ 㸪 ࠗẕᛶ⾨⏕࠘ 㸪 ➨ 50 ᕳ㸪 552-559 㡫. ᇼ ὒ㐨 (┘ಟ)࣭Ḉⱱ⏨࣭ᯇ ㇏ (⦅) : 2007㸪ࠗᚰ ⌮ ᐃᑻᗘ㞟ϫ㸸ᏊࡶࡢⓎ㐩ࢆᨭ࠼ࡿᑐே㛵 ಀ࣭㐺ᛂ࠘ 㸪 ࢧ࢚ࣥࢫ♫㸪 ᮾி㸪 176-182 㡫. ఀ⸨ⴥᏊ : 2003㸪ࠕ୰࣭㧗ᰯ⏕ࡢぶᛶ‽ഛᛶࡢⓎ㐩ࠖ 㸪 ࠗ᪥ᮏᐙᨻᏛㄅ࠘ 㸪 ➨ 54 ᕳ㸪 801-812 㡫. ఀ⸨ⴥᏊ : 2007㸪 ࠕ୰࣭㧗ᰯ⏕ࡢᐙᗞ⛉ࡢಖ⫱య㦂 Ꮫ⩦ࡢᩍ⫱ⓗㄢ㢟㛵ࡍࡿ᳨ウࠖ 㸪 ࠗ᪥ᮏᐙᨻᏛ ㄅ࠘ 㸪 ➨ 58 ᕳ㸪 315-326 㡫. 㙊㔝⫱௦࣭ఀ⸨ⴥᏊ : 2008㸪 ࠕ୰Ꮫᰯᐙᗞ⛉࠾ࡅ ࡿᗂඣࡢࡩࢀྜ࠸య㦂ࡢᩍ⫱ⓗຠᯝࢆࡢࡼ࠺ 㧗ࡵ࡚࠸ࡃࡢ㸸ࢡࢩࣙࣥࣜࢧ࣮ࢳࡼࡿ᳨ ウࠖ 㸪 ࠗ༓ⴥᏛᩍ⫱Ꮫ㒊◊✲⣖せ࠘ 㸪 ➨ 56 ᕳ㸪 201-208 㡫. ᕝᓮ㞞Ꮚ : 2008㸪 ࠕぶୡ௦࡞ࡿࡓࡵࡢ‽ഛᩍ⫱ࡢ ᤵᴗᒎ㛤ࠖ 㸪ࠗᤵᴗᐇ㊶㛤Ⓨ◊✲࠘ 㸪 ➨ 1 ᕳ㸪 13-21 㡫. Kelly㸪 J. F.㸪 Zuckerman㸪 T. G.㸪 Sandoval㸪 D.㸪 & Buehlman㸪 K. : 2008㸪 Promoting first relationships (2nd ed.). NCAST Publications㸪 Seattle. ᑠᔱ⚽ኵ : 1989㸪 ࠕ㣴ㆤᛶࡢⓎ㐩ࡑࡢពࠖ 㸪 ᑠ ᔱ⚽ኵ (⦅)㸪ࠗஙᗂඣࡢ♫ⓗୡ⏺࠘ 㸪᭷ᩫ㛶㸪 ᮾ ி㸪 187-204 㡫. ㏆⸨Ύ⨾ : 2009㸪 ࠕ㣴⫱⪅ࡢ㛵ಀᛶࡢ㞀ᐖࡑࡢ ᨭࠖ 㸪 㡲⏣ (⦅)㸪 ࠗືⓗ࡞ே㛫㛵ಀࡢၥ 㢟ࡢᑐᛂ࠘ 㸪 㔠Ꮚ᭩ᡣ㸪 ᮾி㸪 127-145 㡫. 34 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ᴈ⃝௧Ꮚ : 2012㸪 ࠗ㟷ᖺᮇ࣭ᡂேᮇ࠾ࡅࡿ㣴ㆤᛶ ࡢⓎ㐩ᙧᡂせᅉ࠘ 㸪 㢼㛫᭩ᡣ㸪 ᮾி. ᴈ⃝௧Ꮚ࣭⚟ᮏ ಇ࣭ᒾ❧ᚿὠኵ : 2009㸪 ࠕᏛ⏕ ࠾ࡅࡿ⿕㣴ㆤ࣭㣴ㆤయ㦂ࡀ㣴ㆤᛶ㸦nurturance㸧 ཬࡰࡍᙳ㡪ࠖ 㸪 ࠗᩍ⫱ᚰ⌮Ꮫ◊✲࠘ 㸪 ➨ 57 ᕳ㸪 168-179 㡫. Ỉᮏ ⠜࣭➉ෆ ⌮ : 2008㸪 ࠕ◊✲ㄽᩥ࠾ࡅࡿຠ ᯝ㔞ࡢሗ࿌ࡢࡓࡵ: ᇶ♏ⓗᴫᛕὀពⅬࠖ㸪 ࠗⱥ ㄒᩍ⫱◊✲࠘ 㸪 ➨ 31 ᕳ㸪 57-66 㡫. ᩥ㒊⛉Ꮫ┬ : 2009㸪 ࠗ㧗➼ᏛᰯᏛ⩦ᣦᑟせ㡿࠘. ᩥ㒊⛉Ꮫ┬ : 2010㸪 ࠗ୰ᏛᰯᏛ⩦ᣦᑟせ㡿࠘. ᩥ㒊⛉Ꮫ┬⏕ᾭᏛ⩦ᨻ⟇ᒁ⏨ዪඹྠཧ⏬Ꮫ⩦ㄢ࠾ࡼࡧ ཌ⏕ປാ┬㞠⏝ᆒ➼࣭ඣ❺ᐙᗞᒁ⫱ᡂ⎔ቃㄢ : 2006㸪 ࠗஙᗂඣᖺ㛗ඣ❺ࡢὶ≧ἣㄪᰝሗ࿌ ᭩࠘. NCAST programs : 2003㸪 BabyCues: A child’s first language. www.ncast.org. ᒸᮏ♸Ꮚ࣭ྂ㈡┿⣖Ꮚ : 2004㸪 ࠕ㟷ᖺࡢࠕぶ‽ഛᛶࠖ ᴫᛕࡢ᳨ウࡑࡢⓎ㐩㛵㐃ࡍࡿせᅉࡢศᯒࠖ㸪 ࠗᗈᓥᏛᚰ⌮Ꮫ◊✲࠘ 㸪 ➨ 4 ᕳ㸪 159-172 㡫. ஂಖ⾤ள࣭ᒸ⏣ㅬ : 2012㸪 ࠗఏ࠼ࡿࡓࡵࡢᚰ⌮ ⤫ィ࠘ 㸪 ວⲡ᭩ᡣ㸪 ᮾி. 㓇 ཌ࣭Ⳣཎࡲࡍࡳ࣭┾ᴿᇛ⨾࣭Ⳣཎ࣭ᮧ ಇ๎ : 2002㸪 ࠕ୰Ꮫ⏕ࡢぶ࠾ࡼࡧぶࡢಙ㢗 㛵ಀᏛᰯ㐺ᛂࠖ㸪 ࠗᩍ⫱ᚰ⌮Ꮫ◊✲࠘㸪 ➨ 50 ᕳ㸪 12-22 㡫. Sumner㸪 G.㸪 and Spitetz㸪 A. : 2004㸪 NCAST: caregiver/parent-child interaction teaching manual. NCAST Publications㸪 Seattle. ⸨ᚋᝋᏊ : 2007㸪 ࠕᏊࡶࡢࢼ࣮ࢳࣗࣛࣥࢫ㸦㣴 ㆤᛶ㸧ࢆ⫱ࡴⓎ㐩ᩍ⫱ࣉࣟࢢ࣒ࣛࡀ୰Ꮫ⏕ࡢᏛᰯ ⏕ά㸪ᆅᇦ㛵ಀ࠼ࡿຠᯝࠖ 㸪 ࠗಖ⫱Ꮫ◊✲࠘㸪 ➨ 45 ᕳ㸪 122-132 㡫. ⸨ᚋᝋᏊ࣭ᒸᮏ࢚࣑Ꮚ࣭ᒣᮏᏊ : 2005㸪 ࠕಖ⫱య 㦂ࢆ୰ᚰࡋࡓᩍ⫱ࣉࣟࢢ࣒ࣛࡢ᭷ຠᛶࠖ㸪 ࠗᅜ ❧࢜ࣜࣥࣆࢵࢡグᛕ㟷ᑡᖺ⥲ྜࢭࣥࢱ࣮◊✲⣖ せ࠘ 㸪 ➨ 5 ᕳ㸪 57-68 㡫. Weatherston㸪 D. J. : 2002㸪 “Introduction to the infant mental health program”㸪 Shirilla㸪 J. J.㸪 & Weatherston㸪 D. J. (eds.)㸪 Case studies in infant mental health: Risk㸪 resiliency㸪 and relationships. ZERO TO THREE㸪 Washington DC (ᘅ℩ࡓ࠸Ꮚ (┘ヂ) : 2007㸪 ࠕஙᗂඣ⢭⚄ಖ ࢣ࣮ࢫࣈࢵࢡ㸸ࣇࣛࣂ࣮ࢢࡢ⫱ඣᨭ⒪ࣉ ࣟࢢ࣒ࣛࠖ 㸪 㔠๛ฟ∧㸪 ᮾி). Zeanah㸪 C. H.㸪 Jr.㸪 & Zeanah㸪 P. D. : 2009㸪 “The scope of Infant Mental Health”㸪 Zeanah㸪 C. H.㸪 Jr. (ed.)㸪 Handbook of Infant Mental Health (third ed.)㸪 Guilford Press㸪 New York㸪 pp. 5-21. ݢஜܖٻ≝܇ڭဃ⇁ݣᝋ↗ↈ↺ഏɭˊᏋ↚᧙ↈ↺࣎ྸᏋ↝ܱោ↗ᚸ̖ Evaluation of an NCAST-based psychoeducational program for promoting attitude toward nurturing the next generation Taeko TERAMOTO≍1 ⁅⁛‒ A psychoeducational program for promoting attitude toward nurturing the next generation, based on the Nursing Child Assessment Satellite Training (NCAST) was evaluated. University students (N = 18) participated in a program that used NCAST material, such as the classification of infants’ cues and child-caregiver relationships. Pre- and posttest scores on the assessment scales indicated some positive changes in the participants, which were suggestive of the effectiveness of this program. äääääääääääääääääääää‒ Key words‒…………………………………………………… psychoeducational program, NCAST, nurturance, attitude toward nurturing the next generation, university students Ფ1 Faculty of Liberal Arts Nihonbashi Gakkan University NIHONBASHI GAKKAN UNIVERSITY Bulletin No.14 35 37 ̬ࢀוଢ≝ᛖܖᏋ↚૿ↀ↺૨ඥᎇᚪඥ↗Ⴚඥ ᄂᆮ⇴∞⇮‒ ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ᛖܖᏋ↚૿ↀ↺૨ඥᎇᚪඥ↗Ⴚඥ‒‒ ̬ ‒ࢀוଢ‒ 1 ᛖܖᏋ↚૿ↀ↺ඥ↚↞ಮ⅝ⅱ↺ⅻ⅚↚ܖ፼ᎍ↝ᛖ⇁̅ⅵඥ↗̅↾↙ⅳඥ ↚ٻК↖ⅼ↺⅛Эᎍ↞ᚕᛖ್ૺႎ↙ඥ↖ⅱ↹⅚ˊᘙ̊↚↞૨ඥᎇᚪඥⅻਫↁ↸↻↺⅛↭⅚ ࢸᎍ↞ɟᑍ↚Ⴚඥ↗Ԡ↟↻⅚Ⅴᚕᓶ↗ᚇࣞ⇁Ⴚኽӳↄ↊Ⅵ↺ↂ↗⇁ᙻↈ↺↗ↆ↕ⅳ↺⅛≋ଐ ஜᛖᏋ(˟ܖ1990)p.107≌ᡈ࠰⅚⇙∅∋⇱⇗∞⇝∍∙ᏡщᏋ⇁ᙻↈ↺ᚕᛖᏋ↚૿ⅳ↕↞Ⴚ ඥⅻဇↄ↻⅚૨ඥᎇᚪඥⅻႾ↮↸↻↺ↂ↗↞↙ݲⅳ⅛ↆⅺↆ⅚૨ඥᎇᚪඥ↞↱↞↳ᢅӊ↝ᢡ ཋ↗ↆ↕ↆ↭→↕↱↷ⅳ↱↝↼ⅵⅺ⅛ஜᛯ↖↞ܖٻᛢᆉⅱ↺ⅳ↞ܖٻʖͳᏋᛢᆉ↚૿ↀ↺ᛖ ܖᏋ⇁᪽ࣞ↚⅚૨ඥᎇᚪඥ↗Ⴚඥ↝ཎࣉ↗ыፕ⇁↭↗↰⅚ᚕᛖᏋ↚૿ↀ↺૨ඥᎇᚪඥ↗Ⴚ ඥ↝᧙̞↚↓ⅳ↕ᡓ↨ⅳ⅛ ‒ äääääääääääääääääääää‒ ⇓∞∕∞⇯‒ ääääääääääääääääääää ૨ඥᎇᚪඥ‒ Ⴚඥ‒ ۥʼᛖ‒ ૨ඥ‒ ᭗ሁᏋ‒ 㸯㸬ᩥἲ⩻ヂἲ ࡗ࡚࠸࡞࠸ࡢ࡛࠶ࡿࡽ↓⌮ࡶ࡞࠸ࠋ㸦୰␎㸧 ࡇࡢ㡢ㄞࡣࡢሙྜࠊㄒྃࢆ㡢ࡢὶࢀࡸ㡢ࡢࣃ 㸯㸬㸯 ᤵᴗ㢼ᬒࡢᥥࡽ㉳ࡍࡿࡇ ௨ୗࠊᏛᰯ࡛ࡢⱥㄒࡢᤵᴗࡢᵝᏊࢆ⾲ࡋࡓᩥ ࢱ࣮ࣥࡋ࡚ྲྀᢅ࠺ࡼࡾࡶࠊ༢ㄒࢆ༢ࡋࡓศ ゎⓗ࡞ࡶࡢ࡛ࠊᩍᖌࡢゞṇࡣ༢㡢ㄞࡋ࡚࠸ࡿ⏕ ᚐᑐࡋࡓಶேⓗ࡞ࡶࡢ࡛ࠊࡋࡶࡑࡢ⏕ᚐࡣᚋ ❶ࢆᥖࡆࡿࠋ ࡛ࡋ࡞ࡅࢀࡤ࡞ࡽ࡞࠸ヂㄞẼࢆྲྀࡽࢀ࡚ࠊࡑࡢ ᩍᖌࡣࠕ᪥ࡣఱ࣮࣌ࢪࡢఱ⾜┠ࡽࠖゝࡗ ࡚ࠊฟᖍ⾲ࢆぢ୍࡚ேࡢ⏕ᚐࢆᣦྡࡍࡿࠋ⏕ᚐࡣ ❧ࡗ࡚㡢ㄞࢆࡍࡿࠋࡘ࠼࡞ࡀࡽࠊ୍ᗘㄞࡴ ࡁ༢ㄒ༢ㄒࢆูࠎ㞳ࡋࡓࡾࠊ࠶ࡿ࠸ࡣษࡾ 㞳ࡍࡁ༢ㄒࢆࡃࡗࡘࡅࡓࡾࠊⓎ㡢ࢆ㛫㐪࠼ࡓࡾ ࡋ࡞ࡀࡽ࠶ࡿศ㔞ࢆㄞࡴࠋఱࡋࢁពࡀ༑ศศ ゞṇࡋ࡚ὀពࡋ࡞࠸ࠋ 㸦୰␎㸧 ࡑࡇ࡛࠸ࡼ࠸ࡼඛ⏕ࡢ㡢ㄞࡀጞࡲࡿࠋࡋࡋ⏕ ᚐࡢᚅࡗ࡚࠸ࡿࡢࡣඛ⏕ࡢ㡢ㄞ࡛࡞ࡃ࡚ヂ࡛࠶ ࡿࠋከᩘࡢ⏕ᚐࡣ༑ศㄪ࡚࠸࡞࠸ࡽࠊࡇ ࡢඛ⏕ࡢヂࢆ➹グࡍࡿࡢࡀࠊᤵᴗ୰ࡢ᭱ࡶ㔜せ࡞ ࡛࠶ࡿࠋඛ⏕ࡢヂࡀࡍࡴḟࡢ⏕ᚐࡀᙜ࡚ࡽ ࢀ࡚ࠊࡲࡓྠࡌࢆ⧞㏉ࡍࠋࡇࡢࡼ࠺ࡋ࡚ࠊ⏕ ‒ ‒ ․•‣… ࠰ உ ․‥ ଐӖྸ‒ A study on the grammar translation method and the direct method.‒ “‣‒⁋⁓⁓⁝⁛‒‽⁇⁀※›※⁄⁁‒ ଐஜܖܖ⇪∞⇈∑∏⇿∐ܖٻᢿ‒ ᚐࡀ⪥ࡍࡿࡶࡢࠊᑡ࡞ࡃࡶὀពࡋ࡚ഴ⫈ࡍࡿ ࡶࡢࡣࠊ᪥ᮏㄒ࡛࠶ࡿࠋⱥㄒࡣ༢║ࡼࡗ࡚₍ ↛ㄆ㆑ࡉࢀࠊヂㄞࡢࣄࣥࢺࢆᚓࡿࡓࡵࡢ༳ࡋ 38 ࡚ྲྀᢅࢃࢀࡿࡢࡳ࡛࠶ࡿࠋᚋ␎ ᙧࡤࡾ㡢ㄞࡣࡍࡿࡶࡢࡢࠊⓎ㡢ࡣ㔜どࡉࢀ࡞ ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ et.al(2013) p.231) ࠸ࡗࡓࠊ᪥ᖖ⏕ά࡛ࡣ⏝࠸ࡽࢀ࡞࠸ࡼ࠺࡞ேᕤ ⓗ࡞ᩥࡀ⏝ࡉࢀࡿࡇࡶ࠶ࡿࠋ ࠸ࠋⱥㄒࡑࡢࡶࡢࡼࡾࡶヂฟࡉࢀࡓ᪥ᮏㄒ㔜Ⅼ ࡀ⨨ࢀࡿࠋࡇࡢ≉ᚩࡣࠊࡘ࡚⚾ࡀᏛᰯ࡛ཷࡅ 㸯㸬㸱 ᩥἲ⩻ヂἲᑐࡍࡿホ౯ ࡓⱥㄒᩍ⫱ࡶ㏻ࡌࡿࡶࡢࡀ࠶ࡿࡀࠊࡇࢀࡣ㏆ᖺ ࡢᤵᴗࡢᵝᏊࢆᥥࡋࡓࡶࡢ࡛ࡣ࡞ࡃࠊᡓ๓ห ⾜ࡉࢀࡓᮏࠕヂㄞࢆྲྀࡾධࢀࡓᤵᴗࠖࡋ࡚⤂ ࡉࢀࡓᩥ❶ࡢ୍㒊ࢆ⌧௦ㄒኚ࠼ࡓࡶࡢ࡛࠶ ࡿ㸦1㸧ࠋ⚾ࡀ୰Ꮫࡽ㧗ᰯ௦ࢆ㐣ࡈࡋࡓࡢࡣ ᖺࡽ ᖺࡲ࡛ࡔࡀࠊࡑࡇࡶ ᖺ㏆ࡃ๓ࡢ ྡṧࡀឤࡌࡽࢀࡓࡇࡣᏛᰯⱥㄒᩍ⫱ࡢᚲ↛࡛ ࠶ࢁ࠺ࠋ 㸯㸬㸱㸬㸯 ᩥἲ⩻ヂἲࡢ㛗ᡤ ▼⏣(1995)ࡣᩥἲ⩻ヂἲࢆࠕ࠶ࡿព࡛ࡣ⩻ヂ ࢆ࠼ࡿᩍᤵἲࡸࡉࡋ࠸ᩍ࠼᪉ࡣ࡞࠸ࠋ㛫 ࡢ↓㥏ࡶ࡞࠸ࠋࠖホࡋ࡚࠸ࡿࠋࡓࡋᩍဨࡣ ┠ᶆゝㄒᑐࡍࡿ▱㆑ࢆ᪤༑ศᣢࡗ࡚࠸ࡿ㸦2㸧ࠋ ᩥἲ⩻ヂἲ࡛ࡣࡑࡢ▱㆑ࢆࢻࣜࣝࡸヂฟసᴗࢆ ㏻ࡌ࡚Ꮫ⩦⪅㌟ࡘࡅࡉࡏࡿࡇࡀ࡞సᴗ ࡞ࡿࠋᩍᮦࡢࢸ࢟ࢫࢺࡀ᪂ฟㄒᙡᢅ࠺ࡁᩥ ‒ 㸯㸬㸰 ᩥἲ⩻ヂἲࡢ≉ᚩ ἲࢆᢳฟࡋ࡚࠶ࢀࡤࠊᩍ࠼ࡿ㡯┠㏞࠺ࡇࡶ࡞ ࠸ࠋࡲࡓࠊ᪂ฟㄒᙡࡢヂㄒࢆ࠼ࡓୖ࡛ࢸ࢟ࢫࢺ ๓⠇ᩥἲ⩻ヂἲࡢᤵᴗ㢼ᬒࢆᣲࡆࡓࡀࠊࡇࡢ ᩍᤵἲࡢ≉ᚩࢆᣲࡆࡿ௨ୗࡢࡼ࠺࡞ࡿࠋ ࡲࡎࠊᩍᮦࡋ࡚┠ᶆゝㄒ࡛᭩ࢀࡓࢸ࢟ࢫࢺ ࡢ୍ᩥࢆ㏲ㄒヂࡋ࡞ࡀࡽࠊࡑࢀࢆࡼࡾࡇ࡞ࢀࡓヂ ᩥࡋ࡚࠸ࡃసᴗࡣ┠ᶆゝㄒ࠸࠺ࡼࡾẕㄒࡢ సᴗ࡛࠶ࡾࠊẕㄒヰ⪅ࡗ࡚ࡣᅔ㞴࡞సᴗࡣ ࢆ⣲ᮦࡋࠊࢸ࢟ࢫࢺ୰⾲ࢀࡿ᪂ㄒࡑࢀᑐ ࠸࠼࡞࠸ࠋᏛᰯᩍဨࡣከᛁ࡛࠶ࡿࡇࢆ⪃࠼ࢀࡤࠊ ᛂࡍࡿẕᅜㄒヂࡀ࠼ࡽࢀࡿࠋ࠸ࢃࡺࡿࠕㄒᙡࣜ ᩍ࠼ࡿഃࡢ㈇ᢸࡀᑡ࡞࠸ࡇࡶࠊࡁ࡞࣓ࣜࢵࢺ ࢫࢺ࡛ࠖ࠶ࡿࠋᩥἲ⩻ヂἲ࡛ࡣࢸ࢟ࢫࢺࡢᩥ༢ ࡛࠶ࡿࠋ ࡢṇ☜࡞ヂฟ㔜ࡁࢆ⨨ࡃࡓࡵࠊᮍ⩦ㄒᙡࡢㄒ⩏ ࢆ᥎ᐃࡍࡿࡼ࠺࡞సᴗࡣ⾜ࢃࢀ࡞࠸ࠋ ᤵᴗࡣࢸ࢟ࢫࢺࡢ㡢ㄞࡽ⾜ࢃࢀࡿࡇࡀከ ࠸ࠋࡋࡋࠊ㡢ࡢṇ☜ࡉࡣ↓㡻╔࡛࠶ࡿࠋ ࡘࡂࠊヂฟࡉࡏࡿࡇࡣࠊෆᐜ⌮ゎࡢᣦᶆ ࡞ࡿࠋㄒᙡ࣭ᩥἲࡢṇࡋ࠸⌮ゎࡀ࡞ࡅࢀࡤ㐺ษ࡞ ヂฟࡀ࡛ࡁ࡞࠸ࡇࡣ࠸࠺ࡲ࡛ࡶ࡞࠸ࠋࡲࡓࠊ」 ᩘࡢពࢆᣢࡕ࠺ࡿᩥ࡛࠶ࡗ࡚ࡶࠊ๓ᚋࡢᩥ⬦ ⥆ࡅ࡚ࠊᩥ༢࠶ࡿ࠸ࡣࣃࣛࢢࣛࣇ༢࡛ࡢヂ ྜࡏ࡚㐺ษヂฟ࡛ࡁࢀࡤࠊࡑࡢᏛ⩦⪅ࡣࢸ࢟ࢫ ฟࡀ⾜ࢃࢀࡿࠋࡇࡇ࡛ࡣṇ☜࡞ヂฟࡢࡓࡵࠊ▱ ࢺࡢෆᐜࢆ⌮ゎࡋ࡚࠸ࡿྍ⬟ᛶࡀ㧗࠸࠸࠼ࡿ ㆑ࢆᣢࡘᩍᖌࡀຓࢆ⾜࠺ࠋ ࡔࢁ࠺ࠋ ࡇࡢ㝿ࠊ୪⾜ࡋ࡚ᩥἲ㡯┠ࡢㄝ᫂ࡶ⾜ࢃࢀࡿࠋ ᩥἲㄝ᫂ࡢ㝿ࡣఏ⤫ⓗ࡞ᩥἲ⏝ㄒࢆ✚ᴟⓗ ά⏝ࡍࡿࠋᩥἲ㡯┠ࡢᐃ╔ࡢࡓࡵࡣά⏝⾲ࠊࢻ ࣜࣝࠊヂฟࡀ⾜ࢃࢀࡿࠋࡇࡇ࡛ࡣ࠶ࡃࡲ࡛ࡶ┠ᶆ ゝㄒࡢᩥἲࢆᏛࡪࡇࡀ║⨨ࢀࡿࡓࡵࠊࡇ ࡲࡓࠊ┠ᶆゝㄒẕᅜㄒࡢ┦㐪ࢆព㆑ࡉࡏࡿࡇ ࡶ࡛ࡁࡿࠋࠕㄒ㸩ືモ㸩┠ⓗㄒࠖ࠸ࡗࡓㄒ 㡰࡛⾲ࢀࡿⱥㄒࢆࠕㄒ㸩┠ⓗㄒ㸩ືモࠖ࠸ࡗ ࡓㄒ㡰࡛᪥ᮏㄒࡋ࡚ヂฟࡍࡿసᴗࡣࠊᖖ 1 ᩥ ࡛ࣞ࣋ࣝ᪉ࡢᵓ㐀ࢆព㆑ࡉࡏࡿࡇ࡞ࡿࠋ ࡢࡼ࠺࡞άື୰⏝࠸ࡿᩥ❶⮬↛ࡉࡣồࡵࡽ ࢀ࡞࠸ࠋ᭷ྡ࡞࡛ゝ࠼ࡤࠊᡤ᭷⾲⌧࠶ࡿ࠸ࡣ 3 㡢⠇௨ୖࡢㄒࡢẚ㍑⣭ࢆᏛࡤࡏࡿࡓࡵࠊ 㸯㸬㸱㸬㸰 ᩥἲ⩻ヂἲࡢ▷ᡤ ࡲࡎࠊࣄࣜࣥࢢࡸࢫࣆ࣮࢟ࣥࢢࡢ⬟ຊࡢ㣴ᡂ The cat of my aunt is more treacherous ࡀᅔ㞴࡛࠶ࡿⅬࡀᣲࡆࡽࢀࡿࠋᩥἲ⩻ヂἲ࡛ࡣ㡢 than the dog of your uncle. 㸦⚾ࡢུẕࡢ⊧ࡣ࠶ ኌ㠃ࡼࡾࡶヂฟࡢṇ☜ࡉࡀ㔜どࡉࢀࡿࡓࡵࠊᤵᴗ ࡞ࡓࡢུ∗ࡢ≟ࡼࡾㄔᐇࡔ㸧(A. P. R. Howatt, 39 ̬ࢀוଢ≝ᛖܖᏋ↚૿ↀ↺૨ඥᎇᚪඥ↗Ⴚඥ ୰㡢ኌ㠃ࡢᣦᑟࡀ⾜࡞ࢃࢀ࡞࠸ࡇࡀከ࠸ࠋ ࢀࡼࡾࣛࢸࣥㄒࡢᏛ⩦ࡣᐇⓗ࡞ࡶࡢ࡛ࡣ࡞ ṇ☜࡞ヂฟࢆ㔜どࡍࡿࡇࡣ୍ㄒ୍ㄒὀព ࡃࠊᬯグࡸᛮ⣴࠸ࡗࡓ▱ⓗカ⦎ࡢࡓࡵࡢࡶࡢ ࢆྥࡅࡿࡇ࡞ࡾࠊࡑࡢ⤖ᯝࠊ┠ᶆゝㄒᑐࡍ ࡞ࡿ⮳ࡗࡓࠋ ࡿᛂࡀ㐜ࡃ࡞ࡗ࡚ࡋࡲ࠺ࡇࡶᣲࡆࡽࢀࡿࠋࡲ ά∧༳ๅ⾡ࡢⓎ᫂ࡼࡾࠊྂ௦ࢠࣜࢩ࣭ྂ௦ ࡓࠊ࠸ࡕ࠸ࡕヂฟࡋ࡞ࡅࢀࡤ⌮ゎ࡛ࡁ࡞ࡃ࡞ࡿᝏ ࣮࣐ࣟࡢྂࡀ้࣭ᬑཬ࣭ホ౯ࡉࢀࠊࣝࢿࢧ Ⓑࢆ㌟ࡘࡅࡉࡏ࡚ࡋࡲ࠺ࡇࡶ࠶ࡿࠋ ࣥࢫࡢὶࢀࡘ࡞ࡀࡿࠋࡇࡢ࡞࡛ࠊ௦ࢆ⤒࡚ ࡲࡓࠊ᭱㔜どࡉࢀࡿࡁヂฟసᴗࡢ㐣⛬ࡀሙྜ ࡼࡗ࡚ࡣ㍍どࡉࢀࠊᩍဨࡽࠕṇࡋ࠸ヂࠖࡀ ኚᐜࡋࡓࣛࢸࣥㄒ࡛ࡣ࡞ࡃྂࣛࢸࣥㄒࡢ 㛵ᚰࡀႏ㉳ࡉࢀࡓࠋ ࠼ࡽࢀࡉ࠼ࡍࢀࡤࠊࡑࢀࡔࡅ࡛Ꮫ⩦⪅ࡀ‶㊊ࡋ࡚ ࡲࡓࠊ⯆῝࠸ࡇࠊྂㄒࡢ㛵ᚰࡀ㧗ࡲ ࡋࡲ࠺ᮏᮎ㌿ಽ࡞Ꮫ⩦࡞ࡗ࡚ࡋࡲ࠺ሙྜࡶ࠶ ࡿ࡞࡛ࠊ▱ⓗカ⦎ࡸᙧᘧⓗ࡞ゝㄒᩍ⫱ࢆᢈุࡍ ࡿࠋ ࡿゝㄝࡀぢࡽࢀࡿࡼ࠺࡞ࡿࠋ࠸ࢃࡺࡿࠕࣝࢿࢧ ࡉࡽᤵᴗࡢ㠃ࡽ࠸࠼ࡤࠊࠕ㡢ㄞЍᏛ⩦⪅ ࣥࢫⓗゝㄒᩍ⫱ᨵ㠉ㄽ࡛ࠖ࠶ࡿࠋࡑࡢ୍ேࠊࢳ࢙ ࡼࡿヂฟЍᩍဨࡼࡿᣦᑟࠖ࠸࠺༢ㄪ࡞ࡶࡢ ࢥࡢྖᩍ࡛࠶ࡗࡓࢥ࣓ࢽ࢘ࢫࡣ⤮ࡸᅗࢆ⏝࠸ࠊ ࡞ࡾࡀࡕ࡛ࠊࠕ⏕ᚐࡣᏛ⩦⯆ࢆኻ࠸ࡀࡕ࡞ ࡑࢀ 4 ゝㄒ࡛ヂㄒࢆࡅࡓࠕどぬᩍ⫱⏝⤮ᮏࠖ ࡿࠖ 㸦ఀ⸨(1984)p.46㸧࠸࠺ᣦࡶ࠶ࡿࠋ ࢆⴭࢃࡋࡓࠋどぬⓗᩍᮦࢆゝㄒᩍ⫱⏝࠸ࡿࡇ ‒ ࡣࠊ⌧௦ࡢゝㄒᩍᤵἲࡶ㏻ࡌࡿࠋ ୪⾜ࡋ࡚ࠊ1492 ᖺࡣࢫ࣌ࣥࡢࢿࣈࣜࢵࣁ 㸯㸬㸲 ᩥἲ⩻ヂἲࡢṔྐⓗ⫼ᬒ ࡀ࣮ࣚࣟࢵࣃ᭱ึࡢᅜㄒᩥἲ᭩࡞ࡿࠗ࢝ࢫࢸ ྂ௦࣮࣐ࣟ࠸࡚ࡣࠊᾏὒẸ᪘ࡢࢠࣜࢩே ࣮ࣜࣕㄒᩥἲ࠘ࢆห⾜ࡍࡿ㸦3㸧࡞ࠊ㏆௦ㄒᩥἲ ࡀ⏝࠸ࡿࢠࣜࢩㄒࡀඹ㏻ㄒࡋ࡚࠸ࡓࠋࡇࡢࡓ ࡀయ⣔ࡉࢀࡓࠋࡇࢀᇶ࡙ࡃゝㄒᩍ⫱ࡶ⾜࡞ࢃ ࡵ࣮࣐ࣟ㈗᪘ࡣࢠࣜࢩேࢆ㞠࠸ࠊᏊᘵࡢࢠࣜ ࢀࡿࡼ࠺࡞ࡾࠊᩥἲࢆᩍ࠼ࠊㄒࢆᬯグࡍࡿࡇ ࢩㄒᩍ⫱ࢆ⾜࡞ࡗࡓࠋࡇࢀࡣࢿࢸࣈࢫࣆ࣮ ࡽጞࡲࡾࠊ┠ᶆゝㄒẕᅜㄒࢆ┦⩻ヂࡍࡿ ࣮࢝ࡼࡿ୍✀ࡢ┤᥋ἲ࡛࠶ࡿࠋᡃࡀᅜࡅࡿ ᩥἲ⩻ヂἲࡶ⥅⥆ࡋ࡚⾜࡞ࢃࢀࡓࠋ ᫂ࡽᡓ๓ࡢⱥㄒᩍ⫱࡞ࢆ㉳ࡋࡓሙྜࠊ⩻ ヂἲ࡛ࡣⓎヰ⬟ຊࡀ༑ศ㣴ᡂ࡛ࡁ࡞࠸ࡇ 㸰㸬┤᥋ἲ ࡽ┤᥋ἲࡼࡿᩍ⫱ࡀጞࡵࡽࢀࡓ୍⯡ⓗࡣ ㉳ࡉࢀࡿࠋࡋࡋࠊྡ et.al (1989)ࡣඛ㏙ࡢ 㸰㸬㸯 ┤᥋ἲࡢ≉ᚩ ࢠࣜࢩㄒᩍ⫱ࢆホࡋࠊ ࠕ 㸦⩻ヂἲ㸧ᑐࡍࡿⓎ ࡋ࡚┤᥋ἲ ࡢఏ⤫ࡀጞࡲࡗࡓࡢ࡛ࡣ ࡞࠸ࠖ (p.21)ࡋ࡚࠸ࡿࠋ ࡋࡋࠊ࣮࣐ࣟᖇᅜࡀᆅ୰ᾏࢆྲྀࡾᅖࡴࡼ࠺ ᣑࡋࠊࡑࡢ∧ᅗ࡛ࣛࢸࣥㄒࡀ⏝࠸ࡽࢀࡿࡼ࠺ ࡞ࡿࡘࢀ࡚ࠊ༡࣮ࣚࣟࢵࣃࡣࡶࡼࡾࠊࣇ ࣭ࣜ࢝୰ᮾࢆྵࡴᗈ࠸⠊ᅖ࡛ࡢබ⏝ㄒࡣࣛࢸࣥㄒ ㌿ࢆぢࡏࡿࠋ す࣮࣐ࣟᖇᅜ⁛ஸࡼࡾ୰ୡ⮳ࡗ࡚ࡶࠊᙜึ ࣛࢸࣥㄒࡣබ⏝ㄒ࡛࠶ࡾ⥆ࡅࡓࠋࡋࡋ௦ࡀ㐍 ࡴࡘࢀ࡚ࠊẸ᪘ゝㄒࡢྎ㢌ࠊ࠶ࡿ࠸ࡣゝㄒࡢኚ ᐜࡼࡾࠊࣛࢸࣥㄒࡣṚㄒࡍࡿࡇ࡞ࡿࠋࡇ ᩍᤵᏛ⩦⪅ࡢẕㄒࢆά⏝ࡍࡿᩥἲ⩻ヂἲ ࡣ␗࡞ࡾࠊ┤᥋ἲࡣ┠ᶆゝㄒࢆࡑࢀࡢࡳࢆࡗ ࡚ᣦᑟࡋࠊ⩦ᚓࡍࡿࡇࢆ┠ᶆࡋ࡚࠸ࡿࠋࡇࢀ ࡣᗂඣࡢ➨୍ゝㄒ⩦ᚓ㐣⛬ࢆࣔࢹࣝࡋࡓࡶࡢ ࡛࠶ࡿࠋᗂඣࡣ࿘ᅖࡢゐࢀྜ࠸ࢆక࠺ᡂ㛗㐣⛬ ࡢ୰࡛⮬↛➨୍ゝㄒࢆ⩦ᚓࡍࡿࠋᙜ↛ࠊࡇࡇ ࡣ➨୍ゝㄒ௨እࡢゝㄒࡣᅾࡋ࡞࠸ࡋࠊᩍᐊάື ࡢࡼ࠺࡞≉ู࡞Ꮫ⩦ࡶᏑᅾࡋ࡞࠸ࠋࡲࡓࠊ⩦ᚓ㐣 ⛬ࡶᩥἲ⩻ヂἲࡢࡼ࠺࡞ࠕ┠ᶆゝㄒࢆㄞࢇ࡛ẕㄒ ヂฟࡍࡿࠖࠕẕㄒࢆ┠ᶆゝㄒ᭩ࡁ࠼ࡿࠖ ࠸ࡗࡓࠕㄞࡴࠖ ࠕ᭩ࡃ࡛ࠖࡣ࡞ࡃࠊ࠶ࡃࡲ࡛ࡶࠕ⪺ ࡃࠖࠕヰࡍࠖᢏ⬟ࡀඛ⾜ࡍࡿࡇὀ┠ࡍࡿࠋࡇ 40 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ࡢほⅬࡽ┤᥋ἲࡣᣦᑟᏛ⩦⪅ࡢẕㄒࢆ ▱ࡽ࡞ࡃ࡚ࡶᩍ࠼ࡽࢀࡿ࠸࠺Ⅼࡶ࠶ࡿࠋࡇࢀࡣ ᅾࡉࡏࡿࡇ࡞ࡃ┠ᶆゝㄒ࡛┤᥋ⓗࠊཱྀ㢌⦎⩦ ᐇୖࡢࡼ࠺࡞ẕㄒࢆᣢࡘᏛ⏕ࡶᩍ࠼ࡽࢀ ὀຊࡋ࡚ࠕ⪺ࡃࠖ ࠕヰࡍࠖ⬟ຊࡢ㔊ᡂࢆࡣࡿࠋ ࡿࡢࡳ࡞ࡽࡎࠊ࠶ࡿࢡࣛࢫ␗࡞ࡿẕㄒࢆᣢࡘᏛ ୖグࡢ┠ᶆࢆ㐩ᡂࡍࡿࡓࡵࠊ┤᥋ἲࡣ࠸ࡃ ⩦⪅ࡀΰᅾࡋ࡚࠸࡚ࡶᑐᛂ࡛ࡁࡿࡇࢆពࡍ ࡘࡢཎ๎ࡀ⪃࠼ࡽࢀࡿࠋࡇࢀࡽࡣ࠸ࡎࢀࡶࠊ┤ ࡿࠋᐇ㝿ࠊᅜෆ࡛ࡢ᪥ᮏㄒᩍ⫱ࢆ⪃࠼ࡓሙྜࠊ ᥋ἲࡀᗂඣࡢゝㄒ⩦ᚓ㐣⛬ࢆࣔࢹࣝࡋ࡚࠸ࡿ ࡇࡢࡶ࠶ࡗ࡚┤᥋ἲࢆ᥇⏝ࡋ࡚࠸ࡿሙྜࡀ ࡇ➃ࢆⓎࡍࡿࠋ ከᩘ࡛࠶ࢁ࠺ീࡉࢀࡿࠋ ࡲࡎࠊ㐺ษ࡞ᩥࢆᥦ♧ࡍࡿࡇࡼࡾ┠ᶆゝ ㄒࡢ┤ほࢆ㣴࠺ࡇ࡛࠶ࡿࠋᗂඣࡣ⮬ࡽᚲせ࡞ 㸰㸬㸰㸬㸰 ┤᥋ἲࡢ▷ᡤ ㄒᙡࡸ⾲⌧ࡽ⋓ᚓࡍࡿࠋࡇࡢほⅬࡽ┤᥋ἲ࡛ ࡲࡎᣲࡆࡽࢀࡿࡢࡀࠊᏛ⩦⪅ഃࡢᏳ࡛࠶ࡿࠋ ࡣ᪥ᖖ⏕άᚲせ࡞ᩥࡸㄒᙡࡀඃඛࡋ࡚ᩍ࠼ࡽ ᩍဨࡣᏛ⩦⪅ࡢᏛ⩦≧ἣᛂࡌ࡚Ⓨヰࢆࢥࣥࢺ ࢀࡿࠋ ࣮ࣟࣝࡍࡿࡀࠊࡑࢀ࡛ࡶᏛ⩦⪅ࡗ࡚ࡣࠕࡼࡃ ㄒᙡ㛵ࡋ࡚ࡶࠊලయⓗ࡞ࡶࡢࡘ࠸࡚ࡣᐇ₇ࠊ ࢃࡽ࡞࠸ゝⴥ࡛ヰࡋࡅ࡚ࡃࡿࠖᜍࢁࡋࡉࡣᣔ ᐇ≀ࠊࡲࡓࡣ⤮ࢆࡗ࡚ᩍ࠼ࡽࢀࡿࠋᢳ㇟ⓗ࡞ㄒ ࠼࡞࠸ࠋᐇ㝿➹⪅ࡀᶍᨃᤵᴗࡋ࡚ࠊ᪥ᮏㄒᩍ ᙡࡣၥ⟅ࡼࡿ㐃᪉ᘧ࡛ᩍ࠼ࡽࢀࡿࠋ ⫱ࢆᑓᨷࡍࡿᏛ⏕ࢡࣛࢫ࡛ㄡࡶᏛ⩦⤒㦂ࡢ࡞ ᩥἲࡶᖐ⣡ⓗᩍ࠼ࡿࡇࢆཎ๎ࡍࡿࠋᩥἲ ࠸ゝㄒ㸦6㸧ࢆ┤᥋ἲ࡛ᩍ࠼ࡓࡇࢁࠊ ࠕఱゝࡗ࡚ࡿ ࢆᩍᤵ㡯┠ࡋ࡚⊂❧ࡋ࡚ྲྀࡾฟࡋ࡚ࠊᩥἲ⏝ㄒ ࠊࢃࢇ࡞࠸ࡼࠖ࠸࠺Ᏻ‶ࡢኌࡀᄱ ࢆࡗ࡚ᩍ࠼ࡿࡇࡣ┤᥋ἲࡢᚿྥࡍࡿࡇࢁ ࢀࡓࠋࡇࢀࡣ┤᥋ἲࢆయ㦂ࡉࡏࡿࡇࡀ┠ⓗࡢࢡ ࡛ࡣ࡞࠸ࠋ࡚ࡢᏛ⩦㡯┠ࡣᩍᖌᏛ⩦⪅㛫ࡢࢥ ࣛࢫ࡛࠶ࡗࡓࡓࡵࠊ࠶ࡿព࡛ᙜ↛ࡢᛂ࡛ࡣ࠶ ࣑ࣗࢽࢣ࣮ࢩࣙࣥࡢ୰࡛ࠊẁ㝵ⓗ✚ࡳୖࡆࡽࢀ ࡗࡓࠋࡋࡋࠊ᪤⩦㡯ࡽᮍ⩦㡯ᤵᴗࣉ ࡚࠸ࡃࡁࡶࡢࡍࡿࠋ ࣛࣥࢆ⤌ࡳ❧࡚ࡓୖ࡛ࡶࡇࡢࡼ࠺࡞ᛂࡀฟ࡚ ࡇࢀࡽࡢᣦᑟἲࡀ➃ⓗ⾲ࢀ࡚࠸ࡿࡢࡀࠊ࣋ࣝ ࡁࡓࡇࡣ␃ពࡉࢀࡿࡁ࡛࠶ࢁ࠺ࠋ ࣜࢵࢶࡢ࢞ࢻࣛࣥ 㸦4㸧 ࡛࠶ࡿࠋ ࡲࡓࠊᩍ࠼᪉ࡀ㞴ࡋ࠸࠸࠺ࡇࡶ࠶ࡿࠋ፹ ㄒࢆ⏝ࡏࡎᏛ⩦㡯┠ࢆ⌮ゎࡉࡏࡿࡓࡵࡣࠊ᪤ 㸰㸬㸰 ┤᥋ἲᑐࡍࡿホ౯ 㸰㸬㸰㸬㸯 ┤᥋ἲࡢ㛗ᡤ ᭱ࡢ㛗ᡤࡋ࡚ࠊ፹ㄒࢆ⏝࠸࡞࠸ࡓࡵࠊ ẕㄒࡢᙳ㡪ࡀᑡ࡞࠸ࡇࡀᣲࡆࡽࢀࡿࠋ⩦⇍ࡋ ࡓእᅜㄒヰ⪅ࡽࠎ⪥ࡍࡿࡶࡢࠊࠕࢳࣕ ࣥࢿࣝࡀኚࢃࡿࠖ࠸࠺⾲⌧ࡀ࠶ࡿ㸦5㸧ࠋ༶ࡕࠊ እᅜㄒࢆヰࡋ࡚࠸ࡿࡁࡣẕㄒࢆᅾࡉࡏࡎࠊ እᅜㄒ࡛≀ࢆ⪃࠼࡚࠸ࡿ࠸࠺ࡇ࡛࠶ࡿࠋᩥ ἲ⩻ヂἲࡢ▷ᡤࡋ࡚ࠕ┠ᶆゝㄒᑐࡍࡿᛂࡀ 㐜ࡃ࡞ࡿࠖⅬࢆᣲࡆࡓࡀࠊ┤᥋ἲࡣࡇࡢၥ㢟Ⅼࢆ ゎỴࡋᚓࡿࠋࡇࢀࡣ┤᥋ἲࡀ፹ㄒࢆ⏝࠸ࡎࠊゝ ⴥࡀࢃࢀࡿ≧ἣୗ࡛ゝⴥࡢព⤖ࡧࡘࡅ࡚ ᩍ࠼ࡿࡓࡵྍ⬟࡞ࡿࠋ┠ᶆゝㄒᏛ⩦⪅ࡢẕ ㄒࡢពయ⣔ࡣᚲࡎࡋࡶ୍⮴ࡋ࡞࠸ࠋ ࡲࡓࠊᩍဨࡢ❧ሙࡽࡍࢀࡤࠊᏛ⩦⪅ࡢẕㄒࢆ ⩦㡯ࢆ⏝ࡋ࡚ᮍ⩦㡯ࢆㄝ᫂ࡍࡿᚲせ㏕ ࡽࢀࡿࡓࡵࠊᤵᴗయࡢ࣒࢝ࣜ࢟ࣗࣛసᡂࡸࠊᤵ ᴗ 1 㛫ࡈࡢᩍసᡂ⚄⤒ࢆࢃ࡞ࡅࢀࡤ ࡞ࡽ࡞࠸ࠋࡲࡓࠊ፹ㄒࢆ⏝ࡋ࡞࠸ࡓࡵࠊㄒᙡ ࡢᑟධ㛵ࡋ࡚ලయⓗ࡞ࡶࡢࡣᐇ≀ࡸ┿࡞ ࡀᚲせ࡞ࡿࡋ㸦7㸧ࠊᢳ㇟ⓗ࡞ࡶࡢࡘ࠸࡚ࡣᏛ⩦ ⪅ࡀࡑࡢពෆᐜࢆ㉳࡛ࡁࡿࡼ࠺࡞ㄏᑟࡀᚲ せ࡞ࡿࠋࡇࡢࡇࡣࠊᚤጁ࡞Ⅼࡘ࠸࡚Ꮫ⩦⪅ ࡀᮏᙜ⌮ゎࡋ࡚࠸ࡿ࠺ࡢ☜ㄆࡀ㞴ࡋ࠸ ࡇࡶពࡍࡿ㸦8㸧ࠋ ፹ㄒࢆ⏝ࡋ࡞࠸ࡇࡣࠊࡲࢃࡾࡃ࠸ㄝ᫂ ࡛㛫ࡀࡿែࢆᣍࡃሙྜࡶ࠶ࡿࠋࡾࢃࡅ Ꮫ⩦ࡀ㐍ࡳࠊᢳ㇟ⓗ࡞ෆᐜࢆᢅ࠺ࡼ࠺࡞ࡗ࡚ࡃ ࡿࠊࡇࡢࡼ࠺࡞ែ㐼㐝ࡍࡿࡇࡀቑ࠼࡚ࡃ ࡿ㸦9㸧ࠋ ̬ࢀוଢ≝ᛖܖᏋ↚૿ↀ↺૨ඥᎇᚪඥ↗Ⴚඥ 41 㸱 Ꮫᰯᩍ⫱ࡅࡿⱥㄒᩍ⫱ 㸱㸬㸰 Ꮫᰯᩍ⫱࡛ⱥㄒࡀ㌟ࡘ࡞࠸ࡢࡣ࡞ࡐ 㸱㸬㸯 ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ㔜どࡢᏛᰯⱥㄒᩍ⫱ Ꮫᰯᩍ⫱࡛ⱥㄒࡀ㌟ࡘ࡞࠸ࡢࡣ࡞ࡐࠋᏛ ᰯࡢⱥㄒᩍ⫱ࡀᩍᤵἲⓗኚࢃࢀࡤࠊ⏕ᚐࡣⱥㄒ Ꮫᰯࡢⱥㄒᩍ⫱࡛ࡣⱥㄒࡣヰࡏࡿࡼ࠺࡞ࡽ ࡞࠸࠸࠺ኌࢆ⪥ࡍࡿࠋ☜➹⪅ࡽࡋ࡚ࡶࠊ ୰㧗࡛ 6 ᖺ㛫ⱥㄒᩍ⫱ࢆཷࡅࠊᏛཷ㦂ࡶ࡞ࢇ ࡾษࡗ࡚ࡁࡓࡀࠊᮍࡔⱥㄒ࡛ࡢࢥ࣑ࣗࢽࢣ ࣮ࢩࣙࣥຊ⮬ಙࡀᣢ࡚࡞࠸ࠋࡇࢀࡣᖾ࠸ࡋ࡚ ➹⪅㝈ࡽ࡞࠸ࡼ࠺࡛ࠊᏛᰯࡢⱥㄒᩍ⫱ᑐࡋ࡚ ᨵ㠉ࢆᚅࡕᮃࡴኌࡣᑠࡉࡃ࡞࠸㸦10㸧ࠋ ᐇࠊྂࡃࡣ 1972 ᖺࡢ୰ኸᩍ⫱ᑂ㆟࡛ࠕࢥ ࣑ࣗࢽࢣ࣮ࢩࣙࣥࡢᡭẁࡋ࡚ࡢእᅜㄒ⬟ຊࡢ ᇶ♏ࢆᇵ࠺ࡓࡵࡢᩍ⫱ෆᐜ࣭᪉ἲཬࡧᩍ⫱⎔ቃ ࡘ࠸୍࡚ᒙࡢᨵၿࢆᅗࡿࠖࡇࡀ⟅⏦ࡉࢀ࡚࠸ ࡿ (11)ࠋࡲࡓࠊ1986 ᖺࡢ⮫ᩍ⫱ᑂ㆟➨ḟ⟅ ⏦࡛ࡣࠕ(୰㧗ⱥㄒᩍ⫱ࡣ)ᩥἲ▱㆑ࡢ⩦ᚓㄞゎ ຊࡢ㣴ᡂ㔜Ⅼࡀ⨨ࢀ㐣ࡂ࡚࠸ࡿࠖᣦࡉࢀ ࡚࠸ࡿࠋࡇࢀࢆཷࡅ࡚ࠊ90 ᖺ௦ࡽࡣᏛᰯⱥㄒ ᩍ⫱࠸࡚ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࡀ㔜どࡉࢀࡿ ࡼ࠺࡞ࡗ࡚ࡁࡓࠋ2013 ᖺࡽࡢ㧗➼Ꮫᰯᣦᑟ ࡀヰࡏࡿࡼ࠺࡞ࡿࡢࠋὠ et.al(2013)ࡣ㛫 ᩘࡢ⤯ᑐⓗ࡞ᑡ࡞ࡉࡀၥ㢟࡛࠶ࡿᣦࡍࡿࠋ ࠕⱥㄒࡢᤵᴗ㛫ࡣ୰㧗ࢆྜࢃࡏ࡚ࡶ 700㹼800 㛫ࠊࡘࡲࡾ 1 ᪥ࡢ༙ศࢆⱥㄒ᥋ࡍࡿࡋ࡚ 2 ࣨ᭶༙࡛ࡍࠋ᳨ᐃᩍ⛉᭩ࡢⱥㄒࡢ㔞ࡣࠊ୰Ꮫ 㧗ᰯࡢࣁࣞ࣋ࣝ⏝ࢆ㊊ࡋ࡚ࡶ࣮࣌ࣃ࣮ࣂࢵ ࢡ 80㹼90 ࣮࣌ࢪ⛬ᗘ࡛ࡍࠋ ࠖ㸦pp.11-12㸧 ࡲࡓⳢཎ(2011)ࡶྠᵝ㛫ᩘࡢᑡ࡞ࡉࢆᣦ ࡋࠊࡉࡽࠕᏛᰯⱥㄒ࡛Ꮫࡪᇶ♏ࠖࡋ࡚ᩥἲ ࡢ㔜せᛶࢆᙉㄪࡋ࡚࠸ࡿࠋ ࠕ⚾ࡀᙇࡋࡓ࠸ࡢࡣࠊ ⌧ᅾࡢᩍ⫱ไᗘࡢᯟ⤌ࡳࢆ⪃࠼ࡓሙྜࠊ㧗➼Ꮫᰯ ࡢⱥㄒᏛ⩦ࡔࡅ࡛ࠊⱥㄒࡀヰࡏࡿࡼ࠺࡞ࡿ⪃ ࠼ࡿࡢࡣ↓⌮ࡀ࠶ࡿࡋࠊᏛᰯࡢᩍᐊ࡛ࡣࠊ ࠗヰࡍ࠘ ࡇࡼࡾࡶඃඛࡋ࡚ᩍ࠼ࡿࡁࡇࡀ࠶ࡿࡣࡎ ࡔ࠸࠺ࡇ࡛࠶ࡿࠋ㧗ᰯ⏕ࡓࡕྥࡅ࡚ࡣࠊ࠸ ࡲࡴࡸࡳ↔ࡿᚲせࡣ࡞࠸ࡋࠊࡌࡗࡃࡾᩥἲࢆ せ㡿ࡢゎㄝ㸦እᅜㄒ⦅࣭ⱥㄒ⦅㸧㸦12㸧ࡣࠕ4 ᢏ⬟ࢆ Ꮫࡧࠗㄞࡴ࠘ຊࢆ࠼ࡓ᪉ࡀࠊᑗ᮶ࡢࡓࡵࡣࡼ ⤫ྜⓗά⏝࡛ࡁࡿࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ⬟ຊࢆ ࠸ࠊఏ࠼ࡓ࠸ࠋ 㸦୰␎㸧୍⯡ࡢ᪉ࠎࡣࠊᏛᰯ ⫱ᡂࡍࡿࡶࠊࡑࡢᇶ♏࡞ࡿᩥἲࢆࢥ࣑ࣗ ⱥㄒ࡛Ꮫࡪᇶ♏ࡣᚲࡎࠗᙺ❧ࡘ࠘ࡋࠊ࠶ࡣ⮬ ࢽࢣ࣮ࢩࣙࣥࢆᨭ࠼ࡿࡶࡢࡋ࡚ࡽ࠼ࠊᩥἲᣦ ศࡢດຊḟ➨࡞ࡢࡔࠊ⏦ࡋୖࡆ࡚࠾ࡁࡓ࠸ࠋࠖ ᑟࢆゝㄒάື୍యⓗ⾜࠺ࠋࠖ(p.3)ࡇࡀㅻࢃ 㸦p.234㸧 ࢀ࡚࠸ࡿࠋ ࡋࡋ࡞ࡀࡽࠊ๓⠇࡛㏙ࡓࡼ࠺ࠕࢥ࣑ࣗࢽ ୍᪉ࠊ࣋ࢿࢵࢭ(2009)ࡼࡿࠊዲࡁ࡞ᩍ⛉ࢆ ࢣ࣮ࢩࣙࣥ⬟ຊ⫱ᡂ㔜どࠖࡢྡࡢୗᩥἲᩍ⫱ࡀ ᑜࡡࡓࡇࢁⱥㄒࡣ 9 ᩍ⛉୰ 8 (25.5%)࠸࠺ ⦰ᑠࡉࢀࠊ࣋ࢿࢵࢭ(2009)ࡼࢀࡤᩥἲࡀ㞴ࡋ࠸ ⤖ᯝ࡛࠶ࡾࠊࡘࠊ⣙ 6 ࡢ⏕ᚐࡀ࠶ࡲࡾᤵᴗࢆ ឤࡌࡿ⏕ᚐࡀከ࠸≧ἣ࠶ࡿࠋ ⌮ゎࡋ࡚࠸࡞࠸ᅇ⟅ࡋ࡚࠸ࡿࠋⱞᡭศ㔝㛵ࡋ ࡚ࠊ⏕ᚐᩍ ဨㄆ㆑ࡢࡎࢀࡶ࠶ࡿࡼ ࠺࡛ࠊ 78.6%ࡢ⏕ᚐࡀࠕᩥἲࡀ㞴ࡋ࠸ࠖᅇ⟅ࡋ࡚࠸ࡿ ࡢᑐࡋࠊࠕ㸦⏕ᚐࡀ㸧ᩥἲ㡯ࢆ⌮ゎ࡛ࡁ࡞࠸ࠖ ᅇ⟅ࡋ࡚࠸ࡿᩍဨࡣ 45.7%␃ࡲࡗ࡚࠸ࡿࠋ 㸲 ᩥἲᩍ⫱ࡢホ౯ 㸲㸬㸯 ᪥ᮏࡅࡿ₎ㄒࡢཷᐜ ὠ et.al(2013)ぢࡽࢀࡓᩧ⏣(2010)ࡼࡿࠊ 㣕㫽௦ⴥ௬ྡࡀⓎ᫂ࡉࢀࡿࡲ࡛ࠊ᪥ᮏㄒ 1995 ᖺࡽ 14 ᖺ㛫ࠊ㧗ᰯධᏛࡢⱥㄒࡢᡂ⦼ࡀ ࡣᩥᏐࢆᣢࡓࡎ࠸ࡓࠋࡋࡋࡑࢀࡲ࡛ࡶࠊ㝳࡞ ୍㈏ࡋ࡚ୗࡀࡗ࡚࠸ࡿࡋࠊࡑࡢୗⴠᖜࡣ೫ᕪ್ ࡢ୰ᅜ㝣ᅜᐙࡽ₎⡠ࡀᵝࠎ㍺ධࡉࢀࠊࡑࢀ ⟬ ࡛ 7.4 ࡶ ࡞ ࡿ ࠸ ࠺ ( ὠ et.al(2013)p.127)ࠋ ࢆㄞࡳゎࡃᚲせ㏕ࡽࢀ࡚࠸ࡓࠋࡇࢀࡣ࠸ࢃࡺ ࡿΏ᮶ே࡞ࡢຓࡅࢆᚓࡓࡇࡀീࡉࢀࡿࡀࠊ 42 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ᵓ㐀ࡀ␗࡞ࡿ₎ㄒࢆ᪥ᮏㄒࡋ࡚⌮ゎࡍࡿࡓࡵ ࠊᩍ࠼ࡿᩥἲ㡯┠ࢆᩚ⌮ࡋ࡚ࠊඃඛ㡰ࢆࡘ ࡣࠊஇྂṆⅬࡸ㏉ࡾⅬࢆ⏝ࡋ࡚ࠊᵓᩥࢆ⨨ࡁ ࡅࡿࡇࠋࡑࡋ࡚ᩍ࠼᪉ࢆኚ࠼ࡿࡢ࡛ࡍࠋ(ᚋ␎)ࠖ ࠋ ࠼ࡡࡤ࡞ࡽ࡞ࡗࡓࠋࡇࢀࡀ₎ᩥカㄞ࡛࠶ࡿࠋ (pp.34-35) ⌧௦ࡢࡼ࠺ேࡢ ᮶ࡀ┒ࢇ࡞௦ࡣ␗࡞ࡿ ࡇࡢࠕᩍ࠼᪉ࠖࡘ࠸࡚ࡣᮡᒣ (2013)ࡢᩥἲ ࡓࡵࠊእᅜㄒ㡢ኌࡋ࡚᥋ࡍࡿࡼࡾࡣࠊእᅜㄒ ⩻ヂἲᑐࡍࡿᣦࡀ࠶ࡿࠋࠕᩥἲヂㄞࡣࠊẕㄒ ࡛᭩ࢀࡓඛ㐍᭩≀ࡋ࡚ࡢ₎⡠ࢆ᪥ᮏㄒẕㄒ ࡢຊࢆ⏝ࡋࡘࡘࠊⱥㄒ᪥ᮏㄒࡢ㛫ࢆ ᮶ࡋ࡞ ヰ⪅ࡀカㄞࡋ࡞ࡅࢀࡤ࡞ࡽ࡞ࡗࡓࡇࡣࡸࡴ ࡀࡽ▱㆑ࢆ⮬ືࡋࠊ⩦⇍ࡢᗘྜ࠸ࡶࡔࢇ ࢆᚓ࡞࠸ࡇࡔࡗࡓࡢࡔࢁ࠺ࠋࡇࢀຍ࠼࡚ࠊ㐵 ࡔࢇ᪥ᮏㄒࡢᅾࢆ࡞ࡃࡋ࡚࠸ࡁࠊ᭱⤊ⓗࡣヂ ၈ࡢᗫṆࡸ₎㡢㡢ㄞࢆᢸᙜࡍࡿ㡢༤ኈࡢᗫṆ ࡉ࡞ࡃ࡚ࡶ⌮ゎ࡛ࡁࡿࡼ࠺࡞ࡿࠗ┤ㄞ┤ゎ࠘ࢆ ࡣࠊ᪥ᮏேࢆࡲࡍࡲࡍ㡢ኌࡋ࡚ࡢእᅜㄒࡽ㐲 ┠ᣦࡋ࡚࠸ࡿࡢ࡛࠶ࡿࠋ ࠖ(p.119) ࡊࡅࡓࠋ၈௦ࡢリேࠊ㈩ᓥࡢࠕ✸Ἴᗏ᭶ ⯪ቶ ᪥ᮏㄒᩍ⫱ࡅࡿ୰⣭⥲ྜᩍᮦࡀᴫࡡ┤ㄞ Ỉ୰ኳࠖ࠸࠺ྃࢆ㋃ࡲ࠼ࠊᅵబ᪥グࡣࠕࡉࢆ ┤ゎࢆᛕ㢌⨨࠸ࡓࡶࡢ࡛࠶ࡿࡇࢆ⪃࠼ࢀࡤࠊ ࡣ࠺ࡀࡘ࡞ࡳࡢ࠺ࡢࡘࡁࢆ ࡩࡡࡣ࠾ࡑࡩ࠺ ࡇࡢᣦࡣ㔜せ࡛࠶ࡿᛮ࠺ࠋࡓࡔࠊࡇࡇ࡛ၥ㢟 ࡳࡢ࠺ࡕࡢࡑࡽࢆࠖ㸦ṇ᭶༑᪥㸧⾲ࢀࡿࡀࠊ ࡞ࡿࡢࡣࡸࡣࡾࠕ⩦⇍ࡢᗘྜ࠸࡛ࠖ࠶ࡿࠋ᪥ᮏ ࡇࢀࡣ࠸ࢃࡤヂฟ࡛࠶ࡾࠊᙜࡢ୰ᅜ㝣࡛㈩ᓥ ㄒᩍ⫱࡛ࡣึ⣭ẁ㝵ࡽ┤᥋ἲ࡛ᩍ࠼ࡿࡇ ࡢリࡀࡢࡼ࠺࡞㡢ኌ࡛ㄞࡲࢀࡓࡢࢆ▱ࡿ⾡ ࡼࡾࠊ୰⣭࡛ࡢㄞゎࡀ⮬↛┤ㄞ┤ゎ⤖ࡧࡘ࠸ ࡣ࡞࠸ࠋព࡛ᤊ࠼ࢀࡤ㡢ኌࡽࡅ㞳ࢀࡿࠋ ࡚࠸ࡿ㸦13㸧ࠋ┤ㄞ┤ゎࡣึ⣭ࡽ┤᥋ἲ࡛ࡢᩍᤵ ࠸ࡗ࡚↓⌮▮⌮ࠕࢺ࢘ࢭࣥࣁࢸࢤࢶࠖ㡢 ࡀᚲ㡲࡛࠶ࡿࡶࡢࡔࢁ࠺ࠋࡑ࠺࡛࡞࠸ࡍࡿ࡞ ㄞࡳࡋࡓࡇࢁ࡛ṇ☜࡞㡢ኌࡣ⌧࡛ࡁࡎࠊ࡞࠾ ࡽࡤࠊࡢࡼ࠺࡞ᑟධࡀᚲせ࡞ࡶࡢ࡞ࡢࠋࡇࡢ ࡘពࡀ᫂࡞ࡿࠋࡇࢀࡣព㔜ࡁࢆ⨨ࡁࠊ Ⅼ㛵ࡋ࡚ࡣᚋࡢ᳨ウࡀᚲせࡔࢁ࠺ࠋ 㡢ኌࢆ㍍どࡍࡿᚑ᮶ࡢᩥἲ⩻ヂἲࡑࡢࡶࡢ࡛ࡣ グࡍࡿࠊࡦࡘࡢ᪉ἲㄽࡋ࡚⌧ᅾ➹⪅ࡀ ࡞࠸ࡔࢁ࠺ࠋ ὀ┠ࡋ࡚࠸ࡿࡶࡢ㌿ᤵᴗࡀ࠶ࡿࠋ㌿ᤵᴗ ࡣࠊࡇࢀࡲ࡛ᩍဨࡀᩍᐊ࡛⾜ࡗ࡚ࡁࡓᏛ⩦㡯┠ࡢ ㄝ᫂ࢆࠊ๓ࣃࢯࢥࣥ࡞ࢆ⏝࠸࡚ື⏬࡛ど⫈ 㸲㸬㸰 ࠕ┤ㄞ┤ゎࠖ ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ㔜どࡢⱥㄒᩍ⫱ࢆ┠ᶆ ⨨ࡁ࡞ࡀࡽࡶࠊᏛᰯᩍ⫱ࡔࡅ࡛ࡣ㛫ࡀ㊊ࡾࡎࠊ ࡞ࡽࡤࡏࡵ࡚ࠊᇶ♏࡞ࡿࡁᩥἲຊࢆ㌟ࡘࡅ ࡉࡏࡿ࠸࠺❧ሙ❧ࡘ࡞ࡽࡤࠊఱࢆࡢࡼ࠺ ⾜࡞࠺ࡁ࡞ࡢࠋ㫽㣫(2011)ࡣᩥἲ㡯┠ࡢᩚ⌮ ᩍ࠼᪉ࡢኚ㠉ࡘ࠸࡚ᣦࡍࡿࠋ ࠕᩥἲヂㄞἲ (Grammer Translation Method)࠸࠺እᅜㄒᏛ ⩦ἲࡣ᪥ᮏࡢ࢜ࣜࢪࢼ࡛ࣝࡣ࡞ࡃࠊ᫇ࡽୡ⏺୰ ࡛ࢃࢀ࡚ࡁࡓᣦᑟἲ࡛ࡍࡀࠊ(୰␎)⏕ᚐࡗ ࡚ࡣ㏥ᒅࡁࢃࡲࡾ࡞ࡃࠊᐇ㝿࠼ࡿࡼ࠺࡞ࡽ ࡞࠸ࡇࡽࠊேẼ࡞ࡢࡣ᪥ᮏࡔࡅ࡛ࡣ࠶ࡾࡲ ࡏࢇࠋ࠺ࡋࡓࡽⰋ࠸ࡢࠋ⚾ࡀᥦࡋࡓ࠸ゎỴ ἲࡣࠊ࡞ࡐᅜ㝿ඹ㏻ㄒࡋ࡚ࡢⱥㄒ࡛࠶ࡗ࡚ࡶᩥ ἲࡀ࡞ࡢࢆᏛ⩦⪅ㄝ᫂ࡍࡿࡇ࡛ࡍࠋྠ ࡋࠊࡑࡢᚋᩍᐊάືཧຍࡍࡿ᪉ἲ࡛࠶ࡿࠋࡇ ࢀࢆ⏝࠸ࢀࡤࠊ࠼ࡤࠊ」㞧࡞ㄝ᫂ࡀᚲせ࡞ᩥἲ 㡯┠࡞ࡣࠊᏛ⩦⪅ࡢẕㄒࡸ፹ㄒࢆ⏝࠸࡚ㄝ᫂ ࢆ⾜࡞࠺ࡇࡀ࡛ࡁࡿࠋࡲࡓࠊື⏬࡛⏝࠸ࡿࡓࡵࠊ Ꮫ⩦⪅ࡣ⮬ศ୍࡛Ṇ࣭ᕳࡁᡠࡋ࡞ࡢ᧯సࢆ ⾜࡞࠺ࡇࡶ࡛ࡁࠊ⮬ศࡢ࣮࣌ࢫ࡛Ꮫ⩦ࢆ㐍ࡵࡿ ࡇࡀ࡛ࡁࡿࠋࡇ࠺ࡋ࡚༑▱㆑ࢆᚓࡓୖ࡛ᩍ ᐊ⮫ࡵࡤࠊᩍᐊ࡛ࡣ┤᥋ἲࡼࡿ⦎⩦ᑓᛕࡍ ࡿࡇࡀྍ⬟࡞ࡿࠋ ᩍᐊάືࢆࢿࢸࣈᩍဨࡀ┤᥋ἲ࡛⾜࡞࠺ ຌ⨥ࡣ㸰㸬㸯࠶ࡿ࠸ࡣ㸰㸬㸰࡛㏙ࡓࡀࠊ㌿ᤵ ᴗ┤᥋ἲࡢే⏝ࡼࡾᏛ⩦⪅ࡢ㈇ᢸࢆ㍍ῶࡋ ࡚ࠊຠᯝࢆࡉࡽୖࡆࡿࡇࡣክࡣ࠸࠼ࡲ࠸ࠋ ㌿ᤵᴗࡣᩥἲ⩻ヂἲ┤᥋ἲࡢࣁࣈࣜࢵࢻ ࡢ୍ᙧែ࡞ࡾ࠺ࡿࡔࢁ࠺ࠋ ̬ࢀוଢ≝ᛖܖᏋ↚૿ↀ↺૨ඥᎇᚪඥ↗Ⴚඥ 㸳 ᚋࡢㄢ㢟 ⮬ࡽࡢゝㄒᏛ⩦⤒㦂ゝㄒᩍᤵ⤒㦂ࢆࡾ㏉ ࡾࠊᏛ⩦ἲࡋ࡚ࡢᩥἲ⩻ヂἲ┤᥋ἲ⯆ࢆ ᣢࡘࡼ࠺࡞ࡗࡓࠋ᪉ࡢṔྐⓗ⫼ᬒࢆᴫほࡋ࡞ ࡀࡽ≉ᚩࢆࡲࡵࠊ᪉ࡢⅬࢆᐇ㝿ࡢᩍᤵ୧ ❧࡛ࡁ࡞࠸⪃࠼࡞ࡀࡽㄽࢆ㐍ࡵࡓࠋ⣬ᖜࡢ㝈 ࡾࡶ࠶ࡾࠊࡲࡓᛮ⣴ࡀከ᪉㠃ࢃࡓࡾࠊᩓₔ࡛༑ ศㄽࡌᚓ࡞ࡗࡓࡇࢆ┬ࡳ࡞ࡀࡽᚋࡢㄢ 㢟ࢆࡲࡵࡓ࠸ࠋ ࡲࡎࡣࠊ๓⠇ࡶ㏙ࡓࡼ࠺┤ㄞ┤ゎࡢᑟධ ࡘ࠸࡚࡛࠶ࡿࠋ᪥ᮏேᑐࡍࡿⱥㄒᩍ⫱┤ㄞ ┤ゎࢆᑟධࡍࡿ࡞ࡽࡤࠊࡑࢀࡣࡢࡼ࠺⾜࡞ࢃ ࢀࡿࡁ࡛࠶ࢁ࠺ࠋ ḟࠊ┤ㄞ┤ゎࡢලయⓗ࡞⾜࡞ࢃࢀ᪉࡛࠶ࡿࠋ ࢸ࢟ࢫࢺࢆࡶࡋ࡞ࡀࡽࠊ࠸ࠕ▱㆑ࢆ⮬ື ࠖࡋࠊࢥ࣑ࣗࢽ࢝ࢸࣈᩍ࠼ࡿࡇࡀ࡛ࡁࡿ ࠋࡇࢀࡣ᪥ᮏㄒᩍ⫱ࡢ⌧ሙ࡛ࡶࠊ࠸ຠᯝⓗ ࡞┤ㄞ┤ゎࡀᐇ㊶ྍ⬟᳨ウࡋ࡞ࡅࢀࡤ࡞ࡽ࡞ ࠸ࡋࠊࡉࡽࡣࡑࡢホ౯ࡘ࠸࡚ࡶど㔝⨨ࢀ ࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࡔࢁ࠺ࠋ ㌿ᤵᴗࡢᑟධ㛵ࡋ࡚ࡶグࡋࡓࠋࡇࢀ㛵 ࡋ࡚ࡣࢹࡢẁ㝵࡛࠶ࡾࠊࡲࡎࡣᑠつᶍ࡞ ᐇ㊶ࡽጞࡵࠊࡑࡢຠᯝࢆᶍ⣴ࡋࡓ࠸⪃࠼࡚࠸ ࡿࠋ ὀ 㸦1㸧 ࠕ௬ᬑ㏻⾜ࡣࢀࡿヂㄞࡢᤵᴗࢆീࡋ࡚ࡳ ࡼ࠺ࠋ㚝ࡀ㬆ࡗ࡚⏕ᚐࡀᩍሙ㞟ࡲࡿࠋᩍᖌࡀ ᩍቭ⌧ࡣࢀ࡚ࠊ⏕ᚐࡣ♩ࢆࡍࡿࠋᩍᖌࡣฟᖍ ⡙ࢆㄞࡴࠋ⏕ᚐ㐩ࡣㄯ➗ࡋࡓࡾࠊ㖄➹ࢆ๐ ࡗࡓࡾࠊ᭩≀ࡸࣀ࣮ࢺࢆฟࡋࡓࡾࡋ࡚ࢄࡿࠋᩍ ᖌࡣ᪥ࡣఱ㡫ࡢఱ⾜┠ࡽபࡗ࡚ࠊ㜅㨱ᖒ ࢆぢ୍࡚ேࡢ⏕ᚐࢆᣦྡࡍࡿࠋ⏕ᚐࡣ❧ࡗ࡚ reading ࢆࡍࡿ̿ྚࡾ࡞ࡀࡽࠊ୍ᡤㄞࡴࡁ ༢ㄒ༢ㄒࢆษࢀษࢀ㞳ࡋࡓࡾࠊᡈࡣษࡾ 㞳ࡍࡁ༢ㄒࢆࡃࡗࡘࡅࡓࡾࠊⓎ㡢ࢆ㛫㐪ࡓ ࡾࡋ࡞ࡀࡽᡈࡿศ㔞ࢆㄞࡴࠋఱࡋࢁពࡀ༑ศ ศࡗ࡚ࢄ࡞࠸ࡢ࡛࠶ࡿࡽ↓⌮ࡶ࡞࠸ࠋ(୰ ␎)ࡇࡢ reading ࡞ࡿࡶࡢࡣࡢሙྜࠊㄒྃࢆ 㡢ࡢὶࢀࡸ㡢ࡢ pattern ࡋ࡚ྲྀᢅࡩࡼࡾࡶࠊ ༢ㄒࢆ༢ࡋࡓศゎⓗ࡞ࡶࡢ࡛ࠊᩍᖌࡢゞṇ ࡣ༢ reading ࡋ࡚ࢄࡿ⏕ᚐᑐࡋࡓಶேⓗ࡞ 43 ࡶࡢ࡛ࠊࡋࡶࡑࡢ⏕ᚐࡣᚋ࡛ࡋ࡞ࡅࢀࡤ࡞ࡽ ࡠヂㄞẼࢆྲྀࡽࢀ࡚ࠊࡑࡢゞṇࡋ࡚ὀព ࡋ࡞࠸ࠋἣࢇࡸࡢ⏕ᚐ㐩ࡶ⤖ᒁࡣヂࡀ㔜せ࡞ ࡢ࡛ࠊヨ㦂ࡶከࡃࡢሙྜヂࡉ᭩ࡅࢀࡤࡼ࠸ࡢ ࡛࠶ࡿࡽࠊṤὀពࢆᡶࡣ࡞࠸ࠋ(୰␎)ࡑࡇ ࡛ថࠎඛ⏕ࡢ reading ࡀጞࡲࡿࠋࡋࡋ⏕ᚐࡢ ᚅࡗ࡚ࢄࡿࡢࡣඛ⏕ࡢ reading ࡛࡞ࡃ࡚ヂ࡛࠶ ࡿࠋከᩘࡢ⏕ᚐࡣ༑ศㄪ࡚ࢄ࡞࠸ࡽࠊ ࡇࡢඛ⏕ࡢヂࢆ➹グࡍࡿࡢࡀࠊ㛫୰ࡢ᭱ࡶ㔜 せ࡞࡛࠶ࡿࠋඛ⏕ࡢヂࡀࡍࡴḟࡢ⏕ᚐࡀ ᙜࡗ࡚ཪྠࡌࢆ⧞㏉ࡍࠋࡸ࠺ࡋ࡚⏕ᚐࡀ ⪥ࡍࡿࡶࡢࠊᑡࡃࡶὀពࡋ࡚ഴ⫈ࡍࡿࡶࡢ ࡣࠊ᪥ᮏㄒ࡛࠶ࡿࠋⱥㄒࡣ༢║ࡼࡗ࡚₍↛ ㄆ㆑ࡉࢀࠊヂㄞࡢࣄࣥࢺࢆᚓࡿⅭࡢ༳ࡋ࡚ ྲྀᢅࡣࢀࡿࡢࡳ࡛࠶ࡿࠋ(ᚋ␎)ࠖ ἑᮧᐥ㑻 㸦1935㸧 ࠗヂㄞ⩻ヂ࠘(pp.13-14) 㸦2㸧┠ᶆゝㄒᑐࡍࡿ▱㆑ࡀ༑ศ࠶ࡿࡽࡇࡑᩍ ဨࡀࡲࡿࡶ࠸࠼ࡿࠋࡋࡋࠊࡑࡢࡇࠊ Ꮫ⩦⪅┠ᶆゝㄒࢆ㌟ࡘࡅࡉࡏࡿࡇࡀ࡛ࡁ ࡿࡼ࠺࡞ࡿࡣูၥ㢟࡛࠶ࡿࠋ᪥ᮏㄒᩍဨ 㛵ࡋ࡚ࡶྠᵝ࡛ࠊ ࠕࡲ࡛࠶ࡗࡓከࡃࡢேࡽ ᚓࡓ༳㇟࡛ࡣࠊ᪥ᮏே࡞ࡽㄡ࡛ࡶ᪥ᮏㄒᩍᖌ ࡞ࢀࡿࡔࢁ࠺࠸࠺⪃࠼᪉ࡀ୍⯡ⓗࡔࠋࠖ(Ụ (1985)p.3)࠸࠺ᣦࡣࡇࡢⅬࢆᣦࡋ࡚࠸ࡿࠋ 㸦3㸧 ࠕゝㄒࢆ␗(ࡇ)ࡍࡿከࡃࡢ␗Ẹ᪘ࡸᅜࠎࢆᨭ 㓄ୗࡵࡽࢀࡓᬡ(࠶ࡘࡁ)㸪ࡑࡢ ࡼࡗ࡚ᙼࡽࡀ㸪⪅ࡀᩋ⪅ㄢࡍἲᚊ㸪ࡑࢀ ࡶ࡞࠺ᡃࡽࡢゝㄒࢆཷࡅධࢀࡿᚲせࡏࡲ ࡽࢀࡓࡁ㸪ࡲࡉ⌧ᅾᡃࠎࡀࣛࢸࣥㄒᩥἲ ࡼࡗ࡚ࣛࢸࣥㄒࢆᏛࢇ࡛࠸ࡿࡢྠᵝ㸪ᙼࡽ ࡣᡃࡀࠗᩥἲ࠘ࡼࡗ࡚ᡃࡽࡢゝㄒࢆ▱ࡿࡇ ࡞ࡿ࡛ࡋࡻ࠺ࠖ ࠗ࢝ࢫࢸ࣮ࣜࣕㄒᩥἲ࠘ ࠋ http://ocw.u-tokyo.ac.jp/lecture_files/as_01/12 /notes/ja/history06-12.pdf 㸦4㸧 ࠕ1 Ỵࡋ࡚ヂࡋ࡚ࡣ࠸ࡅ࡞࠸ࠋᐇ࡛♧ࡋ࡞ࡉ ࠸ࠋ2 Ỵࡋ࡚ㄝ᫂ࡋ࡚ࡣ࠸ࡅ࡞࠸ࠋ⾜Ⅽ࡛♧ ࡋ࡞ࡉ࠸ࠋ3 Ỵࡋ࡚₇ㄝࡋ࡚ࡣ࠸ࡅ࡞࠸ࠋ㉁ ၥࢆࡋ࡞ࡉ࠸ࠋ4 Ỵࡋ࡚㛫㐪࠸ࢆᶍೌࡋ࡚ࡣ ࠸ࡅ࡞࠸ࠋ┤ࡋ࡞ࡉ࠸ࠋ5 Ỵࡋ࡚༢ㄒࡔࡅࢆ ࡗ࡚ヰࡋ࡚ࡣ࠸ࡅ࡞࠸ࠋᩥࢆ࠸࡞ࡉ࠸ࠋ6 Ỵࡋ࡚ヰࡋࡍࡂ࡚ࡣ࠸ࡅ࡞࠸ࠋᏛ⩦⪅ከࡃヰ ࡉࡏ࡞ࡉ࠸ࠋ7 Ỵࡋ࡚ᮏࢆࡗ࡚ࡣ࠸ࡅ࡞࠸ࠋ ⮬ศࡢࣞࢵࢫ࣭ࣥࣉࣛࣥࢆ࠸࡞ࡉ࠸ࠋ8 Ỵ ࡋ࡚ࡤࡽࡤࡽᩍ࠼࡚ࡣ࠸ࡅ࡞࠸ࠋࣉࣛࣥ㏻ࡾ ᩍ࠼࡞ࡉ࠸ࠋ9 Ỵࡋ࡚ᛴࡂ㐣ࡂ࡚ࡣ࠸ࡅ࡞ ࠸ࠋᏛ⩦⪅ࡢ࣮࣌ࢫྜࢃࡏ࡞ࡉ࠸ࠋ10 Ỵࡋ ࡚㐜࠸ヰࡋ᪉ࢆࡋ࡚ࡣ࠸ࡅ࡞࠸ࠋ⮬↛࡞㏿ᗘ࡛ ヰࡋ࡞ࡉ࠸ࠋ11 Ỵࡋ࡚㏿࠸ヰࡋ᪉ࢆࡋ࡚ࡣ࠸ ࡅ࡞࠸ࠋ⮬↛࡞㏿ᗘ࡛ヰࡋ࡞ࡉ࠸ࠋ12 Ỵࡋ࡚ ࡁ࡞ኌ࡛ヰࡋ࡚ࡣ࠸ࡅ࡞࠸ࠋ⮬↛࡞ኌ࡛ヰࡋ ࡞ࡉ࠸ࠋ13 Ỵࡋ࡚▷Ẽ࡞ࡗ࡚ࡣ࠸ࡅ࡞࠸ࠋ Ẽ㛗ᩍ࠼࡞ࡉ࠸ࠋ ࠖࣜࢳ࣮ࣕࢬ㸤ࣟࢪ࣮ࣕࢬ (2007) 㸦5㸧ྠᵝࡢࠕⱥㄒ⬻ࠖ➼ࠎ࠸ࡗࡓ⾲⌧ࡶᕰ 㛫ᩓぢࡉࢀࡿࠋࡲࡓࠊࣟࣥࣈ=࢝ࢺ࣮(2000) ࡣࠕᨾࡼࡿእയࢆཷࡅࡓࡓࡵࠊẕᅜㄒࡔࡅ ࢆグ᠈ࡽ႙ኻࡋࠊᏛ⩦ࡼࡗ࡚ᚓࡓእᅜㄒࡣ ↓യࡢࡲࡲぬ࠼࡚࠸ࡓ࠸࠺ᝈ⪅ࡢ⮫ᗋࠖ (pp.192-193)ࢆᣲࡆࠊࡑࡢศࢆ♧၀ࡋ࡚࠸ࡿࠋ 44 㸦6㸧 ᪥ᮏㄒᩍᖌ㣴ᡂㅮᗙ࡛ࠊᏛ⩦⤒㦂ࡢ࠶ࡿゝㄒ ࡘ࠸࡚๓ࣥࢣ࣮ࢺࢆᐇࡋࠊࡑࡢ⤖ ᯝࠊཷㅮ⏕Ꮫ⩦⤒㦂ࡀ࡞ࡗࡓࣥࢻࢿࢩ ㄒࢆᶍᨃᤵᴗ࡛ᢅࡗࡓࠋ⡆༢࡞ᣵᣜ࣭ᩥᡣ ල࡞Ꮫ⏕ࡢᮘࡢୖ࠶ࡿ≀ࡢྡ⛠࣭ ࠕࡇࢀ㸭 ࡑࢀࡣ㹼࡛ࡍ㸭࡛ࡣ࠶ࡾࡲࡏࢇࠖ࠸࠺⾲⌧ ࢆ 30 ศ⛬ᗘࡗ࡚ࠊ┤᥋ἲ࡛ᩍ࠼ࡓࠋ 㸦7㸧 ࣛࢫࢺࡸ┿ࡶᩍᤵពᅗ࠶ࡗࡓ㐺ษ࡞ࡶ ࡢࢆ⏝࠸࡞࠸ࠊ࠼ࡗ࡚ΰࡍࡿሙྜࡀ࠶ ࡿࠋ࠼ࡤࠊ ࠕࢥ࣮ࣄ࣮ࠖ࠸࠺ゝⴥࢆᏛ⏕ ᥦ♧ࡍࡿࡓࡵࣛࢫࢺࢆ⏝࠸ࡿሙྜࠊࡑࡇ ࢸ࣮ࢫࣉ࣮ࣥࡸ࣑ࣝࢡ࡞ࡀ୍⥴ᥥ ࢀ࡚࠸ࡿΰࢆᣍࡃ࠾ࡑࢀࡀ࠶ࡿࠋ≉ ┿ࡣྵࡲࢀࡿሗ㔞ࡀከ࠸ࡓࡵࠊὀពࡀᚲせ ࡛࠶ࡿࠋ 㸦8㸧 ࠼ࡤࠊ ࠕᩍᐊࡢ❆ࡀ㛤ࡅ࡚࠶ࡿࠖ ࠕᩍᐊࡢ❆ ࡀ㛤࠸࡚࠸ࡿࠖ࠸࠺ 2 ᩥࡣ᫂ࡽព ෆᐜᕪࡀ࠶ࡿࡀࠊࡇࢀࢆᏛ⩦⪅ࡀᮏᙜ⌮ ゎࡋ࡚࠸ࡿ࠺ࢆ☜ࡵࡿࡣពᕤኵ ࡀᚲせ࡛࠶ࡿࠋ༢࡞ࡿࣛࢫࢺࡸ┿ࢆぢࡏ ࡚ᩥࢆ⏕ᡂࡉࡏࡓࡇࢁ࡛ࠊࡇࡢᕪ㐪ࡣ᫂ࡽ ࡣ࡞ࡽ࡞࠸ࡔࢁ࠺ࠋ 㸦9㸧 ࠼ࡤࠊ ࠕ㹼ࡽࡋ࠸ࠖ࠸࠺⾲⌧ࢆ⪃࠼ࡓሙྜࠊ ࠕᙼࡣ᮶࡞࠸ࡽࡋ࠸ࠖ࠸࠺᥎㔞ࡢ⏝ἲࠊ ࠕ࠶ࡢᏊࡣᏊࡶࡽࡋ࠸Ꮚࡶࡔࠖ࠸࠺ ᆺࡢ⏝ἲࡀ࠶ࡿࠋᆺࡢ࣓࣮ࢪࡣᩥ⫼ᬒ ࡼࡗ࡚␗࡞ࡾࠊᚋ⪅ࡣ┤᥋ἲ࡛ᩍ࠼ࡿࡇ ࡣ࡞࡞㞴ࡋ࠸ࠋ 㸦10㸧๓㏙ࡢ┤᥋ἲᶍᨃㅮ⩏ࡢ㝿ࠊᏛ⏕ࡽࡣࠕࡇ ࠺࠸࠺ᤵᴗࢆᏛᰯ࡛ཷࡅ࡚࠸ࡓࡽࠊⱥㄒࡀヰ ࡏࡿࡼ࠺࡞ࡗ࡚࠸ࡓࡶࡋࢀ࡞࠸ࠖ࠸࠺ ኌࡀୖࡀࡗࡓࠋࡑࡢ┿ഇࡣ᳨ウࡋࡼ࠺ࡶ࡞࠸ ࡀࠊᏛ⏕ࡢ┤ほࡋ࡚ࡣ␃ពࡍࡁࡔࢁ࠺ࠋ 㸦11㸧 47 ᖺ୰ኸᩍ⫱ᑂ㆟⟅⏦ࠕᩍ⫱࣭Ꮫ⾡࣭ ᩥ࠾ࡅࡿᅜ㝿ὶࡘ࠸࡚ࠖ 㸦12㸧http://www.mext.go.jp/component/a_menu/e ducation/micro_detail/__icsFiles/afieldfile/2 010/01/29/1282000_9.pdf 㸦13㸧ㄽࠊඛ㏙ࡢ㏻ࡾࠊࢡࣛࢫ⦅ᡂࡢ㒔ྜ࡛ࡑ࠺ ࡏࡊࡿࢆᚓ࡞࠸ሙྜࡀከ࠸࠸࠺ഃ㠃ࡣ࠶ࡿࠋ ཧ⪃ᩥ⊩ ▼⏣ᩄᏊ (1995)ࠗᨵゞ᪂∧ ᪥ᮏㄒᩍᤵἲ࠘ಟ㤋᭩ᗑ ఀ⸨୍ (1984)ࠗⱥㄒᩍᤵἲࡢࡍ࡚࠘ಟ㤋᭩ᗑ Ụ㝯⚽ (1985)ࠗ᪥ᮏㄒࢆእᅜேᩍ࠼ࡿ᪥ᮏேࡢᮏ࠘ ᣅ♫ ὠ⏤⣖㞝࣭Ụᕝ㞝࣭ᩪ⸨ྐ࣭㫽㣫⋪⨾Ꮚ (2013) ࠗⱥㄒᩍ⫱ࠊ㏕ࡾ᮶ࡿ◚⥢࠘ࡦࡘࡌ᭩ᡣ Ⳣཎඞஓ (2011)ࠗⱥㄒ᪥ᮏㄒࡢ࠶࠸ࡔ࠘ㅮㄯ♫⌧௦ ᪂᭩ ᮡᒣᖾᏊ (2013)ࠕᩥἲヂㄞࡣᮏᙜࠗ࠼࡞࠸࠘ࡢࠖ ࠗ᪥ᮏⱥㄒⱥᩥᏛ࠘No.23 㧗ᓥಇ⏨ (2000)ࠗₙ▼ࡢኟࡸࡍࡳ࠘᭾♫ 㧗ぢ⃝Ꮧ (1989)ࠗ᪂ࡋ࠸እᅜㄒᩍᤵἲ᪥ᮏㄒᩍ⫱࠘ ࣝࢡ 㫽㣫⋪⨾Ꮚ (2011)ࠗᅜ㝿ඹ㏻ㄒࡋ࡚ࡢⱥㄒ࠘ㅮㄯ♫ ⌧௦᪂᭩ ྡ㏔࣭୰すᐙᰤᏊ࣭ⱴ㔝┤Ꮚ (1989)ࠗእᅜㄒᩍ⫱⌮ ㄽࡢྐⓗⓎᒎ᪥ᮏㄒᩍ⫱࠘ࣝࢡ ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ᪥ᮏㄒᩍ⫱Ꮫ (1990)ࠗ᪥ᮏㄒᩍ⫱ࣁࣥࢻࣈࢵࢡ࠘ ಟ㤋᭩ᗑ ࣋ࢿࢵࢭ (2009)ࠕ➨㸯ᅇ ୰Ꮫᰯⱥㄒ㛵ࡍࡿᇶᮏㄪ ᰝሗ࿌᭩࠙ᩍဨㄪᰝ࣭⏕ᚐㄪᰝࠚ ࠖ http://berd.benesse.jp/global/research/detail1.php? id=3186 ࣟࣥࣈ=࢝ࢺ࣮ (2000)ࠗࢃࡓࡋࡢእᅜㄒᏛ⩦ἲ࠘ࡕ ࡃࡲᏛⱁᩥᗜ ࣜࢳ࣮ࣕࢬ㸤ࣟࢪ࣮ࣕࢬ (2007)ࠗࣉ࣮ࣟࢳ㸤࣓ࢯ ࢵࢻ ୡ⏺ࡢゝㄒ ᩍᤵ࣭ᣦᑟἲ࠘ᮾி᭩⡠ A. P. R. Howatt and Richard C. Smith (2013) “Modern Language Teaching” Routledge 45 ̬ࢀוଢ≝ᛖܖᏋ↚૿ↀ↺૨ඥᎇᚪඥ↗Ⴚඥ A study on the grammar translation method and the direct method Yasuaki KUNIHIRO≍1 ⁅⁛‒ The instructional approaches in the area of language teaching are categorized into two types. The one uses vehicular language, as the grammar translation method. The other one is the direct method. The direct method is taken into confidence to improve communication skills in these years. Although the grammar translation method is considered less serious, it is not relic of the past. One argues that current academic training is not useful to improve students’ English skills, just in general. In the communicative method, lecturer put grammatical lessons less in school as part of the curriculum frequently. On another front, grammatical lessons are necessary to non-native students. This study shows merits and demerits of the two methods, and considers how to leverage the grammar translation method in the higher education or intensive course. äääääääääääääääääääää‒ Key words‒…………………………………………………… grammar translation method, direct method, vehicular language, grammer, higher education Ფ1 Faculty of Liberal Arts Nihonbashi Gakkan University NIHONBASHI GAKKAN UNIVERSITY Bulletin No.14 ˱⅝ஙဌМܖٻ≝܇ᅛ↚ⅹↀ↺ཋᛖт↝ɼࢫ⇁↉↺˳᬴↚↓ⅳ↕‒ ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ 47 ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ᄂᆮ⇴∞⇮‒ ܖٻᅛ↚ⅹↀ↺ཋᛖт↝ɼࢫ⇁↉↺˳᬴↚↓ⅳ↕‒ ⃬⇛⇊⇙⇯∏∄ᐯࠁᘙྵ↝‒⃬↕ↆ↗ئ ˱⅝ங‒ ဌМ܇1 ܖٻᅛ↚ⅹⅳ↕ܖٻဃ↸↚ཋᛖт↝ɼࢫ↚↙→↕ᐯࠁᘙྵ⇁ᚾ↮↕↱↸ⅵ᬴ܱႎᘍʙ⇁ᘍ→⅛ ཋᛖт↞Ⅴ⇻∏∙⇦∞⇟↝ཚⅥ⇁Ꮹᑥↆ↱↝↖⅚ᩊ↙ᓹᕲ⇁ԃ↯ 8 ئ᩿ⅺ↸↙↹⅚Ӌьᎍⅻ ↘↻ↀᐯဌ↚௩᠂↚ᐯࠁᘙྵ↖ⅼ↺ⅺ⅚↭ᩊ↙ئ᩿↚↘↝↷ⅵ↚ݣϼↆʈ↹ឭⅷ↺ⅺ⇁ᛦ ↨↺ↂ↗⇁Ⴘႎ↗ↆ⅛↝ኽௐ 2 ଐ᧓↖ 19 ʴⅻӋьↆ⅚⇡∑⇻∝∈⇱⇥∐∙⇖ׅ↝↧ࡇݿሉ⅚ 20 Ў↝২⅚ʙࢸ⇈∙⇗∞⇮↧↝ᚡλ⇁ᘍ→⅛Ӌьᎍ←↝ႆᛅᚡⅻឋႎ↚Ўௌↄ↻⅚ႆᛅ ϋܾ↝ॖԛ↝˩↱↝ⅻ⇖∑∞⇽҄ↄ↻↕ಒࣞ↝Ӹ↔ↀⅻᘍ↾↻⅚⇈⇊⇭⇈∝⇪∐∞↗ↆ↕ᘙᅆ ↄ↻⅛⇡∑⇻∝∈⇱⇥∐∙⇖↗ࡇݿʙࢸ⇈∙⇗∞⇮↖᧙ᡲⅻᙸ↸↻↝↞ٳӼࣱ↝᭗፭↞˯፭ ↷↹ዬࢌↆ↝ࢽໜⅻ˯ⅳͼӼ↖ⅱ→⅛8 ئ᩿↻↻↚ⅹⅳ↕Ӌьᎍ↞ٶಮ↙ᐯࠁᘙྵ⇁ↆ↕ ⅹ↹⅚ᒊᩊ↝ئ᩿↚ⅹⅳ↕↱ʙ७⇁∃⇞⇬⇉⇼↚↗↸ⅷ↹⅚ᆢಊႎ↚ݣϼↈ↺ᘍѣ⇁ↆ↹⅚ ྸɧ↙ނˁ←↚→࣬↞↕ↆݣↂ↗⇁ⅼ←⇂↗ˡⅷ⅚ᐯЎ↝࣎ऴ↚↓ⅳ↕↱ↆ→ⅺ↹৭੮ↆ↕ ⅳ↺ᘙྵⅻⅺ↙↹ᙸ↸↻⅛Ⴛ↝ᇌ↕→ॾ⇁ئᐯЎ↝ᚕⅳ૾⇁ӒႾↈ↺ᎍ↱ᙸ↸↻⅛Ψ↝ཋ ᛖ↞ɼʴπⅻዋ↝Э↖ϵരↈ↺ⅻ⅚ↂ←↸↖ᚨↀவˑ⇁ↆ↕ 19 ʴɶ 5 ʴⅻဃᢩↆ⅛⇈∙ ⇗∞⇮↝ज़ेᚡᡓ↚↷↺↗⅚ᘍʙ⇁ಏↆ↰↱↝ⅻٶⅳⅻ⅚ዬࢌↆ↗ⅳⅵᎍ↱ⅺ↙↹ⅳ⅛Ӌ ьᎍⅻↇ↳ↈⅾ↊↜↟↙↸↙ⅳࢫᎍͨ↝ጀ፼ⅻɧҗЎ↖ዬࢌൢԛ→↝↖↻ⅻࢨ᪪ↆ↗ ࣬↾↻↺⅛ äääääääääääääääääääää‒ ⇓∞∕∞⇯‒ ääääääääääääääääääää ᐯࠁᘙྵ‒ ཋᛖт‒ ⇛⇊⇙⇯∏∄‒ ܖٻဃ‒ ⇈⇛∞⇝∍∙‒ 䠍䠊䠍㻌 ࡣࡌࡵ ேࠎࡀ⏕ࡢே㛫ࡋ࡚ࡢ㛵ࢃࡾࡢᐇឤࢆᚓࡃ ᵝࠎ࡞ᅔ㞴ぢ⯙ࢃࢀ࡚ࡶ㏫ቃࢆ⏕ࡁᢤࡁ⮬ ࡃ࡞ࡗ࡚࠸ࡿ㠃ࡶ࠶ࡿࠋࡇࡢࡼ࠺࡞௦ேࠎࡀ ࡽࡗ࡚ࡼࡾⰋ࠸ே⏕ࢆᐇ⌧ࡋ࡚ࡺࡃຊ࠸ ே⏕ࢆ⏕ࡁᢤ࠸࡚ࡺࡃᣐࡾᡤ࡞ࡿಙ㢗ឤࡣே ࠺ࡢࡣࡢࡼ࠺ᇵࢃࢀ࡚ࡺࡃࡢ࡛࠶ࢁ࠺㸽 ⏕ࡢ᭱ึᮇᇶ┙ࡀ☜❧ࡉࢀࡿ㸦࢚ࣜࢡࢯࣥ㸧ࡶ ⌧ᅾࡢୡࡢ୰ࡣᢏ⾡㠉᪂ࡢኚ࣭Ἴཬࡶ᪩ࡃඛ⾜ ࡢ࡛ࡣ࠶ࢁ࠺ࡀࠊே⏕ࡢᢡࠎ࡛ࡑࢀࢆே㛫㛵ಀࡢ ࡁࡢᒎᮃࡢᣢࡕࡃ࠸ୡࡢ୰࡞ࡗ࡚࠸ࡿࠋࡲࡓ ୰࡛࢚ࢿࣝࢠ࣮⿵⤥ࡉࢀࡿᚲせࡀ࠶ࡾࠊࡑࢀࡣ࠶ SNSࠊࢫ࣐࣍࠸ࡗࡓ㛫᥋ⓗ࡞㏻ಙᡭẁࡀᣑࡋࠊ ࡿ⛬ᗘᐇឤࢆకࡗࡓே㛫ⓗ࡞ὶࡢ࡞࡛ࡇࡑ 2014 ࠰ 9 உ 26 ଐӖྸ The Experience of Performing the Leading Character of a Story Drama at a University Festival.Ɇ$VDSODFHRI psychodramatic self-expression㸫 *1 Yuriko 6$6$., ଐஜܖܖ⇪∞⇈∑∏⇿∐ܖٻᢿ ྍ⬟࡞ࡶࡢ࡛ࡣ࡞࠸ࠋ Ꮫ⏕ࡢṤࡣᩍ⫱ᶵ㛵ࡢ୰࡛࠶ࡿ⛬ᗘᏲࡽ ࢀ࡚㐣ࡈࡋ࡚ࡁ࡚࠸࡚ࠊே⏕ࡢཝࡋ࠸ヨ⦎ࡉࡽ ࡉࢀࡿࡢࡣᑵά௨㝆ࡢࡇࡀከ࠸ᛮࢃࢀࡿࠋࡑ 48 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ࡇ࡛ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ⬟ຊࡘ࠸࡚ྲྀࡾἋử ࡢ≀ㄒࡢ᭩ࡁ࠼࠸࠺⾲⌧ࢆ࠺⒪ἲࡀ࠶ࡿࠋ ࡉࢀࡿࡇࡀከ࠸ࠋ୍᪉࡛᪥ᮏ♫࠾࠸࡚ࡣᏛ ᅇ⏝ࡉࢀࡓ≀ㄒࠕࣇࣛࣥࢲ࣮ࢫࡢ≟ࠖࡣே ᰯᩍ⫱⌧ሙ➼࡛㞟ᅋࡢ୰࡛ಶேࡢពぢࢆ✚ᴟⓗ බࡀ᭱ᚋṚࢇ࡛ࡋࡲ࠺ࠊ࠾ࡑࡽࡃࡣࡑࡇࡔࡅࡣ Ⓨゝࡍࡿカ⦎ࡀࡇࢀࡲ࡛ࡣ༑ศ࡞ࡉࢀ࡚᮶ ⓙࡀ▱ࡗ࡚࠸ࡿ᭷ྡ࡞≀ㄒ࡛࠶ࡿࡀࠊࡑࡢᝒࡢ ࡞ࡗࡓࡢ࡛ࡣ࡞࠸ᛮࢃࢀࡿࠋࢢ࣮ࣟࣂࣝ ๓ᥦࢆಶࠎཧຍࡍࡿᏛ⏕ࡓࡕࡣࡇࡲ࡛ࡃࡎ ࡢ㐍⾜ࡍࡿ♫࠾࠸࡚␗࡞ࡿᩥ⫼ᬒࡢேࠎ ࡏࡿࡢࡔࢁ࠺㸽ࡓ࠼௬ࡢ⯙ྎሙ㠃࡛ࡶᝒ 㛵ࢃࡿゝㄒࡍࡁ㒊ศࡘ࠸࡚ࡣ㐺ษ ࢆᑡࡋ࡛ࡶ⫯ᐃⓗ࡞ᙧ᭩ࡁ࠼࡚ࡺࡃࡇࡀ ࡞⮬ᕫ⾲⌧ࡢࡋࡓࢆⱝ࠸ேࠎࡣᏛࢇ࡛࠾ࡃᚲ ฟ᮶ࡓ࡞ࡽࡤࠊࡑࢀࡣཧຍ⪅⮬ศࡓࡕࡢ୰₯ せࡀ࠶ࡿࠋࡋࡋカ⦎ࡉࢀ࡚᮶࡚࠸࡞࠸ࡽⓎゝ ᅾࡍࡿຊࢆ☜ㄆࡉࡏࡿࡁࡗࡅ࡞ࡽ࡞࠸ࡔࢁ ࡍࡿ⾲⌧ࡀᮍ⇍࡛㏻ࡌࡃࡗࡓࡾࠊឤᕥ ࠺㸽 ྑࡉࢀ࡚ᨷᧁⓗ࡞ࡗࡓࡾࡍࡿࠋ⮬ᕫ⾲⌧ࡢカ⦎ ᅇᏛ⚍࠾࠸࡚ࡇࡢ≀ㄒࡼࡿࢧࢥ ࡋ࡚ࢧ࣮ࢩ࣭ࣙࣥࢺ࣮ࣞࢽࣥࢢࡀ࠶ࡾࠊ⮬ศ ࢻ࣐ࣛ㢼⮬ᕫ⾲⌧ࡢሙࡢᐇ㦂ⓗ⾜ࢆ⾜ࡗࡓࠋ➹ ࡶ┦ᡭࡶษࡋࡼ࠺ࡍࡿ㐺ษ࡞⮬ᕫ⾲⌧ࡢ ⪅ࡢࢮ࣑࡛ࢮ࣑⏕㐩ࡀᣢࡗ࡚࠸ࡓ◊✲ࢸ࣮࣐ࡢ カ⦎(ᖹᮌ 2000)ࢆ┠ᣦࡋ࡚ࡣ࠸ࡿࡀࠊ⪅ᑛ㔜 ၥ㢟ព㆑ࡸㄢ㢟࣭ᅔ㞴ᣦᑟᩍဨࡀᥦ౪ฟ᮶ࡓ᪉ Ḟࡅࡿ⮬ᕫᙇࢧ࣮ࢸࣈࢿࢫࡢࡘࡢΰ ἲㄽࡀ⼥ྜࡋ࡚ࡇࡢᐇ㦂ⓗ⾜ࡀィ⏬ࡉࢀࠊࡑࢀ ࡀ㛗ᖺၥ㢟࡞ࡗ࡚ࡁ࡚࠸ࡿࡇࢆᇼ⏣㸦2013㸧 ࡼࡾ༞ㄽࢆ᭩ࡃࡇࢆ๓ᥦࡋ࡚༠ຊ⪅ࢆồ ࡣᣦࡋ࡚࠸ࡿࠋ ࡵࡓࠋࡑࡢ⤖ᯝ㸲ேࡢࢮ࣑⏕㸦グཧ↷㸧ࡀ༠ຊ Ꮫ⚍࠸࠺ࡉࡲࡊࡲ࡞࣋ࣥࢺࡢ⾜ࢃࢀࡿ ሙ࡛⮬⏤࡛ᰂ㌾࡞⮬ᕫ⾲⌧ࢆᴦࡋࡳ࡞ࡀࡽヨࡋ ࡍࡿࡇ࡞ࡗࡓࠋᮏ◊✲ࡣᏛࡢ⌮ጤဨࡢ チྍࢆᚓ࡚ᐇࡉࢀࡓࠋ ࡚ࡳࡿሙࢆᥦ౪ฟ᮶࡞࠸⪃࠼࡚⏬࣭ヨ⾜ࡋ ࡓ⤖ᯝࡢ᳨ウࡀᮏㄽᩥ࡛࠶ࡿࠋ㢟ࡋ࡚ࢧࢥ 䠍䠊䠎㻌 ◊✲ࡢ┠ⓗ ࢻ࣐ࣛ㢼࠸࠺ࢱࢺࣝࢆ࠶ࡆࡓࡀࠊࡇࡢ㹼㢼 ≀ㄒࡼࡗ࡚ᅔ㞴࡞ሙ㠃ࢆྵࡵࡓ࠸ࡃࡘ ࠸࠺ࡇࢁࢆᙉㄪࡋࡓ࠸ࠋࢧࢥࢻ࣐ࣛࡣࣔࣞࣀ ࡢሙ㠃ࢆᥦ♧ࡋࠊཧຍ⪅ࡀࢀ⮬⏤࡛ᰂ㌾ ࡢ㛤Ⓨࡋࡓ㞟ᅋᚰ⌮⒪ἲࡢ୍ࡘ࡛ࠊ⮬ศࡢၥ㢟ࢆ ㇏⮬ᕫ⾲⌧࡛ࡁࡓࢆㄪࡿࠋࡃⴱ⸨ࢆ ┘╩ࡢ⒪⪅ࡢᑟࡁࡼࡗ࡚㞟ᅋࡢ୰࡛₇ࡌࡿ ࡧ㉳ࡇࡍࡼ࠺࡞ᅔ㞴࡞ሙ㠃࡛ࠊཧຍ⪅ࡀࡑࡢᅔ ࡇࡼࡾẼ࡙ࡁࡸ࢝ࢱࣝࢩࢫࢆᚓࡿᡭἲ࡛࠶ 㞴ࡢࡼ࠺ᑐฎࡋᡴ㛤ࡍࡿ⾜ືࢆࡗ࡚࠸ ࡿࠋ㇂㸦2012㸧ࡣࢧࢥࢻ࣐ࣛຠᯝ ᐃᑻᗘࢆ ࡿࢆㄪࡿࠋࡓࡔࡋᏛ⚍ࡢ⾜࡞ࡢ࡛ᇶᮏⓗ 㛤Ⓨࡋࠊ31 ྡࡢᏛ⏕ࢆᑐ㇟ࢧࢥࢻ࣐ࣛࡢ ᴦࡋࡳࡘࡘ⮬Ⓨⓗ࡞⮬ᕫ⾲⌧⾜ືࢆヨࡍሙ ᤵᴗࢆ⾜࠸⦪᩿ⓗㄪᰝࢆᐇࡋࡓ⤖ᯝࠊ⮬ᕫ⫯ᐃ ࠸࠺ᛶ㉁ࡣ☜ಖࡍࡿࠋ ឤࠊ⮬ᕫࡢㄆ㆑ࠊᬑ㐢ᛶ㸦⪅⌮ゎ㸧ࠊᨭ࠼ࡽ ࢀឤࡢቑຍࡀࡳࡽࢀࡓ࠸࠺ࠋ⮬ᕫ⾲⌧ฟ᮶࡚ඹ 䠎䠊䠍㻌 ◊✲ࡢ᪉ἲ ឤࡋ࡚ࡶࡽ࠼ࡿࡇࡼࡿᚰ⌮⒪ⓗຠᯝࡀࢧ ≀ㄒࡋ࡚ࠕࣇࣛࣥࢲ࣮ࢫࡢ≟ࠖ(ὀ㸯)ࢆ⬮ ࢥࢻ࣐ࣛࡢ║┠࡛࠶ࡿࡀࠊᅇࡣಶேࡢ⒪ࢆ Ⰽࡋࡓྎᮏࡼࡿ⯙ྎࢆタࡅࠊᏛ⚍ࡢ㸰᪥㛫 ┠ⓗࡋ࡚࠸ࡿࢃࡅ࡛ࡣ࡞࠸ࡋࠊ⥅⥆ⓗ⾜࡛ࡶ Ꮫ⏕㧗ᰯ⏕ࡢཧຍ⪅ࢆເࡿࠋཧຍ⪅ࡣཷ ࡞࠸ࠋ⏝ព࡞⮬ᕫ㛤♧ࡼࡿയࡘࡁࠊឤࡀື ࡛ᙺࢆඖࡢ≀ㄒࡽࢃࢀࡎ⮬⏤₇ࡌ࡚Ⰻ ᦂࡉࡏࡽࢀࡿྍ⬟ᛶ➼ࢧࢥࢻ࣐ࣛࡢࡣࡽࡴ༴ ࠸ࡇࢆ᭩㠃ࢆ⏝࠸࡚ㄝ᫂ࡋࠊ㘓㡢ᛕࡢࡓࡵࡢ 㝤ᛶࡶ࠶ࡗ࡚ࠊᏳᛶࡢ☜ಖࡣᚲ㡲ࡢせ௳࡛࠶ࡿࠋ ࣅࢹ࢜㘓⏬ࢆ༞ㄽࡢࢹ࣮ࢱࡋ࡚⏝ࡍࡿࡇ ࡑࡇࢆ⪃៖ࡋ࡚≀ㄒࡢⓏሙ࡞ࡗࡓࠋ ࢆᢎࡍࡿྠព᭩ࢧࣥࡋ࡚ࡶࡽ࠺ࠋ๓ࢭ ࡇࢁ࡛≀ㄒ࠸࠺ᚰ⌮⒪ἲࡢศ㔝࡛ಶே ࣝࣇ࣭ࣔࢽࢱࣜࣥࢢᑻᗘ㸦ᚋ㏙㸧ࡢᅇ⟅ࢆồࡵࠊ ˱⅝ஙဌМܖٻ≝܇ᅛ↚ⅹↀ↺ཋᛖт↝ɼࢫ⇁↉↺˳᬴↚↓ⅳ↕‒ 49 ᚋࣥࢣ࣮ࢺࡋ࡚ࠊϨཧຍ⪅ࡢᒓᛶ㛵ࡍࡿ ࡅࡓྎࠋࣃࣥ㣧ࡳ≀ࢆ⨨࡞࠸ྎ㣭ࡿ ㉁ၥࠊϩ₇ࡌࡓయ㦂ࡘ࠸࡚ࠕ࡚ࡶࡼࡃ࠶࡚ࡣ ୍㍯ᤄࡋࡢⰼࠊ⤮ᥥࡁ⏝࣌ࣥ⣬ࠊ᳔Ꮚࠊ⣬ᖯࠊ ࡲࡿࠖ㸳Ⅼࡽࠕࡃ࠶࡚ࡣࡲࡽ࡞࠸ࠖ㸯Ⅼࡲ࡛ ㈈ᕸࠊᙺ⪅ࡑࢀࡒࢀࡢᢃࠋ࢝ࢭࢵࢺ࣭ࣞࢥ࣮ࢲ ࡢ㸳ẁ㝵ࡢᑻᗘ࡛௨ୗࡢ㸶㡯┠ᅇ⟅ࡍࡿࠋ㸦ヰ ࣮ࠊࣅࢹ࢜ᙳᶵࠋ ࢆ▱ࡗ࡚࠸ࡓࠊࡸࡗ࡚ࡼࡗࡓࠊ⥭ᙇࡋࡓࠊ ✚ᴟⓗ⾜ື࡛ࡁࡓࠊゝ࠸ࡓ࠸ࡇࡀゝ࠼ࡓࠊ ឤࢆືࡉࢀࡓࠊ㞺ᅖẼࡣࡇࡇࡕࡼࡗࡓࠊ 㡢ᴦࡀሙ࠶ࡗ࡚࠸ࡓ㸧ࠊϪ㸲ேࡢᙺ⪅ࡑࢀࡒ ࢀࡀᙺ࡞ࡾࡁࢀ࡚࠸ࡓၥ࠺㸲㡯┠ࠊឤࡢ ⮬⏤グ㏙ࡽ࡞ࡿࡶࡢࡢᅇ⟅ࢆồࡵࡓࠋ᭱ᚋ ㅰ♩ࡋ࡚๓࿌▱ࡋ࡚࠶ࡗࡓ༓ศࡢၟရๆ ࢆΏࡋࡓࠋ 䠎䠊䠍䠊䠏 ᙺ௨እࡢⓏሙே≀ ≀ㄒࢆㄒࡾ㐍ࡵࠊேබࢿࢵࣟࡇࡇࡒࡢሙ㠃 ࡛Ⓨゝࢆồࡵࡿࢼ࣮ࣞࢱ࣮ࠊࢿࢵࣟࢆ⫱࡚࡚࠸ࡿ ࢲ࣮ࢫ√ࡉࢇࠊࢿࢵࣟࡢዪ㐩ࣟࠊࡑࡢ∗ぶ ࢥࢮࢶ᪦㑣ࠊධ㈹⤮⏬Ⓨ⾲⪅(ࢲ࣮ࢫ√ࡉࢇᙺ ୍ேᙺ)࡛࠶ࡿࠋほᐈࡣᇶᮏⓗࡣ࠾ࡽࡎࠊࣅ ࢹ࢜ᙳ⥲┘╩ࢆࡋ࡚࠸ࡓ➹⪅ࡑࡢሙ㠃࡛ ⯙ྎୖࡀࡗ࡚࠸࡞࠸ᙺ⪅ࡓࡕ࡛࠶ࡿࠋ(ὀ㸰) 䠎䠊䠍䠊䠍 ࢭࣝࣇ࣭ࣔࢽࢱࣜࣥࢢᑻᗘ ࢭࣝࣇ࣭ࣔࢽࢱࣜࣥࢢࡣࠊ♫ⓗ≧ἣࢆᡭࡀ ࡾ⮬ᕫ࿊♧ࡸ⾲ฟ⾜ືࢆࢥࣥࢺ࣮ࣟࣝࡍࡿ ࡇ࡛࠶ࡿࠋࢩࣗࢼࢲ࣮(1974)ࢆᇶᒾῡ࣭⏣ ୰࣭୰㔛㸦1982㸧ࡢసᡂࡋࡓ㉁ၥ⣬࡛ 3 ᅉᏊ ࡽᵓᡂࡉࢀ࡚࠸ࡿࠋ➨୍ࡣእྥᛶ࡛♫ⓗ࡞ ࡢ㛵ᚰࡀ㧗ࡃࠊ♫ⓗ࡞≉ᛶࠊ➨ࡣ⪅ᚿྥ ᛶ࡛ࠊ࠶ࡿ≧ἣ࡛㐺ษ࡞⾜ືࢆࡿࡇ㛵ᚰࡀ 㧗ࡃࠊ⮬ᕫࡢឤࢆ⤫ไࡍࡿ≉ᛶࠊ➨୕₇ᢏᛶ ࡛⪅ࢆ႐ࡤࡏࡓࡾࠊヰࡀὶᬸ࡞≉ᛶࢆ♧ࡍࠋ 䠎䠊䠍䠊䠐 ≀ㄒࡢሙ㠃ᵓᡂ ௨ୗࡢ㸷ሙ㠃ࡽᵓᡂࡉࢀ࡚࠾ࡾࠊᙺࡢཧຍ ⪅ࡣࡑࡢ࠺ࡕ᭱ึࢆ㝖࠸ࡓ㸶ሙ㠃࡛ࢼ࣮ࣞࢱ࣮ ࠊ┦ᡭࡢᙺ⪅ࡼࡾⓎゝࢆồࡵࡽࢀࡿࠋᙺ௨ እࡢⓎゝࡣྎᮏࡼࡾỴࡵࡽࢀ࡚࠸ࡿࠋྎᮏࡣඖ ࡢࢸ࢟ࢫࢺࢆཧ⪃➹⪅ࡽࡀヰࡋྜ࠸࡛⬮Ⰽࠊ⦎ ⩦୰⣽㒊ࢆᨵኚࡋࡓࠋ ሙ㠃 0 ࢲ࣮ࢫ√ࡉࢇேබࢿࢵࣟࡀ⏫࡛㊰ ୖಽࢀ࡚࠸ࡓ≟ࢆᣠ࠺ࠊ࡞ࡽࡋሙ㠃ࠋ 㠀ᖖࡑ࠺ᛮ࠺ 5 Ⅼࡽࡃࡑ࠺ᛮࢃ࡞࠸ 1 Ⅼࡢ ሙ㠃㸯 ⤮ࢆᥥࡃࡢࡀዲࡁ࡞ࢿࢵࣟࡀᩍࡢ⣲ 5 ẁ㝵ᑻᗘ࡛ࠊྛᅉᏊཧຍ⪅ࡢ⮬ᕫ⾲⌧ࡢ㛵 ᩛ࡞⤮ࢆぢ⾜ࡃࡀࠊ⤮ࡣᕸࡀࡗ࡚࠸࡚࠾ ࢃࡾࢆ᥈⣴ⓗㄪᰝࡍࡿࠋ 㔠ࢆᡶࢃ࡞࠸ぢࡽࢀ࡞࠸ࠋࡋࡋࢿࢵࣟࡣ࠾ 㔠ࡀ࡞࠸ࠋ 䠎䠊䠍䠊䠎 ㄪᰝሙᡤ⏝㐨ල ሙ㠃㸰 ࢿࢵࣟࡀࣟࢆࣔࢹࣝ⤮ࢆᥥ࠸࡚ ୍⯡ᩍᐊࡢᩍቭࢆ⯙ྎぢ❧࡚ࡓࠋ↷᫂ࡣᩍቭ ࠸ࡿࡇࢁࢆࢥࢮࢶ᪦㑣ぢࡘࡾࠊ⤮ࢆྲྀࡾୖ ୖࡢ⺯ගⅉ 2 ᮏⰍࡢኚࡍࡿࣛࣥࣉ୍ಶࠋ ࡆࡽࢀࠊ௦ࢃࡾ࠾㔠ࢆ✺ࡁࡘࡅࡽࢀࡿࠋ BGM ࡋ࡚ࢻࣅࣗࢵࢩ࣮సࠕ᭶ࡢගࠖࢆ⤊ጞὶ ࡋࠊ⫼ᬒࡣࡁ࡞⣬ᥥ࠸ࡓ⤮ 4 ᯛࢆ㯮ᯈ㈞ࡾ ሙ㠃㸱 ࣟࡀࢿࢵࣟ⮬ศࡢᑗ᮶ࡢክࢆㄒ ࡾࠊࢿࢵࣟᑗ᮶ࡢࡇࢆ㉁ၥࡍࡿࠋ 㐺ᐅࡍࡿࠋᙺసࡾࡋ࡚ேබࡢ╔ࡿࢳࣙࢵ ሙ㠃㸲 ࡑࡇࢥࢮࢶ᪦㑣ࡀ㏻ࡾࡾࠊࢿࢵ ࢟ࠊ≟ࡢࡠ࠸ࡄࡿࡳ㸦ࣃࢺࣛࢵࢩࣗ㸧ࠊ୰ฟ ࣟࡣẖᖺࡤࢀ࡚࠸ࡓࣟࡢㄌ⏕᪥ࣃ࣮ࢸ ࡚ࡃࡿ⤮㸦ࢿࢵࢺࡽྲྀࡗࡓࡠࡾ⤮ࡢዪᛶീⰍ ᖺࡣ᮶࡞࠸࡛ࡃࢀゝࢃࢀࡿࠋ ࡅࡋࡓᒎぴධ㈹⪅⏝ᗁⓗ࡞ேࡢዪᛶ ീ㸦ࡁࡓࡢࡌࡹࢇࡇ 1988㸧ࡢᩍ⏝ࡢ 2 ᯛ㸧 ࠊᒎ ሙ㠃㸳 ࡸࡗࡢᛮ࠸࡛ᛂເࡋࡓᒎぴࡢⓎ⾲ ᪥ࠊධ㈹ࡋࡓࡢࡣ⮬ศࡢ⤮࡛ࡣ࡞ࡗࡓࠋ ぴ⏝⤮ࢆ⨨ࡃ࣮ࢮࣝࠊᩍࡢ⤮ࡿᕸࠊ ሙ㠃㸴 ᖐࡾ㐨ࣃࢺࣛࢵࢩࣗࡀ㞷ࡢ୰ࡽከ㢠 ᩍࡢᘧ⏝ࡢࣃࣥ㣧ࡳ≀㸦࣡ࣥࡢࡘࡶࡾ㸧 ࡢ࠾㔠ࡢධࡗࡓ㈈ᕸࢆぢࡘࡅࠊࡑࡇࡣࢥࢮࢶ᪦ ࡑࢀࡽࡢそ࠸ᕸࠊࡑࢀࢆ⨨ࡃࢸ࣮ࣈࣝࢡࣟࢫࢆ 㑣ࡢྡ๓ࡀ᭩࠸࡚࠶ࡗࡓࠋ 50 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ሙ㠃㸵 ࠾√ࡉࢇࡶஸࡃ࡞ࡾᐙࡶ࡞ࡃ࡞ࡾࠊ⾜ ㆤ⪅ࡢゎࢆ⩏ົࡅࡓ㧗ᰯ⏕ࡣࡑࢀࢆ࿌ࡆࡿ ࡃ࠶࡚ࡢ࡞ࡃ࡞ࡗࡓࢿࢵࣟࡀࣃࢺࣛࢵࢩࣗᩍ ㌋㌉ࡍࡿ⪅ࡶ࠶ࡾࠊ⤖ᒁཧຍࡣ࡞ࡗࡓࠋᡂே ࡓࡾ╔ࡃࠊࡗ࡚࠸ࡓᕸࡀࡣࡎࢀ࡚⤮ ࡼࡿཧຍྍྰࡢၥ࠸ྜࢃࡏࡀᩘ௳࠶ࡗࡓࠋ ࢆぢࡿࡇࡀฟ᮶ࡓࠋ ᚋࣥࢣ࣮ࢺϨࡼࢀࡤཧຍ⪅ࡢෆヂࡣ⏨ Ꮚ 10 ྡࠊዪᏊ㸷ྡࠊ ᖺ㱋 19㹼23 ṓ(M=20.74±0.87 ሙ㠃㸶 ࡑࡇࡲ࡛࡞࠸ࡼ࠺࡞ᐮࡉࡀく࠺ࠋ ࡇࡢࡲࡲ࡛ࡣ࠼Ṛࡋࡑ࠺ࠋ ṓ)ࠊᏛᖺ㸰ᖺ㸱ேࠊ㸱ᖺ 12 ேࠊ㸲ᖺ㸲ேࠊᏛ⛉ ≀ㄒࡢ᭱ᚋ࡛࠶ࡿࡀḟࡢ᮲௳ࢆ‶ࡓࡋࡓ ูࡣ⥲ྜᩥ 10 ேࠊே㛫ᚰ⌮㸳ேࠊ⥲ྜ⤒Ⴀ㸱 ࡣேබࡣ⏕ࡁṧࢀࡿࡇࡋࡓࠋ ேࠊᏛ㸯ேࠊ␃Ꮫ⏕࡞ࡋࠊ₇ᢏ⤒㦂࠶ࡾ 9 ྡࠊ ࡞ࡋ 10 ྡ࡛࠶ࡗࡓࠋ ձ ๓ሙ㠃࡛㈈ᕸࢆᒆࡅ࡚࠾ࡾࠊ␃ࡵ㔠ࡪ ࡽࡉࡀࡗ࡚࠸ࡓ⤮ࡢそ࠸ᕸࢆࡣࡎࡋ࡚ 䠏䠊䠎㻌 ᚋࣥࢣ࣮ࢺࢭࣝࣇ࣭ࣔࢽࢱࣜࣥࢢᑻ యᕳ࠸࡚ᐮࡉࢆࡋࡢ࠸ࡔࡽࠊࣟ ᗘ ࢥࢮࢶ᪦㑣ࡀຓࡅ᮶ࡿࠋ ᚋࣥࢣ࣮ࢺϩࡢྛ㡯┠ࡢཧຍ⪅ဨࡢ ղ ᘧ⏝࢝ࣂ࣮ࢆࡅ࡚⨨࠸࡚࠶ࡗࡓ ᅇ⟅ࡢ௦⾲್ࢆᖹᆒ್ᶆ‽೫ᕪ࡛グࡍࠋࡸࡗ࡚ ࣃࣥ㣧ࡳ≀㸦࣡ࣥࡢࡘࡶࡾ)ࢆ㣧㣗ࡋ ࡼࡗࡓ M=3.84±0.98ࠊ✚ᴟⓗ⾜ື࡛ࡁࡓ ࡓࡽࠊほᐈဨࡀࠕຓࡾࡲࡋࡓࠊ࠾ࡵ M=2.84±1.21 ࠊ ゝ ࠸ ࡓ ࠸ ࡇ ࡀ ゝ ࠼ ࡓ ࡛࠺ࡈࡊ࠸ࡲࡍࠋࠖᢿᡭࡍࡿࠋ M=3.26±1.05ࠊឤࢆືࡉࢀࡓ M=3.21±1.27ࠊ ᐇ㛫ࡣ᭱ึࡢྠព᭩ࢭࣝࣇ࣭ࣔࢽࢱࣜࣥ 㡢ᴦࡀሙྜࡗ࡚࠸ࡓ M=4.21±0.79ࠋḟࡢ㡯┠ ࢢᑻᗘ࡛⣙ 5 ศࠊ⯙ྎ⣙ 20 ศࠊᚋࣥࢣ࣮ ࡣṇつศᕸࡀ☜ㄆࡉࢀ࡞ࡗࡓࡢ࡛ 5࣭4࣭3࣭2࣭ ࢺᅇ⟅⣙ 5 ศタᐃࡋࡓࠋ 1 ࡢᗘᩘࢆ♧ࡍࠋࣇࣛࣥࢲ࣮ࢫࡢ≟ࡢヰࢆ▱ࡗ࡚ ࠸ࡓ 7࣭7࣭1࣭4࣭0ࠊ⥭ᙇࡋࡓ 11࣭6࣭1࣭0࣭ 㸱㸬⤖ᯝ 1ࠊሙࡢ㞺ᅖẼࡣᚰᆅࡼࡗࡓ 3࣭7࣭3࣭5࣭1 ࡛࠶ࡿࠋ 䠏䠊䠍㻌 㛤ദ᪥ཧຍ⪅ Ꮫ⚍ࡣኳೃࡢࡓࡵ 1 ᪥┠ࡀ୰Ṇ࡞ࡾࠊ‽ഛ Ϫࡣ㸲ேࡢᙺ⪅ࡀᙺ࡞ࡾࡁࢀ࡚࠸ࡓࢆ㸳 ᪥㸰᪥┠⾜ࡀ⾜ࢃࢀࡓࠋ‽ഛ᪥ࡣ༗ᚋࡢࡳ ẁ㝵ᑻᗘ࡛ཧຍ⪅ၥ࠺ࡶࡢ࡛࠶ࡗࡓࡀࠊྛᙺ⪅ ࡢ㛤ദ࡛ཧຍ⪅ࡣᏛ⏕㸳ྡࠊ㸰᪥┠ࡣᏛ⏕ ࡢ⮬ᕫ┬㈨ࡍࡿࡇࡋ࡚ศᯒᑐ㇟ࡣࡋ 14 ྡィ 19 ྡࡢཧຍ࡛࠶ࡗࡓࠋᦠᖏ㐃⤡ࡼࡿಖ ࡚࠸࡞࠸ࠋ ⾲ ࢭࣝࣇ࣭ࣔࢽࢱࣜࣥࢢᑻᗘࡢグ㏙⤫ィ㔞 㻌 እྥᛶ ⪅ᣦྥᛶ ₇ᢏᛶ N 19 19 19 M 27.1 38.2 10.1 SD 7.89 4.93 3.93 㻌 㧗⩌ ప⩌ 㧗⩌ ప⩌ 㧗⩌ ప⩌ N 11 8 9 10 7 12 M 33.1 18.9 42.4 34.4 14.6 7.42 SD 3.73 2.67 1.64 3.41 1.33 2.02 51 ˱⅝ஙဌМܖٻ≝܇ᅛ↚ⅹↀ↺ཋᛖт↝ɼࢫ⇁↉↺˳᬴↚↓ⅳ↕‒ ᚋࣥࢣ࣮ࢺϩࡢ㸲ࡘࡢ㉁ၥࠕ⥭ᙇࡋࡓࠖ ࠕ✚ᴟⓗ⾜ື࡛ࡁࡓࠖࠕゝ࠸ࡓ࠸ࡇࡀゝ࠼ ń┠ᶆ㸦㸯ே㸧ࠕࡶࡗാ࠸࡚࠾㔠ᣢࡕ࡞ࡗ࡚ࠊ ዲࡁ࡞ࡇ…ฟ᮶ࡿࡼ࠺࡞ࡾࡓ࠸ࠖ ࡓࠖࠕឤࢆືࡉࢀࡓࠖࡘࡁࠊཧຍ⪅ࢆ ńḧồ㸦㸯ே㸧 ࠕࡀࡋࡕࡷ࠾ࡗ࡞ࠋ ࠖ ࢭࣝࣇ࣭ࣔࢽࢱࣜࣥࢢᑻᗘࡢ 3 ᅉᏊࠊእྥᛶࠊ ńᮇᚅ㸦㸰ே㸧 ࠕ࡚ࡶࡍࡈ࠸⤮࡞ࢇࡔࢁ࠺࡞࠵ࠖ ⪅ᚿྥᛶࠊ₇ᢏᛶࡑࢀࡒࢀࡢᖹᆒ್ࡼࡾ㧗ᚓⅬࡢ ń᩿ᛕ㸦㸯ே㸧 ࠕぢࡓ࠸ࡅࢀࡶࡋࡻ࠺ࡀ࡞࠸ࠋ ࠖ ࢢ࣮ࣝࣉࢆ㧗⩌ࠊప࠸ࢢ࣮ࣝࣉࢆప⩌㸦⾲ཧ↷㸧 ࡋࠊ⩌㛫ࡢᖹᆒ್ࡢᕪࡢ᳨ᐃࢆ⾜ࡗࡓ⤖ᯝࠊ ࠕ⥭ ᙇࡋࡓࠖࡢ㡯┠ࡢࡳ㹲(17)㸻2.013㸪p㸺.10ࠊ(୧ ഃ᳨ᐃ)᭷ពഴྥ࡛እྥᛶప⩌ࡢᚓⅬࡀ㧗⩌ࡼࡾ 㧗࠸ഴྥࡀぢࡽࢀࡓࠋ ࠙せồࠚ㸲ே㸦21㸣㸧 ࠕࡓࡔ࡛ぢࡉࡏ࡚࠸ࡓࡔࡅࡲࡏ ࢇ㸽ࠖ ń᮲௳㸦㸯ே㸧ࠕఱᙺ❧ࡘࡇࢆࡍࡿࡢ࡛ …ࠖ ńḧồ㸦㸯ே㸧 ࠕࡍࡈࡃぢࡓ࠸ࡽࠋ ࠖ ńᚰṧࡾ㸦㸯ே㸧ࠕ…ぢ࡞࠸…Ᏻᚰࡋ࡚Ṛࡠࡇ 䠏䠊䠏 ሙ㠃ࡈཧຍ⪅ࡢ₇ࡌࡓⓎヰࡢ㉁ⓗศ ᯒ ࡀ࡛ࡁࡲࡏࢇࠖ ńㅉࡵ࣭⩏㸦㸯ே㸧 ࠕ…↓⌮ࡔࡗࡓࡽㅉࡵࡿࡅࠋ ཧຍ⪅ࡢⓎヰࢆబ⸨㸦2008㸧ࡢ㉁ⓗࢹ࣮ࢱศᯒ ἲࢆཧ⪃ศᯒࡋࡓࠋከᵝ࡞Ⓨゝࡢពෆᐜࢆᩚ ⌮ࡍࡿࡢࠊᵝࠎ࡞ࢹྠኈࡢ㛵ಀࢆࢶࣜ ࣮ᵓ㐀ࡢᙧ࡛య⣔ࡋ࡚ࡺࡃ᪉ἲࡀ┦ᛂࡋ࠸ ᛮࢃࢀࡓࠋⓎヰෆᐜࡢពࡢఝࡓࡶࡢྠኈࢆࢢࣝ ࣮ࣉࡋ࡚ᴫᛕࡢྡ࡙ࡅࢆ⾜࠸(ὀ 3)ࠊࡉࡽࢼ ࣮ࣞࢱ࣮(௨ୗ Na ⾲グ)ࡢ㏣ຍ㉁ၥ㸦ࠕࡑࢀ ࡣ࡞ࡐ࡛ࡍ㸽ࠖࠕࡉࡽࡶ࠺୍ゝࠖ࡞㸧ࡼ ࡗ࡚ᘬࡁ⥆ࡁヲࡋ࠸ពෆᐜศࢀࡿࡶࡢࡣࠊ ࡑࡢୗ࢝ࢸࢦ࣮ࣜࢆࡶᴫᛕࡋ▮༳㸦㉁ၥࡲࡓ ࡣⓎゝńࠊḟࡢ㉁ၥэࠊḟࡢḟࡢ㉁ၥэ㸧ࡼࡾ ከ㔜࡞㝵ᒙᵓ㐀ࡢࢶ࣮ࣜࡋ࡚⾲♧ࡍࡿࠋୖ࢝ ࡇࡢᩍᅋ(ホุ㸽)ࢆⰋ࠸ࡣᛮࢃ࡞࠸ࠋ ࠖ ࠙㈓㔠ࠚ㸰ே㸦11㸣㸧 ࠕ…࠾㔠ࢆᑡࡋࡎࡘ㈓ࡵࢀࡤ࠸ ࠸ࠋ ࠖ ࠊ ࠙ィ⏬ࠚ㸯ே㸦5㸣㸧 ࠕ…ࣂࢺࡋ࡚ࡳࡿ…ࠋ ࠖ ࢿ࢞ࢸࣈ 㸴ே㸦32㸣㸧 ᩿࠙ᛕࠚ㸳ே㸦26㸣㸧 ࠕ…ㅉࡵࡿࡋ࡞࠸࡞࠵ࠖ ń㐨ᚨⓗ㸦㸯ே㸧ࠕ࠾㔠ᡶࢃ࡞࠸࡛ࡇࢀࢆぢࡓࡽࠊ ࠾㔠ࢆᡶࡗ࡚࠸ࡿேኻ♩ࡔࡽ…ࠋ ࠖ ń↓㛵ᚰ㸦㸯ே㸧 ࠕࡑࢇ࡞ぢࡓࡃ࡞࠸ࠖ ń⌧ᐇⓗ㸦㸱ே㸧 ࠕ⌧ᐇⓗ࡞ၥ㢟ࠖ ࠙⩏ࠚ1 ே㸦5㸣㸧 ࠕ࠾㔠ࡀ࡞࠸ぢࢀ࡞࠸࡞ࢇ࡚ ᖹ➼ࡔ…ࠖ ࢸࢦ࣮ࣜࢆኴᏐ࡛⾲♧ࡋࠊせ࡞ᇶᮏⓗᴫᛕ㸦࠙ ࠚ ࡛⾲♧㸧ᙜ࡚ࡣࡲࡿேᩘ㸣ࢆ⾲♧ࡋࠊࢆ ࠕ ࠖࡼࡾ୰ᚰ࡞ࡿᩥ❶࡛ᡭ▷⾲♧ࡍࡿࠋ 䠏䠊䠏䠊䠎㻌 ሙ㠃㸰 ࢥࢮࢶ᪦㑣⤮ࢆྲྀࡾୖࡆࡽ ࢀ࠾㔠ࢆ✺ࡁࡘࡅࡽࢀࡿ ࡉࡽ࡞ࡿୗᴫᛕ࡛ࡣேᩘࡣ࢝ࢵࢥෆ♧ࡋࠊ≉ ཷࡅྲྀࡿ 7 ே㸦37㸣㸧 ಶᛶⓗ࡞⾲⌧ࡢࢆ࠶ࡆࡿࡇࡍࡿࠋ࡞࠾ ࠙ᢎㅙࠚ 㸰ே㸦11㸣㸧 ࠕศࡾࡲࡋࡓࠋ ࠖ Ѝэࡣ㉁ၥⓎゝࡀ⥆࠸ࡓሙྜࠋࠕ ࠖෆⓎゝࡢ㏵ ୰࠶ࡿ㸭グྕࡀࡑࢀࡒࢀࡢᛂࡢษࢀ┠ࢆ ♧ࡍࠋ…ࡣⓎゝ⪅࡛ࡣ࡞ࡃ➹⪅ࡼࡿ┬␎࡛࠶ࡿࠋ ń႐ࡧ࣭Ᏻᚰ㸦1 ே㸧 ࠕ࠶ࡢ⤮ࢆࡸࡗぢ⾜ࡅࡿࠋ ࡇࢀ࡛Ᏻᚰࡋ࡚Ṛࡡࡿࠋ ࠖ ńᅔᝨ㸦1 ே㸧ࠕ…࠺ࡋࡼ࠺ࡶ࡞࠸㏵᪉ࡃࢀࡓ Ẽศࠖ 䠏䠊䠏䠊䠍㻌 ሙ㠃㸯 ぢࡓ࠸⤮ࢆ࠾㔠ࡀ࡞ࡃ࡚ぢࡽ ࢀ࡞࠸ ࣏ࢪࢸࣈ 13 ே㸦68㸣㸧 ࠙㢪ᮃࠚ 㸦㸴ே㸧 㸦32㸣㸧 ࠕ࠾㔠ࡀ࠶ࡗࡓࡽ⣲ᩛ࡞⤮ࡀ ぢࢀࡿࡔࢁ࠺࡞ࠖ ńክ㸦㸯ே㸧 ࠕ࠾㔠ࡀ㝆ࡗ࡚ࡇ࡞࠸࡞࠵ࠖ ࠙ᅔᝨࠚ 㸰ே㸦11㸣㸧 ࠕ࠼ࠊࡇࢀࡍ㸽ࠖ ńᅔᝨ࣭⮬ಙ㸦1 ே㸧 ࠕ㸦␎㸧㸭⤮ࡀፉఝ࡚ࡿࡗ࡚ ゝࢃࢀ࡚ࠊ⤮ࡀୖᡭ࠸ࢇࡌࡷ࡞࠸࣭࣭࣭ࠖ ń㏣ồ࣭ㄝᚓ㸦1 ே㸧 ࠕ࠸࡞࠸࡛࣮…ࠋ㸭ྩࡢྡ ๓ࡣఱ࡛ࡍ㸽ㄝᚓࡋࡲࡍࠖ 52 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ࠙↓ゝ࣭⤖ᯝ‶㊊࣭ᐢࡋࡉࠚ1 ே㸦5㸣㸧 ࠕ(↓ゝ)㸭… ࠙せồ࣭ńᥦ࣭ 㸦э㸧」㞧࣭┬ࠚ1 ே㸦5㸣㸧 ࠕᥥ ࠾㔠㈔࠼ࡓࡢ࡛ࡼࡗࡓࠋ㸭⤮ࢆྲྀࡽࢀ ࡁ㏵୰࡞ࢇ࡛㏉ࡋ࡚㈔࠼ࡲࡍ㸽㸭… ࡓࡇࡣᐢࡋ࠸…ࠋ ࠖ ፉࡉࢇ࠶ࡆ࡚ୗࡉ࠸ࠋ㸭」㞧࡞Ẽᣢࡕࠋ ࠙ᝒယࠚ1 ே㸦5㸣㸧 ࠕ࠾㔠ࢆࡶࡽ࠺ࡓࡵᥥ࠸ࡓࢃࡅ ࡌࡷ࡞࠸ࡢ࡛ᝒࡋ࠸ࠖ ࠙᎘ᝏ࣭ᛣࡾࠚ㸯ே㸦5㸣㸧ࠕᶓ࡞ែᗘࢆྲྀࡽࢀࡓ …࠸ࡽ࡞࠸ࡽ㔠ᣢࡗ࡚ᖐࢀࡗ࡚࠸࠺Ẽ ᣢࡕࠖ ཷࡅྲྀࡽ࡞࠸ 12 ே㸦63㸣㸧 㸦ࢥࢮࢶ᪦㑣ࡣࠕ⏕ ពẼ࡞ࡇࢆゝ࠺࡞ࠖࡉࡽಁࡍń㸧 ኻᩋࡋࡓ࡞࠵ࠋ࣮࢞ࣝࣇࣞࣥࢻࡢ࠾∗ࡉ ࢇ…࠺ࡲࡃ࠸࡞ࡗࡓ࡞…ࡶ࠺ࡕ ࡻࡗ࠺ࡲ࠸ゝ࠸᪉ࡀฟ᮶ࡓࢇࡌࡷ࡞ ࠸ࠖ ࠙ΰ࣭(ńэ)ࢩࣙࢵࢡࠚ1 ே㸦5㸣㸧 ࠕ࠶࠶ࠊ࠶࠶࠶ 㹼(ಽࢀࡿ)㸭࠺ࡋ࡚ࡣᛣࡽࢀ࡚࠸ࡿ ࡢ…⢭⚄ⓗ࡞ࢩࣙࢵࢡࢆ࠾ࡇࡋ࡚㏣ ࠸ワࡵࡽࢀࡲࡋࡓࠋ ࠖ 㸦ಁࡉࢀ࡚㸧 ࠙ཷࡅྲྀࡿࠚ 0 ே㸦0㸣㸧 ࠙ᣄྰࠚ㸷ே㸦47㸣㸧ࠕ…ዲࡁ࡛ᥥ࠸࡚࠸ࡓࡢ࡛ࠊ ࠾㔠ࢆ㈔࠾࠺ࡣᛮ࠸ࡲࡏࢇࠋ ࠖ ńᣄྰ㸦㸴ே㸧 ࠕ࠸࠸࠼ࠊ࠸ࡽ࡞࠸࡛ࡍࠋ ࠖ 㸦Na ࡀࠕࢇ࡞Ẽᣢࡕ㸽ࠖэ㸧 эᥦ(1 ே)ࠕ…࠶ࡆࡿࢇ࡛ࠋ ࠖ э⣡ᚓ(1 ே)ࠕ⮬ศࡢࡋࡓ࠸ࡇࢆࡋ࡚࠸ࡓࡔࡅ …ࠖ э」㞧࣭ᚋ(㸯ே)ࠕ」㞧࡞ࠊ࠾∗ࡉࢇ࠶࠸ ࡉࡘࡍࢀࡤࡼࡗࡓ…ࠖ эᛣࡾ(2 ே)ࠊэ⿕ᐖ(1 ே)ࠊ ńэ⌮ᛶ࣭┬(1 ே)ࠕ⮬ศࡀᮏᙜ⏬ᐙ࡞ࡗࡓ ࠾㔠ࡀ…౯್ࡢ࠶ࡿࡶࡢ࡞ࡿࡢ ࡛ࠋ㸭…࠾∗ࡉࢇⓗࡣᚰ㓄ࡔࢁ࠺ࡋࠊ ⏦ࡋヂ࡞࠸ࠖ ńэ❧ሙ⾲࣭᫂ࡸࡾࡁࢀ࡞ࡉ࣭ືᦂ(1 ே)ࠕ…ࡓࡔ ༢⤮ࢆᥥ࠸࡚࠸ࡓࡔࡅ…࠾㔠ḧࡋࡉ ࡌࡷ࡞࠸ࢇ࡛ࠋ㸭…ࡸࡾࡁࢀ࡞࠸Ẽᣢࡕ ࡛࠸ࡗࡥ࠸…⌮ᑾ࡞ࡇࡉࢀࠊ࠾㔠Ώ ࡉࢀ…ືᦂࡋ࡚ࡲࡍࠋ ࠖ ńэࡋࡉ࣭⌮ᛶ(1 ே)ࠕࡋ࠸㸭࠾㔠ࡉ࠼࠶ࢀࡤ ࡞ࢇ࡛ࡶฟ᮶ࡿᛮࡗ࡚ࡿேࡀ࠸࡚ࠊ࠾ 㔠ࡀ࡞ࡃ࡚ఱࡶ࡛ࡁ࡞࠸⮬ศࡀ࠸ࡿ…ࠖ ࠙ᢠ࣭㸦ńэ㸧ಙᛕࠚ1 ே㸦5㸣㸧 ࠕ࠸ࡸࠊࡑࡢ࠾㔠 ࡣᚲせ࡞࠸ࠋࡑࡢ⤮ࢆ㏉ࡋ࡚ࡃࢀࠋ 㸭…࠾㔠ࡀ࠶ࢀࡤఱ࡛ࡶฟ᮶ࡿࡔࢁ࠺ ࡳࡓ࠸࡞Ẽᣢࡕ࡛Ώࡉࢀࡓ…ࡅࠊࡑ ࢀࡣ…⮬ศࡢࣉࣛࢻࡋ࡚ࡿ…ࠋࠖ 䠏䠊䠏䠊䠏 ሙ㠃㸱 ࣟᑗ᮶ࡢክࢆ⪺ࢀࡿ ⤮ᥥࡁ 㸷ே㸦47㸣㸧ࠕᑗ᮶ࡣ⏬ᐙ࡞ࡾࡓ࠸ࠖ ࠙ᕼᮃࠚ(㸱ே)㸦16㸣㸧 ࠕぢ࡚ࡃࢀࡓேࡀ…ᖾࡏ࡞ ࡗ࡚ࡃࢀࡓࡽࠖ ࠕ…➗㢦…ࠖ ࠕୡ⏺୰ࡢேࠖ ࠙⮬ಙࠚ(1 ே)㸦5㸣㸧 ࠕ…⤮ࢆᥥࡃࡢࡀዲࡁ࡞ࡢࠊ ࡇࡢ๓࠾∗ࡉࢇ࠺ࡲ࠸ࡗ࡚ゝࢃࢀࡓ ࡽ…ࠋ ࠖ ࠙㈓㔠࣭ປാࠚ(1 ே)㸦5㸣㸧 ࠕ…࠾㔠ࢆ㈓ࡵ࡚ࠊാࡁ ࡞ࡀࡽዲࡁ࡞⤮ࢆᥥࡅࡓࡽ࠸࠸࡞ࠋ ࠖ ᶍ⣴୰ 3 ே㸦16㸣㸧 ࠕࡢᡤ࡞࠸ࡅࠊࡇࢀࡽ ᥈ࡋ࡚࠸ࡇ࠺…ࠖ 㸦Na ࡞ࡐ࡛ࡍń㸧 ࠙㈨᱁ྲྀᚓࠚ(1 ே) ࠙⤠ࡾࡁࢀ࡞࠸ࠚ(1 ே) ࠙ᮍⓎぢࠚ(㸯ே)ࠕࡸࡾࡓ࠸ࡇࡀࡳࡘࡽ࡞࠸ࠖ ࡑࡢ 7 ே㸦37㸣㸧 ࠙Ꮫᰯࡢඛ⏕࣭ 㸦ń㸧ዊࠚ1 ே㸦5㸣㸧 ࠕ␎㸭Ꮚ౪ࡓ ࡕ⏕ࡁࡿຊࢆ࠼࡚࠸ࡁࡓ࠸ࡽࠖ ࠙ຓࠚ1 ேࠕ…ᅔࡗ࡚ࡿேࢆຓࡅࡓ࠸…ࠋ ࠖ ࠙♫ே࣭㸦ń㸧⮬ᕫ౯್ࠚ1 ேࠊ ࠕຮᙉࢆ㡹ᙇࡗ࡚ ♫ே࡞ࡿࡢࡀክ…⮬ศࡢ౯್ࡘ࡞ࡀ ࡿ…ࠖ ࠙බົဨࠚ1 ே㸦5㸣㸧 ࠊ ࠙ᴦࡋࡃ⏕ࡁࡽࢀࢀࡤࠚ1 ே㸦5㸣㸧 ࠙ዲࡁ࡞ࡇࠚ1 ே㸦5㸣㸧 ࠙࡞࠸ࠚ 㸦1 ே㸧 㸦5㸣㸧 䠏䠊䠏䠊䠐 ሙ㠃㸲 ࢥࢮࢶ᪦㑣ࣟࡢㄌ⏕᪥ ࣃ࣮ࢸᖺࡣ᮶ࡿ࡞ゝࢃࢀࡿ 53 ˱⅝ஙဌМܖٻ≝܇ᅛ↚ⅹↀ↺ཋᛖт↝ɼࢫ⇁↉↺˳᬴↚↓ⅳ↕‒ ᢎ 㸲ே㸦21㸣㸧ࠕ࠾∗ࡉࢇࡀࡑ࠺ゝ࠺࡞ࡽ ࡣ⾜࡞࠸…ࠖ ᡞᝨ࠸ 9 ே㸦47㸣㸧 ࠙ၥࠚ 㸴ே㸦32㸣㸧ࠕ࠺ࡋ࡚࡞ࢇ࡛ࡍ㸽ࠖ 㸦ࠕྩࡀẼධࡽ࡞࠸ࡽࡔࡼࠖࢥࢮࢶ᪦㑣ńࠊ Naࠕࢇ࡞Ẽᣢࡕࠖ➼э㸧 ńэវ↛(㸯ே)ࠕࡑࢇ࡞ྰᐃࡉࢀࡿ࡞ࢇ࡚…ࠋ ࠖ ńэࡋࡉ(㸯ே)ࠕࡋ࠸…Ẽධࡽ࡞࠸࠸࠺ ࡢࡣ᫂☜࡞⌮⏤ࡌࡷ࡞࠸ࡢ࡛ࠊࡕࡷࢇࡋ ࡓ⌮⏤ࡶヰࡋ࡚ࡃࢀ࡞࠸…ࡢࡣࡋ࠸ࠋ ࠖ ńэᛣࡾ࣭ၥ(1 ே)ࠕ࡞ࢇ࡛ẖᅇࡑ࠺ࡸࡗ࡚⌮ ᑾ࡞ࡇࢆᢲࡋࡅࡿࢇ࡛ࡍ㸽ࠖ(ࢥ ࢮࢶ᪦㑣ࠕᐹࡋࢁࠖэ) эⓎࠕᐹࡏࡲࡏࢇࠋ ࠙┠ᶆࠚ㸰ே㸦11㸣㸧 ࠕ…ḟࡶ㡹ᙇࡗ࡚࠸ࡇ࠺…ࠖ ࠙⮬ᡄࠚ㸱ே㸦16㸣㸧ࠕ⮬ศࡢᢏ㔞ࡀ㊊ࡾ࡞ࡗ ࡓ…ࠖ ńࡋࡉࠕࡓࡔࡓࡔࠊࡋ࠸ࠖࠊń┠ᶆ(㸰ே) ࠕ…ࡲࡓ⦎⩦ࡍࡿࠖ ࠕࡶࡗ㡹ᙇࡽ࡞࠸ࠖ ⣲┤ 㸱ே㸦16㸣㸧 ࠙ṧᛕࠚ㸱ே㸦16㸣㸧 ࠕ…ࡀࡗࡾ࡞Ẽᣢࡕ…ࠖ ń⮬ಙ(㸰ே)ࠕ ⮬ಙసࡔࡗࡓࡢධࡽ࡞ࡃ࡚…ṧ ᛕࠖ ࠊńࡋࡉ(㸯ே)ࠕ㡹ᙇࡗ࡚ᥥ࠸ࡓࡢࡋ࠸ࠖ ࢿ࢞ࢸࣈ 8 ே㸦42㸣㸧 㸦࠺ࡕ 3 ேࡣ࣏ࢪࢸ ࣈ࡞せ⣲࠶ࡾ㸧 ࠙ㅉᛕࠚ㸲ே㸦21㸣㸧 ࠕ⮬ศࡼࡾୖᡭ࠸ࡽ᪉࡞ ࠸…ࠖ ᝏ࠸ࡇࡸࡗ࡚࡞࠸࡛ࡍࠋ…ࡽࡶ࠸࠸ᖺ ńດຊ(㸯ே)ࠕࡑࡢ࠺ࡕ㡹ᙇࡾࡲࡋࡻ࠺ࠖ ࠊ ࡛ࡍࡋࠋ ࠖ ń㈶⨾(㸯ே)ࠕ࠶࠶ࠊࡁࢀ࠸ࡔ࡞ࠖ ńэ᩿ᛕ㸦1 ே㸧 ࠕࡑࢀ࡞ࡽ᪉࡞࠸…ࠖ ńэវ↛࣭ΰ㸦1 ே㸧 ࠕࡑࢇ࡞ࡗ/࡞ࢇ࡛ࡔ࣮㸟ࠖ ńᅔᝨ㸦1 ே㸧 ࠕࡣ࠵ࠖ ࠙ᅔᝨࠚ 㸱ே㸦16㸣㸧 ࠕࠊ࠺ࡋ࡚࡛ࡍࠋ ࠖ ńᛣࡾ㸦1 ே㸧 ࠕ࡞ࢇ࡛࡞ࢇ࡛ࡍ㸟ࠖ ࠙វ↛ࠚ㸰ே㸦11㸣㸧ࠕࢩࣙࢵࢡ࡛ࡍࠋ⮬ศࡢ⤮ࡌ ࡷ࡞࠸࠸࠺ࡇࡀศࡽ࡞࠸…ࠖ ࠙ᝒယࠚ㸰ே㸦11㸣㸧ࠕᝒࡋ࠸࡛ࡍࠋ⮬ศࡶ୍⏕ᠱ ᥥ࠸ࡓࡢ…ࠖ ńດຊ㸦1 ே㸧 ࠕ…ḟᅇ㡹ᙇࡾࡲࡍࠖ ńэࢩࣙࢵࢡ㸦1 ே㸧 ࠕࡍࡈ࠸ⴠࡕ㎸ࡴࠖ ńэ㸦1 ே㸧㎞ࡉ ᙇ 6 ே㸦32㸣㸧 ࠙せồࠚ㸳ே㸦26㸣㸧ࠕ⾜ࡏ࡚ࡃࡔࡉ࠸ࠖࠕ⌮⏤ ࢆᩍ࠼࡚ୗࡉ࠸ࠖ 㸦ࢥࢮࢶ᪦㑣ń㸧 ńၥ㸦1 ே㸧 ࠕ࡞ࡐẼධࡽ࡞࠸ࢇ࡛ࡍࠖ ńᢎ㸦1 ே㸧 ࠕࡣ࠸ࠖ ńэᛣࡾ㸦1 ே㸧 ࠕࡴࡘࡃẼᣢࡕࠖ ࠙Ⓨࠚ 㸯ே㸦5㸣㸧 ࠕ࠸ࡸࠊ⾜ࡁࡓ࠸࡛ࡍࠖ ńэࢩࣙࢵࢡࠕയࡘࡁࡲࡋࡓࠋ㸭Ẽධࡽ࡞࠸ ࠸ࢃࢀࡓࡢ࡛ࠖ 䠏䠊䠏䠊䠑 ሙ㠃㸳 ᒎぴධ㈹ࡋࡓࡢࡣ⮬ศࡢ ⤮࡛ࡣ࡞ࡗࡓࠋ ࣏ࢪࢸࣈ 8 ே㸦42㸣㸧 ࠙ᑛᩗࠚ 㸱ே㸦16㸣㸧 ࠕࡍࡈࡃୖᡭࡔᛮ࠺ࠋ ࠖ 㸦Naࠕࢇ࡞Ẽᣢࡕࠖń㸧 ń㢪ᮃ(㸯ே)ࠕ…⮬ศࡶ⾲ᙲࡉࢀࡓࡗࡓࠖ ࠊ ń┠ᶆ(㸰ே)ࠕ⮬ศࡢ⤮…ぢ࡚ࡶࡽ࠼ࡿࡼ࠺࡞ ࡾࡓ࠸ࠋ ࠖ 䠏䠊䠏䠊䠒 ሙ㠃㸴 ከ㢠࡞࠾㔠ࡢධࡗࡓࢥࢮࢶ᪦ 㑣ࡢྡ๓ධࡾ㈈ᕸࢆᣠ࠺ࠋ ᒆࡅࡿ 15 ே㸦79㸣㸧 ࠙ᣢࡕࠚ11 ே㸦58㸣㸧 ࠕ…ࣟࡢ࠾∗ࡉࢇࡢ ࡶࡢࡔࡽᒆࡅ⾜ࡇ࠺ࠋ ࠖ 㸦Naࠕࡑࢀࡣ࠺ࡋ࡚࡛ࡍ㸽ࠖń㸧 ń㐨ᚨᚰ㸦㸵ே㸧 ࠕேࡢ≀ࢆ㈔ࡗ࡚ࡣ࠸ࡅ࡞࠸ࠖ ࠕ…ᅔࡿࡔࢁ࠺…ࠖ ࠕ…ྲྀࡿἾᲬ…ࠖ ń㐨ᚨᚰ࣭ᮇᚅ㸦㸯ே㸧ࠕࡇࡇ࡛┐ࡿࡢࡣ㐨ᚨⓗ Ⰻࡃ࡞࠸…ࠊࡶࡋࡇࢀࢆᒆࡅࡓࡽ…⮬ศࡢࡇ ࢆぢ┤ࡋ࡚ࡃࢀࡿࢇࡌࡷ࡞࠸…ࠖ ń࠾㔠ࡣᚲせ㸦2 ே㸧 ńྍယࡑ࠺㸦1 ே㸧 ࠙ᣢࡕࡢᐙࡢ๓࣭᥎ ࠚ1 ே㸦5㸣㸧 ࠕ…ᐙࡢ๓ ⨨࠸࡚࠾ࡃࠋ㸭┦ᡭࡢᛶ᱁ୖࠊ┤᥋Ώࡍࡼࡾ …࠸࠸࡞ࠋ ࠖ ࠙␒ࠚ3 ே㸦16㸣㸧 ࠕ␒ᒆࡅࡿࠋ ࠖ ń⨥ᝏឤ㸦1 ே㸧 ࠕ⮬ศ࡛ᣢࡗ࡚࡚ࡶ⨥ᝏឤࡋ⏕ ࡲࢀ࡞ࡑ࠺…ࠖ ࠊ 54 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ń㜵≢㸦1 ே㸧ࠕࡶࡋࡶ…ᝏ࠸ேࡀࡑࡢ࠾㔠ࡗࡓ ࡽ…ࠖ ńಙឤ㸦1 ே㸧ࠕࡇࢀࡣ࠶࡞ࡓࡢ࡛ࡍࡼࡗ࡚ゝࡗ ࡓࡽࢃࢀࡕࡷ࠺ࡽ…ࠋ ࠖ ᒆࡅ࡞࠸ 3 ே㸦16㸣㸧 せᮃ) ᮲௳⏕㑏 㸳ே㸦26㸣㸧 ࠙ᕸࢆᕳࡃࠚ㸱ே㸦16㸣㸧 ࠕࡇࡢᕸࢆࡣࡎࡋ࡚ࠊᬮࢆ ྲྀࡾࡲࡍࠖ ńࢸ࣮ࣈࣝࢡࣟࢫᘬࡁࡢⱁ࣭ᕸࢆᕳࡃ㸦㸯ே㸧 ࠙ᡠࡍ࣭ಙឤࠚ 㸦1 ே㸧 ࠕඖࡢሙᡤᡠࡍࠋ㸭⮬ศ࡛ ࠙ࣃࣥ㣧ࡳ≀(࣡ࣥ)ࠚ㸦㸰ே㸧㸦11㸣㸧ࠕ…ࣃࣥࡀ ᣢࡗ࡚࠸ࡿࢃࢀࡿࡶࡋࢀ࡞࠸ࡋࠊ…㏉ ࠶ࡿࠋ࠾チࡋࡃࡔࡉ࠸ࠊ௦ࢃࡾࡢࣃࣥࢆ࠸ࡘ ࡋ⾜ࡃ⌮⏤ࡶ࡞࠸…ࠋ ࠖ ᚲࡎᣢࡗ࡚ࡁࡲࡍࡢ࡛…ࠋ ࠖ ࠙ᤞ࡚ࡿ࣭᎘ᝏឤࠚ 㸦1 ே㸧 ࠕᤞ࡚ࡿࠋ㸭࡞ࢇẼᣢࡕ ᝏ࠸…ࠖ ࠙㈔࠺࣭ᚲせࠚ 㸦1 ே㸧 ࠕ㈔࠾࠺ࠋ㸭࠾㔠ࡀ࡞ࡁࡷఱࡶ ࡛ࡁ࡞࠸…ࡇࢀ࡛࠺ࡲ࠸㣤ࡀ㣗࠼ࡿࠋ ࠖ ᫂ 1 ே㸦㘓㡢Ⰻࡢࡓࡵ㸧 ᮲௳⏕㑏௨እ(୍ᛂṚஸᢅ࠸) 14 ே㸦74㸣㸧 ࠙ᛮ࠸ࡸࡾࠚ㸱ே㸦16㸣㸧 ࠕࣃࢺࣛࢵࢩࣗࢆ…⮬ศࡀ ẟᕸࡢ௦ࢃࡾ࡞ࡿࠋ ࠖ ࠙✌ࡄࠚ㸰ே㸦11㸣㸧ࠕ(Ṛࢇࡔ)ࣃࢺࣛࢵࢩࣗࡢẟ⓶ ࡛ࡶࡗ࡚㔠ࡍࡿࠖ ࠕ࣡ࣥࡕࡷࢇⱁࢆࡋ࡚ ࠾㔠ࢆ✌ࡄࠖ 䠏䠊䠏䠊䠓 ሙ㠃㸵 ぢࡓࡗࡓᩍࡢ⤮ࡢ࢝ࣂ ࣮ᕸࡀࡣࡎࢀ࡚അ↛ぢࡿࡇࡀฟ᮶ࡓࠋ ࣏ࢪࢸࣈ 15 ே㸦79㸣㸧 ࠙႐ࡧࠚ㸲ே㸦21㸣㸧 ࠕ…႐ࡧ࠶ࡩࢀ࡚࠸ࡲࡍࠖ ࠕ… ࡸࡗぢࢀ࡚࠺ࢀࡋ࠸ࠖ ࠙ឤືࠚ㸵ே㸦37㸣㸧 ࠕ⣲ᬕࡽࡋ࠸⤮ࡔࠋぢࢀࡓ⏥ᩫ ࡀ࠶ࡗࡓࠋ ࠖ ࠕࡶ࠺ឤືࠖ ࠙ᖾࡏ࣭࠸࡞ࡋࠚ㸯ே㸦5㸣㸧ࠕ…ᖾࡏ࡞Ẽศ࡞ ࢀ࡚ࠊࡶ࠺ᛮ࠸ṧࡍࡇࡣ࡞࠸ࠋ ࠖ ࠙┠ᶆ㐩ᡂࠚ㸰ே㸦11㸣㸧 ࠕࡇࢀ࡛ࡸࡗನࡽࡣṚࡡ ࠙ࡇ⾜ࡃࠚ㸲ே㸦21㸣㸧 ࠕྲྀࡾ࠶࠼ࡎືࡃࠖ ࠕ ࡇࡪࡽࡪࡽṌ࠸࡚ࡳࡿ…Ẽᣢࡕ㈇ࡅࡓࡽṚ ࢇࡌࡷ࠺ࡽࠖ ࠙⤮ࢆぢ࡞ࡀࡽ…ࠚ㸱ே㸦16㸣㸧ࠕ…ࣃࢺࣛࢵࢩࣗࠊ ࠶ࡢ⤮ࡀ┠ࡢ๓࠶ࡿࡼࠊࡁࢀ࠸ࡔࡡࠋ ࠖ ࠙⤮ࢆぢ࡚ᖐࡿ࣭ࣃࣥ࣡ࣥࢆぢ࡚ඖᡠࡍࠚ㸯 ேࠋ 㸦5㸣㸧 ࠙ຊᑾࡁࡿࠚ㸰ே㸦11㸣㸧 ࠕຊࢆ࠸ᯝࡓࡍࠋᐮࡃࡣ ࡞࠸࠸㸽ࠖ ࠕࡑࡇಽࢀ㎸ࢇ࡛ࡋࡲ࠺㸭…ᐷ࡚ ࠸ࡿࠋ≉ఱࡶࡏࡎࡌࡗࡋ࡚࠸ࡿࠋ ࠖ ࡿࠋ㸭┠ⓗࢆ㐩ᡂ࡛ࡁࡓࡽࠋ ࠖ ࠙┠ᶆࠚ㸯ே㸦5㸣㸧 ࠕ…ࡇࡢ⤮ࢆぢࢀࡓࡗ࡚ࡇࡣࠊ ⚄ࡀ⏕ࡁࢁࡗ࡚ゝࡗ࡚ࡿࡽࠊ᫂᪥ࡽࢆ ぢࡘࡅ࡚㡹ᙇࢁ࠺ࠋ ࠖ 䠏䠊䠐 ᚋࣥࢣ࣮ࢺࡢグ㏙ᅇ⟅ࡢ㉁ⓗศᯒ ᚋࣥࢣ࣮ࢺࡢグ㏙ᘧࡢᅇ⟅ࡋ࡚ࠊཧຍ⪅ ࡢ₇ࡌࡓ⤖ᮎពぢ࣭ឤࡢ⮬⏤グ㏙ࡀ࠶ࡗࡓࠋ ಶᛶⓗ 3 ே㸦16㸣㸧 ₇ࡌࡓ⤖ᮎࡣୖグሙ㠃㸶㔜࡞ࡿࡢ࡛┬ࡃࡀࠊឤ ࠙ࡋࡉࠚ㸯ே㸦5㸣㸧ࠕ…⮬ศࡢ✌࠸ࡔ࠾㔠࡛ぢࡿ ࡢᅇ⟅グ㏙ࢆពࡈࡢᩥ⠇ศࡅࠊྠᵝࡢព ࡢࡀ┠ᶆࡔࡗࡓࡅࠊഅ↛ぢࢀࡕࡷࡗ࡚ࡋ࠸ࠋ ࠖ ෆᐜࢆఱேࡀグ㏙ࡋࡓ࡛㉁ⓗศᯒᩚ⌮ࡋ ࠙ぢୗࡋࠚ㸯ே㸦5㸣㸧 ࠕನࡢ⤮ࡢ᪉ࡀ࠺ࡲ࠸࡞ࠋ ࠖ ࡚௦⾲ࢆ♧ࡍ௨ୗࡢࡼ࠺࡛࠶ࡿࠋᅇࡢศᯒ ࠙ၥࠚ㸯ே㸦5㸣㸧 ࠕఱࢆពࡋ࡚࠸ࡿࢇࡔࢁ࠺㸽ࠖ ᪉ἲ࡛ࡣ」ᩘࡢពෆᐜࡀ࠶ࡿࡓࡵྜィ 19 ே ᫂ 㸯ே㸦㘓㡢Ⰻ㸧 ࡣ࡞ࡽ࡞࠸ࠋ 䠏䠊䠏䠊䠔 ሙ㠃 㸶 ཝࡋ࠸ᐮࡉࣃࢺࣛࢵࢩࣗ 䠏䠊䠐䠊䠍 ࣏ࢪࢸࣈ࡞ࡶࡢ ୍⥴くࢃࢀࡿࠋ (Na ࡢࠕ࠺࡞ࡾࡲࡍࠖ᭱ึࡣဨṚஸᅇ ⟅ࠊࡉࡽ Na ࡀࠕฟ᮶ࡿࡇࡣ࠶ࡾࡲࡏࢇ ࠋ㸭ࡇࡇ࠶ࡿ≀ࢆࡗ࡚⮬⏤₇ࡌ࡚ࡳ࡚ࠖ ᴦࡋࡵࡓ 㸳ே ࠕ័ࢀ࡚ࡃࡿࡘࢀ࡚㠃ⓑࡃ࡞ ࡗ࡚ࡁࡓẼࡀࡋࡲࡍࠋᴦࡋࡃ⤊࠼ࡲࡋࡓࠋ ࠖ ࠕ࡚ࡶ㠃ⓑࡗࡓ࡛ࡍࠋ ࠖ ‶㊊ 㸯ேࠕ…ࡸࡗ࡚ࡼࡗࡓ࡞ᛮ࠸ࡲࡋࡓࠋ ࠖ 55 ˱⅝ஙဌМܖٻ≝܇ᅛ↚ⅹↀ↺ཋᛖт↝ɼࢫ⇁↉↺˳᬴↚↓ⅳ↕‒ ⮬ศ࡞ࡾࡢ₇ᢏ‶㊊ 㸲ேࠕᛮࡗࡓࡼࡾࡶࠊᙺ ධࡾࡁࢀࡓࡼ࠺ឤࡌࡲࡋࡓࠋఱࡍࡗ ࡁࡾࡋࡓࡼ࠺࡞ࠊ⮬ศࡢࡇࢆ▱ࡗ࡚ࡶࡽ ࠸ࡓ࠸࠸࠺Ẽᣢࡕ࡞ࡗࡓ…ࠋࠖ ࠕ࡞ࡿࡃ᪂ࡋ࠸ᒎ㛤࣭ࢩࢳ࢚࣮ࣗࢩࣙࣥࡢ ࣇࣛࣥࢲ࣮ࢫࡢ≟ࡋࡓࡗࡓࠋ㎞࠸ෆᐜ ࢆቯࡋࡓࡗࡓࠋ ࠖ ࠸ࠋࡓࡔࡋཧຍ⪅ࡢ༙ᩘࡣᩥᑓᨷ⪅ࠋ ᛶู ⏨ᛶ㸲ேࠊዪᛶ㸯ேࠋཧຍ⪅ࡢ༙ᩘࡣ⏨ ᛶࡔࡀࠊ⏨ᛶࡀከ࠸ࠋ ₇⤒㦂 ࠶ࡾ㸲ேࠊ࡞ࡋ㸯ேࠋ࠶ࡾࡢேࡀከ ࠸ࠋ ᚋࣥࢣ࣮ࢺϩࡢ㡯┠ࡢ࠺ࡕࠕゝ࠸ࡓ࠸ࡇ ࡀゝ࠼ࡓ࡛ࠖ 5 ே୰ 4 ேࡀ 2 Ⅼࠊ1 ேࡀ 4 Ⅼࡔࡗ ᙺ⪅ࡓࡕࢆホ౯ 㸱ேࠕྛᙺ⪅ࡢேࡓࡕࡣ…ࡍࡈ ࡓࡢࡀ≉ᚩⓗ࡛ࡢ㡯┠┠❧ࡘ≉ᚩࡣ࡞ࡗ ࠸ྡ₇ᢏ࡛ࡋࡓࠋࠖ ࠕᙺ⪅ࡉࢇࡓࡕࡀㄏᑟࡋ ࡓࠋࢭࣝࣇ࣭ࣔࢽࢱࣜࣥࢢᑻᗘࡳࡿ≉ᛶࡣ࠸ ࡚ୗࡉࡿࡢ࡛⟅࠼ࡸࡍࡗࡓ࡛ࡍࠋ ࠖ ࠺ 5 ே୰እྥᛶࡀᖹᆒࡼࡾ㧗࠸⪅ 4 ேࠊ⪅ᚿ ᪉ἲࢆホ౯ 㸰ேࠕ⬮ᮏࡣࡇࢀࡃࡽ࠸ࡢ᪉ࡀ㉁ၥ ྥᛶࡀᖹᆒࡼࡾ㧘࠸⪅ 3 ேࠊ₇ᢏᛶࡀᖹᆒࡼࡾ㧗 ⣬ࡋ࡚ࡣ࠸࠸ᛮ࠺ࠋ ࠖ ࠕ༶⯆࡛₇ࡌࡿࡇࡀ᪂㩭ࠖ ࠸⪅ 2 ே࡛࠶ࡿࠋ ࡇࡇ࡛ࢭࣝࣇ࣭ࣔࢽࢱࣜࣥࢢᑻᗘࡢ㸱ᅉᏊࡢ್ ࡼࡿ⮬ᕫ⾲⌧ࡢ≉ᚩࢆᣲࡆ࡚ࡳࡿࠊḟࡢࡼ࠺ 䠏䠊䠐䠊䠎 ࢿ࢞ࢸࣈ࡞ࡶࡢ ⥭ᙇࡋࡓ 6 ேࠕ…࡚ࡶ⥭ᙇࡋ࡚ࠊࢃࡅࡢࢃ ࡽ࡞࠸ࡇࢆゝࡗࡓẼࡀࡍࡿࠋ ࠖ ₇ᢏᮍ⇍ 5 ேࠕᙺ࡞ࡾࡁࡿࡢࡣ࡚ࡶኚ࡛ ࡋࡓࠋࠖ ࠕࡂࡇࡕ࡞࠸₇ᢏ࡞ࡗ࡚…ࠋ ࠖ ᢈุ 3 ேࠕ…≀ㄒࡢୡ⏺ධࡗ࡚⾜ࡁ࡙ࡽࡃࠊࡇ ࡢࡀ᭷ព࡞ࡶࡢ࡛࠶ࡿࣖࢩࢡᛮ࠺ࠋࠖ ࠕࢱ࣑ࣥࢢࡀࡼࡃࢃࡽ࡞ࡗࡓࠋࠖ ࠕ࡛ࡁ ࢀࡤࡶࡗឤࢆࡇࡵ࡚ࡋࡗࡓࠋ ࠖ 㞴ࡋ࠸࣭ࡎࡋ࠸ 1 ேࠊ࠺ࡲࡃฟ᮶ࡎ⏦ࡋヂ࡞ ࠸ 1 ே 㛫ࡀࡗࡓ 1 ேࠊ 䠏䠊䠐䠊䠏 ୰❧ ࡛࠶ࡿࠋձእྥᛶࠊ₇ᢏᛶඹ᭱㧗ᚓⅬࡢᏛ⏕ࡢ ⾲⌧ࡋࡓ㉁ⓗศᯒࡼࡿᴫᛕࢆิᣲࡋࠊ┠❧ࡘᴫ ᛕࢆኴᏐ࡛⾲ࡍ᩿ᛕࠊ⌧ ⌧ᐇⓗࠊせồ࣭ᥦࠊ」 㞧࣭┬ࠊ⏬ᐙ࣭⮬ಙࠊၥ࣭ᅔᝨࠊ⮬ ⮬ᡄࠊᒆࡅ ࡿ㸦ᐙࡢ๓㸧ࠊឤືࠊᕸ࡛⏕㑏࡛࠶ࡿࠋղእྥᛶ ᭱ᑠᚓⅬࡢᏛ⏕ࡣ㈓㔠࣭㐨ᚨⓗࠊᣄྰ࣭⌮ ⌮ᛶ࣭ ┬ࠊ⏬ᐙ࣭ᕼᮃࠊᢎࠊᑛ ᑛᩗࠊᒆࡅࡿ㸦␒㸧 ࠊ ࡋࡉࠊ㌟௦ࢃࡾࠊᛮ࠸ࡸࡾ㸦Ṛஸ㸧ճ⪅ᚿྥ ᛶ᭱㧗ᚓⅬࡢᏛ⏕ࡣせồ࣭᮲௳ࠊᣄྰࠊ」㞧࣭ ᚋࠊ♫ே࣭⮬ᕫ౯್ࠊせồࠊ┠ᶆࠊᒆࡅࡿ㸦ᚲ せ㸧 ࠊឤືࠊ≟ⱁࢆࡍࡿ㸦Ṛஸ㸧 ࠋմ⪅ᚿྥᛶࠊ ₇ᢏᛶ᭱ᑠᚓⅬࡢᏛ⏕ࡣ᩿ᛕ࣭↓㛵ᚰࠊᣄྰ࣭ᛣ వࡾ⪃࠼࡞࠸࡛⾜ືࡍࡿࡼ࠺ࡋࡓ 1 ே ࡾࠊ⏬ᐙࠊᢎࠊㅉᛕࠊᡠࡍ࣭ ಙឤࠊឤືࠊṚ ࠸ࡁ࡞ࡾ࡛ࡧࡗࡃࡾࡋࡓ 1 ே ஸ࡛࠶ࡿࠋ ≀ㄒἢࡗ࡚ࡸࢁ࠺ࡋ࡚ࡋࡲࡗࡓ 1 ே ឤࡢ࠶ࡽࢃࡀຠ࠸࡚࠺ࡲࡃࡺࡃࡇࡀ࠶ࡿ 1 ே 㸲㸬⪃ᐹ 䠐䠊䠍 యࡢタᐃࡘ࠸࡚ 䠏䠊䠑 ๓࣭ᚋࣥࢣ࣮ࢺࡼࡿ⏕㑏ࡋࡓே ࡢ≉ᚩ ⏕㑏ࢆᯝࡓࡋࡓேࡢᒓᛶࡢඹ㏻Ⅼࡀぢฟࡉࢀ ࡿࡢ㸽ㄪ࡚ࡳࡿ௨ୗࡢࡼ࠺࡛࠶ࡿࠋ Ꮫᖺ 㸲ᖺ㸰ேࠊ㸱ᖺ㸰ேࠊ㸰ᖺ㸯ேࠊ≉೫ ࡾࡣぢࡽࢀ࡞࠸ࠋ ᑓᨷ ⥲ྜᩥ㸲ேࠊ⥲ྜ⤒Ⴀ㸯ேࠋᩥࡀከ Ꮫ⚍ࡢ㸯᪥┠ࡀኳೃࡢࡓࡵ୰Ṇ࡞ࡾࠊᛴࡁࡻ ‽ഛ᪥ཧຍ⪅ࢆເࡿࡇ࡞ࡾ᭱⤊ⓗࡣ 19 ேࡢཧຍ⪅ࢆᚓࡓࡀ༴࡞࠸ࡇࢁ࡛࠶ࡗࡓࠋཷ ࡢᏛ⏕ࡀ㡹ᙇࡗ࡚ேࢆㄏࡗ࡚ࡃࢀ࡚ຓࡗࡓࠋ 㧗ᰯ⏕ࡢཧຍ⪅ࡀ⤖ᒁ࡞ࡗࡓࡀᦠᖏ࡛ಖㆤ⪅ ࡢゎࢆྲྀࡿ࠸࠺ࡢࡀࢿࢵࢡ࡞ࡗࡓࠋᏛእ ࡋ࡚ࡣᏛ⏕ࡢཧຍࡀ㸯ྡ࠶ࡗࡓࡢࡳ࡛ࠊᏛ⚍ 56 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ࡢ⾜ࡋ࡚ᗈࡃከᵝ࡞ே㛤ࢀࡓࡶࡢࡍ ࡃࢀ࡚࠸ࡿࡼ࠺ࠊከᩘཧຍࡋ࡚ࡶࡽ࠺ࡣ ࡿࡣࠊ㧗ᰯ⏕Ꮫ⏕㝈ᐃࡢᐇ㦂ࡢሙ࡛ࡶ࠶ࡗࡓ 20 ศࡀ㝈ᗘࡔࡗࡓࢁ࠺ࠋ㡢ᴦࡀሙྜࡗ࡚࠸ࡓ ࡢ࡛↓⌮ࡀ࠶ࡗࡓࠋཧຍᏛᖺ೫ࡾࡀࡳࡽࢀࡓࡀࠊ ࠸࠺ホ౯ᖹᆒࡀ㧗ࡗࡓࡀࠊࢻࣅࣗࢵࢩ࣮ࡢ Ꮫ⚍ࡢཧຍ⪅ࡣᐇ⾜ጤဨ➼࠾ᙺࢆᘬࡁཷࡅ࡚࠸ ࠕ᭶ࡢගࠖࡣࡇࡢ⯙ྎࡢ㞺ᅖẼⰋࡃ࠶ࡗ࡚࠸ࡓ ࡿ㸱ᖺࡀከ࠸ࡢ࡛⮴ࡋ᪉࡞ࡗࡓࠋ⥲ྜᩥᑓᨷ ࡼ࠺ࡔࠋᝒࡋࡆ࡞῝ࡳࡍᕪࡋ㎸ࢇ࡛ࡃࡿ ࡢᏛ⏕ࡀከࡗࡓࡢࡣࠊ㛤ദ⪅ࡓࡕ㢦ぢ▱ࡾࡢ ගࡢࡁࡽࡵࡁࢆឤࡌࡉࡏࡿ᪕ᚊࡀ≀ㄒ࣐ࢵࢳ ᚰ⌮ࡢᏛ⏕ࡣࡸࡾࡃ࠸㑊ࡅࡿࠊ≀ㄒぶ ࡋ࡚࠸ࡓࡼ࠺ࡔࠋ ᛶࡢ࠶ࡿᩥࡢᏛ⏕ࡀቑ࠼ࡓྍ⬟ᛶࡀ࠶ࡿࠋ₇ ࡓࡔࠕ⥭ᙇࡋࡓࠖࡢ㡯┠ࡢᅇ⟅ࡀ㧗ᚓⅬ೫ࡾࠊ ࡢ⤒㦂࠶ࡾࡀ㸷ྡணࡼࡾከࡗࡓࡢࡣព ே๓࡛₇ࡌࡿࡢ࡛࠶ࡿࡽ⥭ᙇࡋ࡚ᙜ↛࡛ࡣ࠶ እ࡛࠶ࡗࡓࡀࠊ₇㒊ࠊ㧗ᰯ➼ࡲ࡛࡛ࡢ⯙ྎ⤒㦂ࠊ ࡿࡀࠊ⮬⏤₇ࡌ࡚ࡶࡽ࠺ࡓࡵ༑ศࣜࣛࢵࢡ ⥲ྜᩥᏛ⛉ࡢ₇Ꮫ◊✲➼ࡢ⛉┠࡛ࡢ⤒㦂ࡀ ࢫࡋ࡚ࡶࡽ࠺ࡇࡣฟ᮶࡞ࡗࡓࠋࠕゝ࠸ࡓ࠸ࡇ ⪃࠼ࡽࢀࡿࠋ ࡀゝ࠼ࡓࠖࡢᖹᆒࡀ 3.26 ࡲࡾࠊ⮬ศࡢ ๓⾜ࡗࡓࢭࣝࣇ࣭ࣔࢽࢱࣜࣥࢢᑻᗘࣥ ₇ᢏࡀᮍ⇍࡛ࠕᙺ࡞ࡾࡁࡿࡢࡣኚࠖ࠸࠺㢮 ࢣ࣮ࢺ㡯┠࡛እྥᛶ⥭ᙇࡢ㛫࡛ࡋ㛵㐃ࡀ ࡢࢥ࣓ࣥࢺࡀ 5 ேࡶ࠶ࡾࠊ ࠕࢱ࣑ࣥࢢࡀࡼࡃࢃ ぢࡽࢀ࡞ࡗࡓࡀࠊཧຍ⪅ᩘࡶ㝈ࡽࢀ࡚࠸ࡓࡢ࡛ ࡽ࡞ࡗࡓࠖ ࠕࡶࡗឤࢆࡇࡵ࡚ࡋࡗࡓࠖ ᪉࡞࠸㠃ࡶ࠶ࡗࡓࠋࡶ࠺ᑡࡋேᩘࡀከࡅࢀࡤ㛵 ࠸࠺ᣦࡶ࠶ࡾࠊཧຍ⪅ࡢ₇ࡌࡸࡍ࠸㞺ᅖẼࢆ 㐃ࡢぢࡽࢀࡑ࠺࡞㡯┠ࡶ࠶ࡗࡓࠋ୍᪉ࢭࣝࣇ࣭ࣔ సࡿࡇࡕࡽഃࡢᙺసࡾࡢ⦎⩦ࡀ༑ศ࡛࠶ࡗࡓ ࢽࢱࣜࣥࢢᑻᗘࡢ㸱ᅉᏊࡢ್Ⓨヰࡢ≉ᚩࢆぢ ࡇࡣㄆࡵࡊࡿࢆᚓ࡞࠸ࠋࡲࡓ Na ࡣⓎゝࡢಁࡋ ࡿձእྥᛶ₇ᢏᛶࡶ᭱㧗ᚓⅬࡢᏛ⏕ࡣ ࡢゝⴥࢆ⮫ᶵᛂኚᥦ♧ࡋ࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࡢ ⌧ᐇࢆⰋࡃぢ᳨࡚ウࡋࠊ┬࣭⮬ᡄࡀࡳࡽࢀࡿ࡞ ࡛㈇ᢸࡣࡁࡗࡓࠋ ὀព῝ࡃ⾜ືࡋ࡚⏕㑏ࡋࡓࡼ࠺ぢ࠼ࡿࠋղእ ࡋࡋయⓗࡣࠕᴦࡋࡵࡓࠖࡢグ㏙ࡀ 5 ே࠶ ྥᛶ᭱ᑠᚓⅬࡢᏛ⏕ࡣ㐨ᚨⓗࠊ⌮ᛶ࣭┬ࠊᑛᩗࠊ ࡾࠊࡑࡢࡢグ㏙ࡽࡶᏛ⚍ࡢࡲࡎᴦࡋࢇ࡛ཧ ㌟௦ࢃࡾ࡞ᢚไⓗ࡞ேࡢዲࡉࢆឤࡌࡉࡏࡿࠋճ ຍ࡛ࡁࡿ࣋ࣥࢺࡍࡿ࠸࠺ࡇࢁࡣ‶ࡓࡉ ⪅ᚿྥᛶ᭱㧗ᚓⅬࡢᏛ⏕ࡣ᮲௳ࠊ┠ᶆࠊ≟ ࢀ࡚࠸ࡓ⪃࠼ࡽࢀࡿࠋࠕᛮࡗࡓࡼࡾࡶᙺධࡾ ⱁࢆࡍࡿ࡞Ẽ㐵࠸ࢆࡋࡘࡘ๓ྥࡁດຊࡍ ࡁࢀ…ࠊఱࡍࡗࡁࡾࡋ…⮬ศࡢࡇࢆ▱ࡗ࡚ࡶ ࡿഴྥࡀ࠺ࡀ࠼ࡿࠋմ⪅ᚿྥᛶ࣭₇ᢏᛶࡶ ࡽ࠸ࡓ࠸࠸࠺Ẽᣢࡕ࡞ࡗࡓࠖ࠸࠺ឤࡀ࠶ ᭱ᑠᚓⅬࡢᏛ⏕ࡣ᭱ึࡽㅉᛕࡀᙉࡃ㛵ࢃࡾ ࡗࡓࡇࡣࢧࢥࢻ࣐ࣛⓗ࡞࢝ࢱࣝࢩࢫࡸඹឤ ࢆ㑊ࡅࡿ༳㇟ࢆཷࡅࡿࠋ௨ୖࡍ࡚ᑻᗘࡢᅉᏊ ࡢせ⣲ࡶ࠶ࡿ⛬ᗘഛ࠼ࡿࡇࡀฟ᮶࡚࠸ࡓࡼ࠺ 㛵㐃ࡀ࠶ࡿࡼ࠺ぢཷࡅࡽࢀࡓࠋ ࡔࠋࠕ࡞ࡿࡃ᪂ࡋ࠸ᒎ㛤ࡢ…ࣇࣛࣥࢲ࣮ࢫࡢ≟ ≀ㄒࡢ㑅ᢥࡣ㔜せ࡞せ⣲࡛࠶ࡿࡀࠊᅇࡢࠕࣇ ࡋࡓࡗࡓࠋ㎞࠸ෆᐜࢆቯࡋࡓࡗࡓࠖ࠸࠺ ࣛࣥࢲ࣮ࢫࡢ≟ࠖࢆ㑅ᢥࡋࡓ᭱ࡢ⌮⏤ࡣேබ グ㏙ࡣദ⪅ഃࡢ୍ࡘࡢክࢆゝࢃࡎࡶỮࢇ ࡀ⏨ዪࡕࡽࡀ₇ࡌ࡚ࡶ㐪ឤࡢ࡞ࡉࡑ࠺࡞࢟ ࡛ࡃࢀࡿཧຍ⪅ࡶ࠸ࡿࡇࡀศࡗࡓࠋ ࣕࣛࢡࢱ࣮ࡔࡗࡓࡽ࡛࠶ࡿࠋᐇ㝿⏨ዪࡰ༙ᩘ ࡎࡘཧຍ⪅ࢆເࡿࡇࡀ࡛ࡁࡓࡢ࡛≺࠸ࡣᙜࡓ ࡗࡓゝ࠼ࡼ࠺ࠋ᳃㸦1990㸧ࡼࢀࡤࡇࡢ≀ㄒࡣ ᗘ㔜࡞ࡿᑐ㇟႙ኻࡼࡿⴱ⸨⤯ᮃࡢ≀ㄒ࠸ ࠺ࠋⱞ㞴ࡢࡼ࠺ᑐฎࡋ࡚⾜ࡃࢆぢࡿࡣ ࠺ࡗ࡚ࡘࡅࡔࡗࡓࠋ⯙ྎࡢ⬮ᮏࡶཧຍ⪅ࡢ㸯ே ࡀࠕ㉁ၥ⣬ࡋ࡚ࡣࡇࢀࡃࡽ࠸࡛࠸࠸ࠖ᭩࠸࡚ 䠐䠊䠎 ྛሙ㠃ࡘ࠸࡚ 1 ࡢ࠾㔠ࡀ࡞ࡃ⤮ࡀぢࢀ࡞࠸ሙ㠃࡛ࡣ༢᩿ᛕ ࡍࡿ࠸࠺ࢿ࢞ࢸࣈ࡞ᛂࡣ 5 ேࡢࡳ࡛ࠊ࣏ࢪ ࢸࣈ࡞ᛂࡀ 13 ேࡶ࠶ࡾࠊぢࢀࡓࡽ࠸࠸࠸ ࠺㢪ᮃࡢ⾲᫂ࡸࡶࡗാ࠸࡚࠾㔠ᣢࡕ࡞ࡗ࡚ ዲࡁ࡞ࡇࡀฟ᮶ࡿࡼ࠺࡞ࡾࡓ࠸࠸࠺┠ᶆ ˱⅝ஙဌМܖٻ≝܇ᅛ↚ⅹↀ↺ཋᛖт↝ɼࢫ⇁↉↺˳᬴↚↓ⅳ↕‒ 57 ࢆᣢࡗࡓࡾࠊぢࡏ࡚ࡶࡽ࠼࡞࠸࠸࠺せồࢆ⾲ ࠸ゝ࠸᪉ࡀฟ᮶ࡓࢇࡌࡷ࡞࠸ࠋࠖ㏉㑏ࡢせồࠊ ᫂ฟ᮶ࡓࡾࠊఱᙺ❧ࡘࡇࢆࡍࡿࡽ᮲ ፉ࠶ࡆࡿᥦ࣭」㞧࡞Ẽᣢࡕ࣭ゝ࠸᪉ࡢ┬ ௳ࢆฟࡍ࠸࠺✚ᴟᛶࡶࡳࡽࢀࡓࠋ㈓㔠ࣂ ࠸࠺ከᒙⓗ࡞ᛂࢆ⾲⌧ฟ᮶ࡓ⪅ࡶ࠶ࡾࡗࡉ ࢺ࡞ࡢィ⏬ࢆ❧࡚ࡿ⪅ࡶ࠸࡚✚ᴟⓗ⌧≧ࢆ ࡢሙ㠃࡛ࡇࡇࡲ࡛ 4 ẁ㝵ࡢᛮ⪃ࢆࡵࡄࡽࡋ⾲⌧ ᡴ㛤ࡋࡼ࠺ࡍࡿ๓ྥࡁ࡞ᛂࡀぢࡽࢀࡓࠋ࠾㔠 ฟ᮶ࡓࡇࡣ⣲ᬕࡽࡋ࠸ࠋࢿ࢞ࢸࣈ࡛ࡣ࠶ࡿࡀ ࡀ࡞࠸ぢࢀ࡞࠸ࡢࡣᖹ➼࠸࠺⩏ࡢ⾲⌧ 㠀ᖖࣘࢽ࣮ࢡ࡞ᛂࡋ࡚ΰࢆ♧ࡋ࡚ಽࢀ ࡣ࡞࡞ಶᛶⓗ࡞ឤ⾲⌧࡛࠶ࡿࠋ ࡓ 1 ேࡢ₇ᢏࡣΰࡢᴟࡳࢆ⾲⌧ࡋ࡚࠸ࡿࠋࡋ 㸰ࡢሙ㠃ࡣࢥࢮࢶ᪦㑣⤮ࢆྲྀࡾୖࡆࡽࢀ࠾ ࡋேࡢぢ࡚࠸ࡿ༶⯆ࡢ୰࡛ಽࢀࡿ₇ᢏࢆࡍࡿ 㔠ࢆ✺ࡁࡘࡅࡽࢀࡿ࠸࠺ሙ㠃ࡔࡀᛂࡀᐇ ࠸࠺ࡢࡣ࡞࡞ฟ᮶ࡿ࡛ࡣ࡞ࡃࠊேබ ከᵝ࡞ࡶࡢศࢀࡓࠋཷࡅྲྀࡗࡓཷࡅྲྀࡽ࡞ ࡞ࡾࡁࡗࡓ₇ᢏࢆᴦࡋࡵ࡚࠸ࡿࡶ⪃࠼ࡽࢀࡿࠋ ࡗࡓࡼࡾ༢⣧࣏ࢪࢸࣈࢿ࢞ࢸࣈ ࡇࡢ➨㸰ሙ㠃ࡢᛂࡀࡇࢀࡔࡅ㇏࡞⾲⌧ࢆ ࡣศࡅࡽࢀ࡞࠸ࡀࠊཷࡅྲྀࡗ࡚ேබࡗ࡚࣏ ࡧ㉳ࡇࡋࡓࡢࡣࠊࡑࢀࡔࡅ」㞧࡞ⴱ⸨ឤࢆ ࢪࢸࣈ࡞ពࢆ⾲⌧ࡋ࡚࠸ࡿᛂࡋ࡚ࠊࠕ࠶ ࡧ㉳ࡇࡍሙ㠃ᵓᡂ࡛ࠊᏛ⏕ࡀࡑࡢศಶᛶࢆ⾲⌧࡛ ࡢ⤮ࢆࡸࡗぢ⾜ࡅࡿࠖ႐ࡧ࣭Ᏻᚰࢆ⾲᫂ࡋ ࡁࡓࡶ࠸࠼ࡼ࠺ࠋ ࡓ⪅ࠊู࡞⪅ࡣᅔᝨࡣࡋࡓࡶࡢࡢࠕ⤮ࡀፉఝ࡚ ➨㸱ሙ㠃࡛ࡣࣟᑗ᮶ࡢክࢆ⪺ࢀࡿࡀࠊ ࡿࡗ࡚ゝࢃࢀ࡚ࠊ⤮ࡀୖᡭ࠸ࢇࡌࡷ࡞࠸࡞…ࠖ ≀ㄒᛅᐇ⤮ᥥࡁࡋࡓࡶࡢࡀከࡃ㸷ேࠊᶍ⣴ ⮬ಙࢆ῝ࡵ࡚࠸ࡿࠋࠕ…ㄝᚓࡋࡲࡍࠖ㠀ᖖ ୰ࡀ㸱ேࠋࠕᏊ౪ࡓࡕ⏕ࡁࡿຊࢆ࠼࡚࠸ࡁࡓ ✚ᴟⓗ࡞⪅ࡸ⤮ࢆࡽࢀᐢࡋ࠸ࡀࠕ࠾㔠ࡀ㈔࠼ࡓ ࠸ࡽࠖᏛᰯࡢඛ⏕ࠊࠕ…ᅔࡗ࡚ࡿேࢆຓࡅࡓ࠸ ࡢ࡛ࡼࡗࡓࠖ⤖ᯝ‶㊊ࡢ⪅ࡶ࠶ࡿࠋ …ࠖ࠸࠺⪅ࡣேຓࡅࢆᚿྥࡋ࡚࠸ࡿࠋබົဨࠊ ཷࡅྲྀࡾࢆᣄྰࡋࡓ⪅ࡣ 12 ே࠸࡚ⱝ⪅ࡽࡋ࠸ ♫ே࠸࠺≀ㄒⓗ࡛ࡣ࡞࠸ࡀ⌧ᐇⓗ㐍㊰ᚿྥࠊ ₩Ⓑࡉࡢ⾲᫂ᛮࢃࢀࡿࡀࠊࡑࡢẼᣢࡕࢆࡁࡕࢇ ᴦࡋࡵࢀࡤࠊዲࡁ࡞ࡇ࠸࠺ᛌᴦᚿྥࡶ࠶ࡾࠊ ⾲⌧ࡋ࡚࠸ࡿ⪅ࡶከ࠸ࠋᆺࡀࠕࡓࡔ༢⤮ 㸯ேࡔࡅ࡞ࡋ࠸࠺⪅ࡶ࠶ࡗࡓࠋ≀ㄒᛅᐇ࡞ ࢆᥥ࠸࡚࠸ࡓࡔࡅ…࠾㔠ḧࡋࡉࡌࡷ࡞࠸ࢇ࡛ࠋ㸭 ᛂࢆ♧ࡋࡓ⪅ࡀᅽಽⓗከ࠸ࡀࠊࡑࡢࡢᛂࡣ …ࡸࡾࡁࢀ࡞࠸Ẽᣢࡕ࡛࠸ࡗࡥ࠸…⌮ᑾ࡞ࡇ ࡢᏛ⏕ࡢᚿྥࢆᫎࡍࡿࡶࡢࡋ࡚⣡ᚓࡢ ࡉࢀࠊ࠾㔠Ώࡉࢀ…ືᦂࡋ࡚ࡲࡍࠖ❧ሙ⾲ ࡺࡃࡶࡢ࡛࠶ࡿࠋࡓࡔ≀ㄒᛅᐇ࡞⪅ࡀከࡃࠊከ ࣭᫂ࡸࡾࡁࢀ࡞ࡉ࣭ືᦂࢆ⾲⌧ࡋࡓ⪅࡛࠶ࡿࠋࡇ ᵝ࡞ᛂࡣฟࡋࡃࡗࡓࡼ࠺ࡔࠋࡉࡽࢿࢵࣟ ࡢࡼ࠺┦ᡭᑐࡋ࡚⮬ศࡢṇ┤࡞Ẽᣢࡕࢆఏ ࡀክࢆᗈࡆ࡚ㄒࡿࡇࡢฟ᮶ࡿࡼ࠺࡞ሙ㠃ᵓᡂ ࠼ࠊ࡞࠾ୟࡘෆᚰࡢឤࡣࡋࡗࡾᢕᥱ࡛ࡁ࡚࠸ ࡢᕤኵࡀᚲせࡔࡗࡓࠋࡓ࠼ࡤ⏬ᐙࡋ࡚ࡶࡢ ࡿࠋ ࡼ࠺࡞⤮ᥥࡁࢆၥ࠺࡞ࠋ ୍᪉᎘࡞ᛮ࠸ࢆࡋ࡞ࡀࡽࡶ┦ᡭࡢ❧ሙࢆ៖ࡗ ➨㸲ሙ㠃ࡢࢥࢮࢶ᪦㑣ࣟࡢㄌ⏕ࣃ࣮ࢸ ࡓᛂࡢ⪅ࡶ࠸ࡿࠋࠕ」㞧࡞…ࠊ࠾∗ࡉࢇ࠶࠸ ᮶࡞࠸࡛ࡃࢀゝࢃࢀࡿᡤ࡛ࡣࠊ⣲┤ᢎ ࡉࡘࡍࢀࡤࡼࡗࡓࠖ」㞧࣭ᚋࡢᛂࡢ⪅ࡸ ࡋ࡚ࡋࡲ࠺⪅ࡀ㸲ே࠸ࡿ୍᪉ࠊၥࡸᅔᝨࢆ♧ࡍ ࠕ⮬ศࡀᮏᙜ⏬ᐙ࡞ࡗࡓ࠾㔠ࡀ…౯್ ⪅ࡀ㸷ேࠊࠕ⾜ࡏ࡚ࡃࡔࡉ࠸ࠖせồࡋࡓࡾ ࡢ࠶ࡿࡶࡢ࡞ࡿࡢ࡛ࠋ㸭…࠾∗ࡉࢇⓗࡣᚰ㓄 Ⓨࢆ♧ࡍ⪅ࡶ㸴ேୖࡗࡓࠋࡑࡢᚰࡋ࡚ࠕ࡞ ࡔࢁ࠺ࡋࠊ⏦ࡋヂ࡞࠸ࠖ⌮ᛶ࣭┬ࢆ♧ࡍ⪅ࡀ ࢇ࡛ẖᅇࡑ࠺ࡸࡗ࡚⌮ᑾ࡞ࡇࢆᢲࡋ ࠶ࡿࠋࡉࡽࠕᥥࡁ㏵୰࡞ࢇ࡛㏉ࡋ࡚㈔࠼ࡲࡍ ࡅࡿࢇ࡛ࡍ㸽…ᝏ࠸ࡇࡣࡋ࡚࠸ࡲࡏࢇࠋࠖ 㸽㸭…୍ᛂፉࡉࢇ࠶ࡆ࡚ୗࡉ࠸ࠋ㸭」㞧࡞Ẽ ࡣࡗࡁࡾࢥࢮࢶ᪦㑣ఏ࠼ࡿ⪅ࡶ࠶ࡗࡓࠋࢧɆ ᣢࡕࠋኻᩋࡋࡓ࡞࠵ࠋ࣮࢞ࣝࣇࣞࣥࢻࡢ࠾∗ࡉࢇ ࢸࣈࢿࢫࡋ࡚ࡣ㢗ࡶࡋ࠸ഴྥࡀᙉࡗࡓࠋ …࠺ࡲࡃ࠸࡞ࡗࡓ࡞…ࡶ࠺ࡕࡻࡗ࠺ࡲ ➨㸳ሙ㠃ࡢධ㈹ࡋࡓࡢࡀ⮬ศࡢ⤮࡛ࡣ࡞ࡗ 58 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ࡓሙ㠃࡛࠶ࡿࡀࠊධ㈹⪅ᑐࡍࡿᑛᩗࠊࡑࢀࢆ┠ ࡀࠊ㸲ศࡢ㸯௨ୖ᮲௳ྜࢃࡏ࡚⏕㑏ࡋࡓࡇ ᶆࡍࡿࠊ⮬ศࡢ⮬ᡄ㸶ேࡣ≧ἣࢆ࣏ࢪࢸ ࡞ࡿࠋ⥭ᙇࡋ࡚࠶ࡀࡗ࡚࠸ࡿᕸࡸࣃࣥࡸ㣧ࡳ≀ ࣈᤊ࠼࡚࠸ࡿࠋṧᛕ࠸࠺㸱ேࡣᚰࢆ⣲┤ ࡢᑠ㐨ලẼ࡙ࡁࡃ࠸ࡢ࡛⏕㑏ࡋࡓ⪅ࡣࡼࡃ ⾲⌧ࡋ࡚࠸ࡿࠋẚ㍑ⓗࢿ࢞ࢸࣈᛮࢃࢀࡿࡢࡣ 㜚ࡋࡓゝ࠼ࡿࠋ㣗≀ࢆඖᡠࡋࡓ㐲៖῝࠸ ㅉᛕࠊវ↛ࠊᝒယࡢ㸶ே࡛࠶ࡿࡀࠊḟ㡹ᙇࡿ ⪅ࡸ௦ࢃࡾࢆ⏝ពࡍࡿᚊࡉࢆ⾲⌧ࡋࡓࡶࡢ ࠸࠺ດຊࢆ⾲᫂ࠊධ㈹సရࢆ⣲┤㈶⨾ࡍࡿ⪅ࡶ ࡶ࠸ࡿࠋ⏕㑏ࡋࡓ⪅ࡢᚋࣥࢣ࣮ࢺ➼ࡼࡿ≉ ࠸ࡿࠋ3 ศࡢ 1 ㏆ࡃࡣ࣏ࢪࢸࣈ࡞ᚿྥࡀࡁࡊ ᚩ࡛ࡣ⥲ྜᩥᑓᨷࠊ⏨ᛶࠊ₇⤒㦂࠶ࡾࠊእྥ ࡋ࡚࠸ࡿゎ㔘࡛ࡁࡼ࠺ࠋ ᛶࡀ㧗࠸࠸࠺ഴྥࡀぢࡽࢀࡓࠋ₇⤒㦂ࡀ࠶ࡾࠊ ሙ㠃㸴ࡢከ㢠ࡢ࠾㔠ࡢධࡗࡓࢥࢮࢶ᪦㑣ࡢ㈈ እྥᛶࡀ㧗࠸ࠊⴠࡕ╔࠸࡚࿘ࡾࡀⰋࡃぢ࠼ࡓࡢ ᕸࢆᣠ࠺ሙ㠃࡛࠶ࡿࡀࠊ᫂ࢆ㝖ࡁ 18 ே୰ 15 ࡶࡋࢀ࡞࠸ࠋࡋࡋࠕゝ࠸ࡓ࠸ࡇࡀゝ࠼ࡓࠖ ேࡀᣢࡕ␒ᒆࡅࡿ࠸࠺Ⰻᚰⓗ࡞ᛂ ࡀపࡵ࡛࠶ࡿࠋࡇࢀࡣពእࡶぢ࠼ࡿࡀࠊࡓࡲࡓ ࡛ࠊ㐨ᚨⓗ࡞⌮⏤ࡀከࡗࡓࠋṧࡾ 3 ேࡣ⨨࠸࡚ ࡲ᮲௳ྜ࠺⾜ືࢆࡋࡓࡽ⏕㑏ࡋࡓࡢ࡛୧⪅ ࠶ࡗࡓሙᡤᡠࡍࠊ᎘ᝏឤࡽᤞ࡚ࡿࠊ㸯ேࡔࡅ ࡢ㛵㐃ࡣపࡃ࡚ࡶᛮ㆟࡛ࡣ࡞࠸ࠋྛሙ㠃࡛ࡢⓎ ㈔ࡗ࡚࠾ࡃࡀ࠶ࡗࡓࠋⴠࡋ≀ࢆࡋ࡚ࡶぢࡘ ゝࡀᢚ࠼Ẽࡢ⪅ࡶ࠸ࡓࠋ ࡿゝࢃࢀࡿ᪥ᮏேࡢഴྥࢆᫎࡋ࡚࠾ࡾࠊ᎘࡞ ⏕㑏ࡇࡑࡋ࡚࠸࡞࠸ࡶࡢࡢ୍⥴࠸ࡓࣃࢺࣛ ┦ᡭ࡛ࡶ㌋㌉ࡏࡎᒆࡅࡿ⪅ࡀࢇ࡛࠶ࡿࠋ㈔ ࢵࢩࣗᛮ࠸ࡸࡾࢆ♧ࡋ࡚⮬ศࡀ ࡵ࡚࠶ࡆࡿ ࡗ࡚࠾ࡃ⪅ࡢ⌮⏤ࡀࠕࡇࢀ࡛࠺ࡲ࠸㣤ࡀ㣗࠼ࡿࠖ ࠸࠺⪅ࡀ㸱ேࡶ࠸ࡓࡢࡣⱝ⪅ࡢᣢࡘඃࡋࡉࢆ ษᐇࡔࡗࡓࠋ᪥ᮏேࡗ࡚ࡣవࡾࣂ࢚࣮ࣜࢩ ♧ࡋ࡚⬚ࢆᡴࡘࠋṚࢇࡔࣃࢺࣛࢵࢩࣗࡢẟ⓶ࢆ ࣙࣥࡢᮇᚅ࡛ࡁ࡞࠸ሙ㠃タᐃࡔࡗࡓࡶࡋࢀ࡞ ࡿ୍⥴ⱁࢆࡋ࡚✌ࡄ⏕ࡁṧࡿࡓࡵฟ ࠸ࠋ ᮶ࡿ㝈ࡾᕤኵࢆࡋࡼ࠺ࡍࡿ⪅ࡶ࠸࡚ࠊ⌧ᐇୡ⏺ ሙ㠃㸵ࡢぢࡓࡗࡓ⤮ࡢそ࠸ᕸࡀࡣࡎࢀ࡚അ ࡞ࡽ㏾ࡋࡃ⏕ࡁṧࢀࡿྍ⬟ᛶࢆ♧ࡋ࡚࠸ࡿࠋ ↛ぢࢀࡿሙ㠃ࠋഅ↛ࡢᖾ㐠ᜨࡲࢀࡿሙ㠃ࡔࡅࠊ 䠑䠊 ࡲࡵ ⣲┤ぢࡽࢀࡓࡇᑐࡍࡿ႐ࡧࠊឤືࠊᖾࡏ࣭ ࠸࡞ࡋ࣏ࢪࢸࣈ࡞⪅ࡀ 13 ே࠸ࡿࠋࡶ࠺ᑡ ࡋ」㞧࡞⾲⌧ࡋ࡚ࠊ┠ᶆ㐩ᡂࡋࡓࡽṚࡡࡿ ࠸࠺ࡶࡢࠊ⚄ࡀ⏕ࡁࢁゝࡗ࡚࠸ࡿࡽࢆ ぢࡘࡅ࡚㡹ᙇࢁ࠺࠸࠺┠ᶆࡲࡘࢃࡿ㸰ࡘࡢ ⾲⌧ࡀ࠶ࡿࠋぢࡿࡇࡀฟ᮶࡚‶㊊࡛࠾ࡋࡲ࠸ࠊ ࡑࡇࡽࢫࢱ࣮ࢺࡢࡘࡢ᪉ྥࡢ㐪࠸ࡀぢ࡚ ྲྀࢀࡿࠋ⮬ศࡢ✌࠸ࡔ࠾㔠࡛ぢࡿࡢࡀ┠ᶆࡔࡗࡓ ࡀഅ↛ぢࢀ࡚ࡋ࠸࠸࠺ಶᛶⓗ⾲⌧ࡣ࠶ࡃ ࡞ࡁ⮬❧ᚰࡀ࠺ࡀࢃࢀࡿࠋ⮬ศࡢ⤮ࡢ᪉ࡀୖᡭ ࠸࠸࠺ぢୗࡋࡓᛂࡣⱝ⪅ࡣ࠶ࡾࡀࡕ࡞⮬ ㈇ᚰ࡛ࠊ㠀⌧ᐇⓗ࡛ᗘࡀ㐣ࡂ࡞ࡅࢀࡤࡑࡢ᪉ࡀ⢭ ⚄ⓗ㐺ᛂࡣⰋ࠸ࡢࡀ⌧ᐇࡔࢁ࠺ࠋ ≀ㄒࡢ᭱ᚋࠊࡋࡵࡃࡃࡾࡢሙ㠃㸶࡛࠶ࡿࡀࠊ ୍᪦ࡣṚࡠ⟅࠼ࡓཧຍ⪅ࡓࡕࡣࡉࡽ Na ࡢྍ⬟ᛶࢆᑜࡡࡽࢀ࡚ࠊᕸࢆయᕳ࠸࡚⏕㑏ࡋࡓ ⪅㸱ேࠊࣃࣥ࣡ࣥࢆ㣧㣗ࡋࡓ⪅㸰ே࡛࠶ࡗࡓ ≀ㄒࡼࡗ࡚ཧຍ⪅ࡀࢀ⮬⏤࡛ᰂ㌾ ㇏⮬ᕫ⾲⌧࡛ࡁࡓࢆㄪᰝࡍࡿ࠸࠺┠ ⓗࡘ࠸࡚ࡣࠊཧຍ⪅ࡀࡇࢀࡔࡅከࡃ☜ಖฟ᮶ࠊ ዲពⓗ࡞ឤࢆᚓࡓࡇࢆ⪃࠼ࡿ‶ࡓࡉࢀࡓ ⪃࠼ࡽࢀࡿࠋ≀ㄒ௬クࡍࡿࡽ⾲⌧ࡋࡸࡍࡃ Ᏻ࠸࠺せ⣲ࡣ༑ศά⏝ฟ᮶ࡓࠋᙺ⪅ഃࡢ⦎⩦ ㊊ࡼࡾཧຍ⪅ࡢ⥭ᙇࢆࡽࡆࡿࡲ࡛ࡣ⮳ ࡽ࡞ࡗࡓࡀࠊ₇య㦂ࡢ࠶ࡿཧຍ⪅ࡀᛮ࠸ࡢ ከࡃࠊྛሙ㠃࡛ࡢ⮬ᕫ⾲⌧ࡣಶᛶࡸከᵝᛶࡀ ぢࡽࢀࡓࠋ≀ㄒࡢ㑅ᢥࡣᅇࡣⴱ⸨ሙ㠃࠾ࡅࡿ ⮬ᕫ⾲⌧࠸࠺ࡇ࡛ࠕࣇࣛࣥࢲ࣮ࢫࡢ≟ࠖࢆ㑅 ࢇࡔࡀࠊ㛤ദ⪅ഃࡢᢪࡃ᪨ࡼࡗ࡚ᵝࠎ࡞㑅ᢥ ࡀ࡛ࡁࡿࠋ≀ㄒࢆ᭩ࡁ࠼ࡿ࠸࠺ᚰ⌮⒪ἲⓗᩥ ⬦࡛ゝ࠼ࡤࢢ࣮ࣝࣉࡢᛶ㉁ࠊ┠ᶆࡼࡗ࡚≀ㄒࢆ 㑅ࡿࡔࢁ࠺ࠋ ⴱ ⸨ ࢆ ࡧ㉳ ࡇࡍ ࡼ࠺ ࡞ᅔ 㞴 ࡞ሙ 㠃࡛ ࡢᑐ ˱⅝ஙဌМܖٻ≝܇ᅛ↚ⅹↀ↺ཋᛖт↝ɼࢫ⇁↉↺˳᬴↚↓ⅳ↕‒ 59 ฎ࣭ᡴ㛤⾜ືࡘ࠸࡚ࡣࠊཧຍ⪅ࡣᛮ࠸ࡢ ࣓ࣥࢺࢆ㈷ࡾࡲࡋࡓᗙ㛗ࡢᑿᓮၨᏊඛ⏕ࣇࣟ ᕤኵ‶ࡕࡓ࣏ࢪࢸࣈ࡞⮬ᕫ⾲⌧ࢆከᵝࡋ ࣮ࡢⓙᵝཌࡃᚚ♩ࢆ⏦ࡋୖࡆࡲࡍࠋ ࡚࠾ࡾࠊឤᚰࡉࡏࡽࢀࡓࠋ⌮ᑾ࡞┦ᡭᑐࡋ࡚ ࡶࡋࡗࡾゝ࠸ࡓ࠸ࡇࢆゝ࠸ࠊࡑࡢ࠶ࡿ⮬ ศࡢឤࡶᢕᥱࡋ࡚࠸ࡿ⾲⌧ࡀᩘከࡃぢࡽࢀࡓࠋ ࡋࡋ⮬ඹษࡍࡿࢧ࣮ࢸࣈ࡞⮬ᕫ ⾲⌧࠸࠺ࡇࢆ⪃࠼ࡿࠊ┦ᡭ⌮ゎࡋ࡚ࡶࡽ ࠼ࡑ࠺࡞⾲⌧࠸࠺Ⅼࡶษ࡞ࡿࡀࠊᑡ࡞ࡃ ࡶ┦ᡭࡢ❧ሙࢆ៖ࡗࡓ┬ࡢ⮬ᕫ⾲⌧ࡀ」ᩘぢ ࡽࢀࡓࡇࡣ㢗ࡶࡋ࠸ࠋ⮬ᕫ⾲⌧ࢆ☻ࡃࡇࢆ┠ ⓗࡋࡓࢭࢵࢩ࡛ࣙࣥ࠶ࢀࡤࠊேබࢥࢮࢶ᪦ 㑣ࡢࡸࡾࡾࢆࡉࡽ⥆ࡅࡉࡏࡿ࠸࠺᪉ἲࡶ ࢀࡼ࠺ࠋᅇࡣ᮲௳ࢆฟ᮶ࡿ㝈ࡾྠࡌࡋ࡚ ࠺࡞ࡿࢆㄪࡿᐇ㦂ࡢせ⣲ࡶ࠶ࡗࡓࡢ࡛ࡑࢀ ࡣฟ᮶࡞ࡗࡓࠋࡋࡋࡓ࠼ࡤ₇ࡌࡿ๓ࡢ 㸦ὀ 1㸧ࡇࡢ≀ㄒࡀ㑅ᢥࡉࢀࡓࡢࡣ᭷ྡ࡛⏨ዪࡕࡽ ࡛ࡶ₇ࡌࡸࡍ࠸ࡇࠊⴱ⸨ሙ㠃࡛ࡢࢿ࢞ࢸࣈ࡞ ឤࡢ⾲ฟࡢࡋ᪉ࠊᑐฎ࣭ᡴ㛤ࡢࡋ᪉ࢆㄪࡿࡢ 㐺ࡋ࡚࠸ࡿ⪃࠼ࡓࡽ࡛࠶ࡿࠋ 㸦ὀ 2㸧ୖグ௨እࡢほᐈࡣཎ๎ⓗ࡞ࡋࡋࡓࡀࠊ እࡀ㸱ᅇ࠶ࡗࡓࠋゼࢀࡓࢮ࣑༞ᴗ⏕ 1 ேࡀᕼᮃࡋ ࡓࠊཷᢸᙜࡢ 3 ᖺࢮ࣑⏕ࡀᕼᮃࡋࡓࠊ᭱ึ ࡢ㡭ዪᏊᏛ⏕ 2 ྡࡀᕼᮃࡋࡓ㸦ദࡋࡢᐉఏᙺ ࢆᮇᚅ㸧ࠋࡓࡔࡋᬯࡀࡾ࡛┠❧ࡓ࡞࠸ࡼ࠺ᗙࡗ ࡚ࡶࡽࡗࡓࡢ࡛ࠊࡇࡢࡇࡼࡿᙳ㡪ࡣࡉ࡞ ࡗࡓ⪃࠼ࡽࢀࡿࠋ 㸦ὀ 3㸧࢝ࢸࢦ࣮ࣜࡢᴫᛕྡࡅࡣᚰ⌮ᑓᨷࡢࢮ ࣑⏕㸰ேࡀヰࡋྜ࠸࡞ࡀࡽ୍⮴ࡍࡿࡼ࠺Ỵࡵ ࡓࡶࡢࢆ࣮࣋ࢫࡋ࡚ࠊ୍㒊➹⪅ࡀࡼࡾ㐺ษ ⪃࠼࡚ಟṇࡸ㏣ຍࡋࡓྡ࡙ࡅࢆᮏㄽᩥ࡛ࡣ᥇⏝ ࡋࡓࠋ ᘬ⏝࣭ཧ⪃ᩥ⊩ ࡼ࠺࡞ேබࢆ₇ࡌ࡚ࡳࡓ࠸ࢆᑜࡡࠊ࠶ࡿ⛬ᗘ ᪉ྥࡅࢆࡋ࡚ࡽ⮬ᕫ⾲⌧ࡋ࡚ࡶࡽ࠺ࡇ ࡼࡗ࡚ᮏேࡗ࡚ࡢヨࡳࡢຠᯝࢆయ㦂ࡉࡏࡿ ࡇࡣฟ᮶ࡓᛮࢃࢀࡿࠋࡲࡓᐇ㦂࡛࡞ࡅࢀࡤࠊ ୍ᗘ」ᩘࡢᙺࢆ₇ࡌ࡚ࡶࡽ࠼ࡤከᩘࡀཧຍ࡛ ࡁࡿࠋᅇࡢദࡋࡣ࠸᪉ࡼࡗ࡚ᵝࠎ࡞ྍ⬟ᛶ ࢆᣢࡘ᪉ἲ࡛࠶ࡿࡀࠊຠᯝⓗᐇࡍࡿࡣࡑࢀ ࡞ࡾࡢேဨ㛫࢚ࢿࣝࢠ࣮ᢞධࡀᚲせ࡞ࡢ ࡶᐇ࡛࠶ࡿࠋ グ㸸ᮏㄽᩥࡣ 2013 ᖺᗘ➹⪅ࡢࢮ࣑࡛ࡢࡧ ࡅᛂࡌ࡚≀ㄒୖ₇ཬࡧࢹ࣮ࢱศᯒࡈᑾ ຊୗࡉࡗࡓࢮ࣑⏕ࠊ㡲㈅㔛ࡉࢇࠊ⏣⏕ᮥⳀࡉ ࢇࠊ⩚ᓮᙬኸ㔛ࡉࢇࠊ⏥ᩫᙬ⳹ࡉࢇ㸦༞ㄽⓎ⾲㡰㸧 ࡢࡈ༠ຊ࡞ࡋࡣసᡂࡋᚓࡲࡏࢇ࡛ࡋࡓࠋᮏ᮶࡞ ࡽࡤඹⴭ➹⪅ࡋ࡚㐃ྡ࡛Ⓨ⾲ࡍࡁࡇࢁ࡛ ࡍࡀࠊ⣖せᢞ✏つ๎ᚑࡗ࡚༢ⴭࡉࡏ࡚㡬ࡁࡲ ࡋࡓࠋࡲࡓୖ₇ᙜ᪥ 3 ᖺࢮ࣑⏕ࠊ⛅ⴥἋ⧊ࡉࢇࠊ ᮡᾆ⥤ࡉࢇ(࠶࠸࠺࠼࠾㡰)ཷಀࡋ࡚ከ࡞ ࠾ᡭఏ࠸ࢆ㡬ࡁࡲࡋࡓࠋⓙᵝᚰࡼࡾᚚ♩⏦ࡋୖ ࡆࡲࡍࠋ ᮏㄽᩥࡣ㛵ಀࡋࡓࢮ࣑⏕ࡽࡢチྍࢆᚓ࡚᪥ᮏ Ꮫ⏕┦ㄯᏛ➨ 32 ᅇ࡛➹⪅ࡀⓎ⾲ࡋࡓෆᐜ ࢆᵓᡂࡋ㏣ຍ⿵グࡋࡓࡶࡢ࡛࠶ࡿࠋ᭷ព⩏࡞ࢥ ᒾῡ࣭⏣୰࣭୰㔛 1982ࠕࢭࣝࣇ࣭ࣔࢽࢱࣜࣥࢢᑻᗘࠖ ࠊ ᇼὒ㐨࣭ᒣᮏ┿⌮Ꮚࠗᚰ⌮ ᐃᑻᗘ㞟Ϩ࠘ࢧ ࢚ࣥࢫ♫ࠊ271㸫275㸬 ࣮࢘ࢲ ࠗࣇࣛࣥࢲ࣮ࢫࡢ≟࠘ୡ⏺ᩥ♫ ⏥ᩫᙬ⳹ 2013ࠗᏛ⚍࠾ࡅࡿ≀ㄒࡾ㢼ࢧࢥࢻ ࣐ࣛ࠘᪥ᮏᶫᏛ㤋Ꮫ༞ᴗㄽᩥ ࡁࡓࡢࡌࡹࢇࡇ 1988 ࠕࢭࣞࢼ࣮ࢹࠖ ࢧࣥࣜ࢜ బࠎᮌ⏤Ꮚ 2013㸸 ࠕ⮬ᕫ⾲⌧ࢢ࣮ࣝࣉ࣮࣡ࢡࠖ ࠗ⏕ࡁ ᪉ࢆồࡵࡿࢢ࣮ࣝࣉ࣮࣡ࢡ࢝࢘ࣥࢭࣜࣥࢢ࠘ ᩥⱁ♫ࠊ58㸫60㸬 బ⸨㑳ဢ 2008㸸 ࠗ㉁ⓗࢹ࣮ࢱศᯒἲ࠘᪂᭙♫ 㡲㈅㔛 2013㸸ࠗᏛ⚍࠾ࡅࡿࢧࢥࢻ࣐ࣛ࠘ ᪥ᮏᶫᏛ㤋Ꮫ༞ᴗㄽᩥ ㇂῟୍ 2012㸸ࠕࢧࢥࢻ࣐ࣛຠᯝ ᐃᑻᗘࡢసᡂࠖ ࠗ࢝࢘ࣥࢭࣜࣥࢢ◊✲࠘45㸫2ࠊ111㸫122㸬 ⏣⏕ᮥⳀ 2013㸸ࠗࢿ࢞ࢸࣈឤ⾲ฟࡢᅾࡾ᪉ࡢ㉁ ⓗ◊✲࠘᪥ᮏᶫᏛ㤋Ꮫ༞ᴗㄽᩥ ⩚ᓮᙬኸ㔛 2013㸸ࠗ⮬ᕫ⾲⌧ࢫࢱࣝⴱ⸨࠘᪥ᮏ ᶫᏛ㤋Ꮫ༞ᴗㄽᩥ ᖹᮌᏊ 2000㸸ࠗ⮬ᕫ࢝࢘ࣥࢭࣜࣥࢢࢧ࣮ࢩࣙࣥ ࡢࡍࡍࡵ࠘㔠Ꮚ᭩ᡣ ᇼ⏣⨾ಖ 2013㸸ࠕࢧ࣮ࢸࣈࢿࢫ࣭ࢺ࣮ࣞࢽࣥࢢຠ ᯝ◊✲࠾ࡅࡿၥ㢟Ⅼࠖ ࠊ ࠗᩍ⫱ᚰ⌮Ꮫ◊✲࠘61ࠊ 412㸫414 ࠗᏊ౪ࡢᑐ㇟႙ኻ ࡑࡢᝒࡋࡳࡢୡ⏺࠘ ᳃ ┬ 1990㸸 ඖ♫ 60 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ The Experience of Performing the Leading Character of a Story Drama at a University Festival ʊ$VDSODFHRISV\FKRGUDPDWLFVHOI-expression㸫 Yuriko SASAKI≍1 ⁅⁛‒ An experimental event was held at a university festival, in which participants were asked to perform the role of the main character of a story drama “ A Dog of Flanders.” The drama was composed of 8 scenes dramatized by the present writer and her seminar students. The purposes of this research were to investigate to what extent the participants could express themselves freely and flexibly, and cope with and overcome the hardships encounterd in the drama. As a result, 19 students participated in the event, answering the Self-monitoring Scale, performing in the drama, and filling questionnaires. The statements of the participants were analysed qualitatively. Similar statements were grouped together and labelled according to the concept they represented, thus looking like an idea-tree. A quantitative analysis of the Self-monitoring Scale and the questionnaires showed a tendency that the scores of the amount of tension of the high group of extravert traits were lower than the low group of extravert traits. In each scene the participants expressed diverse statements; many students grasped the situation positively when faced with hardship, coped with it through active behavior, and expressed their thoughts and feelings against an unreasonable treatment. Some students even expressed the words of self-examination reflecting on the standpoints of the other person. In the original story the leading character died at the end, but 5 out of 19 students played the drama in which they were able to survive by satisfying the conditions the researcher had set beforehand. The descriptive responses in the questionnaires showed many students enjoyed participating in the event, but many also felt tension. Insufficient preparatory training of the actors might have affected the performance of the participants. ääääääääääääääääää‒ self-expression, story dramas, Key words‒…………………………………………………… psychodrama, university students, assertion, Ფ1 Faculty of Liberal Arts Nihonbashi Gakkan University NIHONBASHI GAKKAN UNIVERSITY Bulletin No.14 ݢஜ௷ ‒܇ڭҾ≝࠳ܯɶ᭗࠰܇؏ע↺↷↚ࣱڡᏋ↕ૅੲ↚᧙ↈ↺ᛦ௹ᄂᆮ≝ྵ܇↝נᏋ↕↚↺ↈݣᢌԧज़↚↓ⅳ↕‒ ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ 61 ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ᄂᆮ⇴∞⇮‒ ɶ᭗࠰܇؏ע↺↷↚ࣱڡᏋ↕ૅੲ↚᧙ↈ↺ᛦ௹ᄂᆮ≝‒ ྵ܇↝נᏋ↕↚↺ↈݣᢌԧज़↚↓ⅳ↕ ݢஜ‒ ‒܇ڭ1 ௷Ҿ‒ ‒࠳ܯ2 ‒ ɶ᭗࠰ᎍ↝܇؏עᏋ↕ૅੲ↞⅚ᅈ˟ႎॖ፯↱࣎ྸᅈ˟ႎႆᢋɥ↝ॖ፯↱᭗ⅳѣ↗ਵⅷ↸↻↺⅛ ஜᄂᆮ↖↞⅚ૅੲѣ↚ⅹⅳ↕ဃↇⅤྵˊ↝܇Ꮛ↕↚↺ↈݣᢌԧज़Ⅵ↚ბႸↆ⅚܇Ꮛ↕ኺ᬴⇁ ஊↆ⅚܇؏עᏋ↕ૅੲ↚Ӌьↈ↺ɶ᭗࠰≋ࣱڡ4 Ӹ≌↚Ҟನᡯ᩿҄⇁ܱↆ⅛܇Ꮛ↕ૅੲ↚᧙ ↈ↺ࢬ↝↸ڡᛖ↹↝ឋႎЎௌ⇁ᡫↇ↕⅚↝Ⅴᢌԧज़Ⅵ↝ಮႻ⇁ኧႎ↚ਵⅷ↺ↂ↗⇁ஜᄂᆮ↝ Ⴘႎ↗ↆ⅛ݣᝋᎍ↝ᛖ↹↝ឋႎЎௌⅺ↸⅚ Ⅸᚃ↝ᙲ൭↝ᢅй҄Ⅹ ⅚ Ⅸᚃ↝ᐯࢷࣱ↝ࢊ҄Ⅹ⅚Ⅸ↱↘܇ ↝ឋ↝҄٭Ⅹ⅚Ⅸᚃࠎ↝ࣱ̞᧙↝܇ᕓ҄Ⅹ⅚Ⅸܼଈ∝ᅈ˟↝ٶಮ҄Ⅹ⅚Ⅸɭˊ᧓↝Ⴛʝࣱ∝ዒ১ࣱ↝ ࢊ҄Ⅹ↗ⅳⅵ 6 ↓↝ಒࣞ⇑⇬⇚∐ⅻਁЈↄ↻⅛ↂ↝↷ⅵ↙ᢌԧज़↝ఌࡁ↚ⅱ↺ॖᜤ↝≋҄٭ᚃ ࢫл↚᧙ↈ↺ॖᜤ↝⅚҄٭ᚃ↺ↈ᧙↚ࣱ̞᧙↝܇ॖᜤ↝↚≌҄٭දႸↆ↕ᎋ⇁ݑᚾ↮⅛↭⅚ ᢌԧज़⇁ڎೞ↗ↆૅੲѣ↝ॖԛ˄ↀ↚↓ⅳ↕↱⅚McAdams & de St. Aubin ↝ɭˊࣱ↚᧙ↈ↺ ྸᛯႎኵ↮↚ඝ→↕ᎋ⇁ݑⅹↂ↙→⅛ äääääääääääääääääääää‒ ⇓∞∕∞⇯‒ ääääääääääääääääääää ɶ᭗࠰ᎍ‒ ɭˊࣱ‒ ܇؏עᏋ↕ૅੲ‒ ྵ܇↝נᏋ↕↚↺ↈݣᢌԧज़‒ 㸯㸬ࡣࡌࡵ ࣑ࣗࢽࢸ㸧࠾ࡅࡿᏙ❧ࢆண㜵ࡋࠊୡ௦㛫ὶ ࢆ㏻ࡌࡓ♫ཧຍࢆಁࡍヨࡳ㛵㐃ࡍࡿ(ෆ㛶ᗓ㸪 ⮬㌟ࡢᏊ⫱࡚ࢆ⤒㦂ࡋࡓ୰㧗ᖺ⪅ࡀ⌧ᙺࡢᏊ ⫱࡚ୡ௦ࢆᨭࡍࡿάືࠊ࠸ࢃࡺࡿࠊᆅᇦᏊ⫱࡚ ᨭཧຍࡍࡿࡇࡣࠊࢃࡀᅜࡀ┤㠃ࡋ࡚࠸ࡿᑡ Ꮚ㧗㱋࠸࠺♫ၥ㢟ࡽ⏕ࡌࡿ♫ⓗព⩏ ࠸࠺Ⅼࡽࡶࠊ୰㧗ᖺᮇࡢᚰ⌮♫ⓗⓎ㐩࠾ ࡅࡿព⩏࠸࠺Ⅼࡽࡶࠊὀ┠ࡍࡁάືᤊ࠼ ࡿࡇࡀ࡛ࡁࡿࠋ ୰㧗ᖺ⪅ࡼࡿᆅᇦᏊ⫱࡚ᨭάືࡢ♫ⓗ ព⩏ࡣࠊ㧗㱋⪅ࡗ࡚ࡣࠊ⏕άᅪ࡛࠶ࡿᆅᇦ㸦ࢥ 2014 ࠰ 9 உ 26 ଐӖྸ Incongruity with modern child-rearing styles experienced by older women doing parent-child support activities. *1 Taeko TERAMOTO *2 Yoshiyuki SHIBAHARA ଐஜܖܖ⇪∞⇈∑∏⇿∐ܖٻᢿ 2011; ⲡ㔝࣭ෆ⏣࣭⁁㑔࣭ྜྷὠ㸪2012)ࠋ⮬㌟ࡢ Ꮚ⫱࡚ࡀ୍ẁⴠࡋయຊⓗ࡞వຊࡶ࠶ࡿ୰ᖺᮇୡ ௦ࡗ࡚ࡣࠊᆅᇦ♫ࡢ✚ᴟⓗཧຍࡘ࡞ࡀ ࡾࠊࡑࡢᚲせᛶࡀᙉㄪࡉࢀ࡚࠸ࡿᆅᇦࢿࢵࢺ ࣮࣡ࢡࡢᙉࡶ㈉⊩ࡍࡿ⪃࠼ࡽࢀࡿࠋᑡᏊ ♫ࡢ୰࡛⫱ࡗࡓ⌧ᙺぶୡ௦ࡗ࡚ࡣࠊ᰾ᐙ᪘ ࡢ୰࡛ࡢ⫱ඣࡢ㈇ᢸ࣭ᅔ㞴ឤࡸࢫࢺࣞࢫࡢ㍍ῶࠊ 㐺ษ࡞ᑐᛂࡸᚅࡢண㜵࠸࠺Ⅼ࡛ࠊ⫱ඣ⤒㦂 ⪅࡛࠶ࡿ୰㧗ᖺ⪅ࢆ᭷ᮃ࡞ᆅᇦࡢࢧ࣏࣮ࢺ㈨※ ࡳ࡞ࡍࡇࡀྍ⬟࡛࠶ࡿ(ຍ⸨㸪2010; ⏣ῲ࣭ ᶒ⸨㸪2011a)ࠋ ୍᪉ࠊᆅᇦᏊ⫱࡚ᨭάື࠾ࡅࡿ୰㧗ᖺ⪅ࡢ ᚰ⌮♫ⓗⓎ㐩࠾ࡅࡿព⩏ࡣࠊḟୡ௦ࡢ㛵ᚰ 62 ࡛࠶ࡿୡ௦ᛶ㸦generativity㸧㛵㐃ࡍࡿࠋୡ௦ ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ᶒ⸨㸪2011b)ࡀሗ࿌ࡉࢀ࡚࠸ࡿࠋ ᛶࡣࠊErikson ࡢᚰ⌮♫ⓗⓎ㐩⌮ㄽ࠾࠸࡚୰ ௨ୖࡢࡇࢆ㋃ࡲ࠼ࡿࠊᏊ⫱࡚ࢆ⤒㦂ࡋࡓ୰ ᖺᮇࡢⓎ㐩ㄢ㢟ࡋ࡚ᤊ࠼ࡽࢀࠊࠕḟୡ௦ࢆ☜❧ 㧗ᖺୡ௦ࡀ⌧ᙺᏊ⫱࡚ୡ௦ࢆᨭࡍࡿ࠸࠺⾜ ࡉࡏ࡚ᑟࡃࡇࡢ㛵ᚰࠖ(Erikson㸪1950/1977) Ⅽࡣࠊ♫ࡢせㄳ࠸࠺ほⅬࡽࡶࠊಶேࡢⓎ㐩 ᐃ⩏ࡉࢀࡓࠋᙜึࡣࠕ⏕Ṫᛶࠖヂࡉࢀࠊ୍⩏ ㄢ㢟ࡢ㐺ᛂ࠸࠺ほⅬࡽࡶ㔜せ࡞ၥ㢟࡛࠶ ⓗぶࡼࡿᏊ⫱࡚㛵㐃ࡅࡽࢀࡓࡀࠊᚋࡣࠊ ࡿࠋࡋࡋࠊ␗࡞ࡿ௦⫼ᬒࢆ⏕ࡁ࡚ࡁࡓ୰㧗ᖺ ࠕᏊᏞࢆ⏕ࡳฟࡍࡇ㸦procreativity㸧ࠊ⏕⏘ᛶ ୡ௦ࡀࠊ⌧௦ࡢᏊ⫱࡚ࢫ࣒࣮ࢬᑐ㠃࡛ࡁ࡚࠸ 㸦productivity㸧ࠊ㐀ᛶ㸦creativity㸧ࢆໟྵࡍ ࡿࡢၥ࡛࠶ࡿࠋሗ㏻ಙᢏ⾡ࡢⓎ㐩ᬑཬ ࡿࡶࡢ࡛࠶ࡾࠊ㸦⮬ศ⮬㌟ࡢ㸧᭦࡞ࡿྠ୍ᛶࡢ㛤 ࡼࡿᑐேࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࡢᵝ┦ࡢኚࠊ⏨ዪ Ⓨ㛵ࢃࡿ୍✀ࡢ⮬ᕫ㸫⏕Ṫ㸦self-generation㸧 ࡶࠕ⚾⏕άࡢㄪࠖࡀ᥎ዡࡉࢀࡿ௦ ࡶྵࡵ࡚ࠊ᪂ࡋ࠸Ꮡᅾࡸ᪂ࡋ࠸〇స≀ࡸ᪂ࡋ࠸ᴫ ࡢぶᏊࡸᐙᗞ㛵ࡍࡿព㆑ࡢኚ➼ࢆ⪃៖ࡍࡿ ᛕ ࢆ ⏕ ࡳ ฟ ࡍ ࡇ ࠖ (Erikson & Erikson 㸪 ࠊ⮬㌟ࡢᏊ⫱࡚㛵ࡍࡿ⪃࠼ࡸ⤒㦂ࢆࠊࡑࡢࡲ 1997/2001)࠸࠺ࡼ࠺ࠊໟᣓⓗᐃ⩏ࡉࢀࡓࠋ ࡲ⌧௦ࡢᏊ⫱࡚ᨭάࡍࡇࡣᐜ࡛᫆ࡣ࡞ ୡ௦ᛶࡢ ᐃᑻᗘࢆヨࡳࡓ McAdams ࡽࡣࠊ ࡃࠊఱࡽࡢ㐪ឤࡀ⏕ࡌ࡚࠸ࡿ᥎ ࡉࢀࡿࠋ ୡ௦ᛶࢆ୰ᖺᮇࡢࡳ࡞ࡽࡎᡂேᮇయ㏻ࡌ࡚ ᆅᇦ࠾ࡅࡿ୍㡸ࡾᨭ㸦⥭ᛴࡸ⏝ࡢ㝿 ぢࡽࢀࡿᛶ㉁ࡋ࡚ᤊ࠼ࠊḟࡢࡼ࠺࡞⌮ㄽⓗᯟ⤌ ୍ⓗᏊࡶࢆ㡸ࡿᨭ㸧ཧຍࡍࡿ୰ᖺ ࡳࢆᥦၐࡋࡓ(McAdams & de St. Aubin㸪1992; ᮇዪᛶࡢព㆑ࡘ࠸࡚ㄪᰝࡋࡓຍ⸨㸦2010㸧࡛ࡣࠊ McAdams㸪Hart㸪& Maruna㸪1998)ࠋୡ௦ᛶࢆ ⮬ศࡢయ㦂ࡋࡓᏊ⫱࡚↷ࡽࡋྜࢃࡏ࡚⏕ࡌࡓ ືᶵࡅࡿࠕᩥⓗせồ㸦cultural demand㸧ࠖ 㐪ឤࡘ࠸࡚ሗ࿌ࡉࢀ࡚࠸ࡿࠋࡑࢀࡣࠊࡋ ࠕෆⓗḧồ㸦inner desire㸧 ࠖࡀḟୡ௦ࡢࠕ㛵ᚰ ࡚ᏊࡶᑐࡍࡿẕぶࡢୡヰࡢᕼⷧࡉࡸᏊࡶ 㸦concern㸧 ࠖࢆᑟࡁࠊࡇࡢࠕ㛵ᚰࠖࡀே㛫ࡢၿᛶ ࡢ㈇ᢸ㛵ࡍࡿࡶࡢ࡛࠶ࡗࡓࠋࡇࡢࡼ࠺࡞㐪 ࡢࠕಙᛕ㸦belief㸧ࠖඹࠊḟୡ௦ࡢࠕ㛵 ឤࡣᨭ⪅࡛࠶ࡿ୰㧗ᖺዪᛶࡢどⅬࡢኚࠊࡍ࡞ 㸦commitment㸧ࠖࢆㄏⓎࡍࡿࠋ㐀㸦creating㸧ࠊ ࢃࡕࠊぶࠊᏊࡶࠊᏊ⫱࡚⮬యࡘ࠸࡚ࡢᤊ࠼᪉ ୡ௦⥅ᢎᛶ㸦maintaining㸧ࠊୡヰ㸦offering㸧 ࡢኚࡢዎᶵ࡞ࡾࠊᨭάືࡀᨭ⪅࡛࠶ࡿ୰ ࠸ࡗࡓࠕ⾜ື㸦action㸧ࠖࡣࠊ ࠕᩥⓗせồࠖࡸࠕෆ ᖺᮇዪᛶࡢ⮬ᕫᙧᡂࡢሙࡋ࡚ᶵ⬟ࡋ࡚࠸ࡿࡇ ⓗḧồࠖືᶵࡅࡽࢀࠊ ࠕ㛵ࠖࡽᑟࢀࡿࠋ ࢆ♧ࡍࠊᡤㅝࠊᨭࡍࡿࡇࡼࡿⓎ㐩ࣉࣟࢭ ࡇࢀࡽࡢᛶ㉁㸦ࠕᩥⓗせồࠖࠊࠕෆⓗḧồࠖࠊࠕ㛵 ࢫࡋ࡚ᤊ࠼ࡽࢀ࡚࠸ࡓ㸦ຍ⸨㸪2010㸧ࠋ ᚰࠖࠊࠕಙᛕࠖࠊࠕ㛵ࠖࠊࠕ⾜ືࠖ㸧ࡣࠊほⓗ࡞ࣛ ᮏ◊✲࡛ࡣࠊࡇࡢࡼ࠺࡞㐪ឤࡘ࠸࡚᥀ࡾୗ ࣇࢫࢺ࣮࣮ࣜࡢࠕㄒࡾ㸦narration㸧ࠖࢆ㏻ࡌ࡚ ࡆ࡚ࡳࡓ࠸ࠋຍ⸨㸦2010㸧ࡢㄪᰝᑐ㇟ࡣࠊ୍㡸 ពࡅࡽࢀࡿ㸦McAdams & de St. Aubin㸪 ࡾᨭࡢཧຍ⪅㝈ᐃࡉࢀ࡚࠸ࡓࠋᮏ◊✲࡛ࡣࠊ 1992; McAdams㸪Hart㸪& Maruna㸪1998; Ꮚ⫱࡚ᨭࢆࡼࡾᗈ⩏ᤊ࠼ࠊᏊ⫱࡚ࢆయ㦂ࡋࡓ ᓥ࣭᭷ග㸪2007; ⏣ῲ㸪2010; ⣒㸪2012㸧ࠋࡇ 㸦ࡶࡋࡃࡣ⤊ࡋࡓ㸧୰㧗ᖺ⪅ࡀ⌧ᙺࡢᏊ⫱࡚ୡ ࡢᯟ⤌ࡳࡣࠊ㧗㱋⪅ⱝᖺୡ௦ࡢୡ௦㛫ὶࡢ⌮ ௦ࡢ⫱ඣࢆᨭࡍࡿάືᤊ࠼ࡓࠋࡑࡋ࡚ࠊ୰㧗 ㄽⓗ⫼ᬒࡋ࡚ࡶά⏝ࡉࢀ࡚࠸ࡿ(⣒㸪2012)ࠋ ᖺ⪅ࡀᨭࢆ㏻ࡌ࡚ᢪࡃࠕ⌧௦ࡢᏊ⫱࡚ᑐࡍࡿ ࡲࡓࠊ῝℩࣭ᒸᮏ(2010)ࡣࠊ୰ᖺᮇࡽ⪁ᖺᮇ 㐪ឤࠖࡢㅖ┦ࡘ࠸࡚ࡢㄪᰝࢆヨࡳࡓࠋලయⓗ ⮳ࡿୡ௦ᛶࡢኚᐜࣉࣟࢭࢫࡘ࠸᳨࡚ウࡋ࡚࠾ ࡣࠊᆅᇦ࡛Ꮚ⫱࡚ᨭཧຍࡋ࡚࠸ࡿ୰㧗ᖺ⪅ ࡾࠊࡑࡢࡶࠊୡ௦ᛶࡢ㧗ࡉᚰ⌮ⓗ 㠃᥋ࢆᐇࡋࠊࡑࡢㄒࡾࡢ㉁ⓗศᯒࢆ㏻ࡌ࡚Ꮚ well-being ࡢ㧗ࡉࡢ 㛵㐃㛵ࡍࡿ◊ ✲(de St. ⫱࡚ᨭάືࡢ୰࡛⏕ࡌࡓ㐪ឤࡢㅖ┦ࡘ࠸ Aubin & McAdams㸪1995; Cheng㸪2009; ⏣ῲ࣭ ࡚᥈⣴ⓗ࡞ࣉ࣮ࣟࢳࢆヨࡳࡓࠋ ݢஜ௷ ‒܇ڭҾ≝࠳ܯɶ᭗࠰܇؏ע↺↷↚ࣱڡᏋ↕ૅੲ↚᧙ↈ↺ᛦ௹ᄂᆮ≝ྵ܇↝נᏋ↕↚↺ↈݣᢌԧज़↚↓ⅳ↕‒ 㸰㸬᪉ἲ 63 ᐜࠊཧຍ㛤ጞࡢࡁࡗࡅࠊࡑࡢᙜࡢẼᣢࡕ⌧ᅾ ࡲ࡛άືࢆ⾜ࡗ࡚ឤࡌࡓࡇ࣭Ẽ࡙࠸ࡓࡇ㸧ࡢ 䠎䠊䠍 ༠ຊ⪅ ➹⪅ࡽࡀᡤᒓࡍࡿᏛദࡢᕷẸබ㛤ㅮᗙࡢ ཷㅮ⪅ᑐࡋ࡚ࠊ᭩㠃࡚ᮏ◊✲ࡢ༠ຊࢆࡧ ࡅࡓࠋ◊✲༠ຊࢆᢎㅙࡋࡓ 4 ྡ㸦ࡑࡢ࠺ࡕ 1 ྡ ࡣཷㅮ⪅ࡽࡢ⤂⪅㸧ࡣࠊᏊ⫱࡚⤒㦂ࡢ࠶ࡿ 3 ࡘࡢࢸ࣮࣐ࢆྲྀࡾୖࡆࡓࠋᖹᆒ㠃᥋㛫ࡣ⣙ 1 㛫 20 ศ࡛࠶ࡗࡓࠋ㠃᥋୰ࡣࠊᑐ㇟⪅ࡢ⮬⏤࡞ ㄒࡾࢆጉࡆ࡞࠸ࡼ࠺ࠊഴ⫈ࡢጼໃ࡛⮫ࢇࡔࠋࡑ ࡢࡓࡵࠊタၥࡢ㡰ᗎไ㝈ࡉࢀ࡞࠸⮬↛࡞ὶࢀ࡛ ㄒࡾࡀ㐍⾜ࡋࡓࠋࡋࡋࠊㄒࡾࡢయࢆ㏻ࡌ࡚ 48㹼75 ṓࡢዪᛶ࡛ࠊ⌧ᅾࡶᏊ⫱࡚ᨭάືཧ ࡚ࡢࢸ࣮࣐ゐࢀࡽࢀࡿࡼ࠺㓄៖ࡋࠊㄒࡽࢀ࡚ ຍࡋ࡚࠸ࡿ⪅ 3 ྡࠊ᭱㏆ࡲ࡛ཧຍࡋ࡚࠸ࡓ⪅ ࠸࡞࠸㒊ศ㛵ࡋ࡚ࡣ㏣ຍ࡛㉁ၥࢆࡋ࡚ࠊタၥ 㸦ᐃᖺࡢࡓࡵ㏥⫋㸧1 ྡ࡛࠶ࡗࡓࠋᨭෆᐜࡣࠊ ⮬㌟ࡢ᎑Ꮮࡢࢧ࣏࣮ࢺࠊࣇ࣑࣮ࣜࢧ࣏࣮ࢺ 㸦୍㡸ࡾάື࡛㏻⛠ࠕࣇ࣑ࢧ࣏ࠖ㸧ࡢ༠ຊ ဨࠊᏛ❺ಖ⫱㸦ᑠᏛ⏕ࡢᨺㄢᚋಖ⫱㸧ࡢᣦᑟဨ ከᵝ࡛࠶ࡗࡓ㸦Table 1㸧ࠋᮏ◊✲࡛ࡣᏊ⫱࡚ᨭ ࢆࡼࡾᗈ⩏ᤊ࠼ࠊࡑࡢෆᐜ㛵ࢃࡽࡎ᥈⣴ⓗ ከᵝ࡞ពぢࢆồࡵࡿࡇࢆ㊃᪨ࡋࡓࡓࡵࠊᑐ 㛵ࡋ࡚⥙⨶ⓗㄒࡽࢀࡿࡼ࠺㓄៖ࡋࡓࠋ㠃᥋ ࡢⓎヰࡣࠊᑐ㇟⪅ࡢチྍࢆᚓ࡚ IC ࣞࢥ࣮ࢲ࣮ 㘓㡢ࡋࡓࠋ Ⓨヰࢹ࣮ࢱࡢ㉁ⓗศᯒ 㠃᥋࠾ࡅࡿᑐ㇟⪅ ࡢⓎヰࢆ᭩ࡁ㉳ࡇࡋ㸦ࢺࣛࣥࢫࢡࣜࣉࢺࡋ㸧ࠊ ㉁ⓗศᯒ(Lewins & Silver㸪2007; బ⸨㸪2008) ࢆḟࡢᡭ㡰࡛㐍ࡵࡓࠋࡇࡢ᪉ἲࡣࠊ࡛ࡁࡿࡔࡅヲ ㇟⪅ࡢࣜࢡ࣮ࣝࢺࡢ㝿ᨭෆᐜࢆ㝈ᐃࡋ࡞ ࡋࡃグ㏙ࡍࡿࠕศཌ࠸グ㏙㸦thick description㸧ࠖ ࡗࡓࠋࡲࡓࠊᑐ㇟⪅ࡢୡ௦ࡶ୰ᖺᮇࡽ⪁ᖺᮇ (Geertz㸪1973; బ⸨㸪2008; 㕥ᮌ㸪2005)ࢆ┠ᣦ Ώࡗࡓࡀࠊ᥈⣴ⓗ࡞❧ሙࢆ㔜どࡋ࡚ᖺ㱋ᒙࢆ㝈ᐃ ࡏࡎ◊✲ࢆ㐍ࡵࡓࠋ ࡋ࡚ࠊ࣮ࣟࢹ࣮ࢱ࡞ࡿࢺࣛࣥࢫࢡࣜࣉࢺࠊࢺࣛ ࣥࢫࢡࣜࣉࢺࢆෆᐜⓗࡲࡲࡾ࡛ศ⠇ࡋ⬺ᩥ ⬦ࡋࡓᩥ᭩ࢭࢢ࣓ࣥࢺࠊࡑࢀࡉࢀࡓᑠぢ 䠎䠊䠎 ᡭ⥆ࡁ 㠃᥋ ᖹᡂ 24 ᖺ 11 ᭶ୗ᪪ࡽ 12 ᭶୰᪪ ฟࡋ࡛࠶ࡿࢥ࣮ࢻࠊ」ᩘࡢࢥ࣮ࢻࡽᢳฟ࣭ᢳ㇟ ࡉࢀࡓᴫᛕ࢝ࢸࢦࣜࡢ㛫ࢆ᪉ྥࡋ࡞ ࡅ࡚ࠊ༙ᵓ㐀㠃᥋(㕥ᮌ㸪 2005)ࢆᐇࡋࡓࠋ ࡀࡽࠊᴫᛕ࢝ࢸࢦࣜྠኈࡢ㛵ಀࢆ᫂ࡽࡋࡓᴫ 㠃᥋ࡢタၥࡋ࡚ࠊඛ⾜◊✲(⏣ῲ㸪2008; ຍ⸨㸪 ᛕࣔࢹࣝࡢᵓ⠏ࢆ┠ᣦࡍࡶࡢ࡛࠶ࡿࠋࡇࡢᡭἲࡣࠊ 2010)ࢆཧ⪃ࠊᏊ⫱࡚ほ㸦⌧௦ࡢᏊ⫱࡚ࠊ⮬ศ ࡢయ㦂ࡋࡓᏊ⫱࡚㸧ࠊᆅᇦᏊ⫱࡚ᨭࡢ㛵ᚰ࣭ ཧຍࠊཧຍࡋ࡚࠸ࡿᆅᇦᏊ⫱࡚ᨭάື㸦άືෆ KJ ἲ㸦ᕝ႐⏣㸪1967㸧ࠊࡍ࡞ࢃࡕࠊࢺࣛࣥࢫࢡ ࣜࣉࢺࢆෆᐜ࡛ࡲࡵ࡚༊ษࡾࠊࡑࡢࡲࡵࡽࢀ ࡓෆᐜࢆ᭦ࡲࡵ࡚ḟ➨ᢳ㇟ࡋ࡚࠸ࡃ㐣 64 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ⛬㢮ఝࡋ࡚࠸ࡿࠋࡋࡋࠊKJ ἲࡀ୍᪉ྥⓗ ᢳ㇟ࡢࣉࣟࢭࢫࢆ㐍ࡴࡢᑐࡋ࡚ࠊࡇࡢ᪉ἲࡣ ᮏ◊✲ࡣࠊ➹⪅ࡽࡢᡤᒓᏛ࠾ࡅࡿ◊✲⌮ ᢳ㇟ࡢ㝿ୗ࢝ࢸࢦࣜୖࡢ࢝ࢸࢦࣜࢆ ጤဨࡢᢎㄆࢆᚓ࡚ᐇࡉࢀࡓࠋᐇ㝿ࡋ࡚ࡣࠊ ᪉ྥࡍࡿ࠸࠺Ⅼ࡛␗࡞ࡿ㸦బ⸨㸪2008㸧ࠋ ◊✲ෆᐜࠊࣉࣛࣂࢩ࣮ࡢ㓄៖ࠊࢹ࣮ࢱࡢฎ ᮏ◊✲࡛ࡣࠊబ⸨㸦2008㸧ࡢ᪉ἲᚑ࠸ࠊ ࠕ⌧௦ ⌮࣭⟶⌮➼ࡘ࠸࡚ᑐ㇟⪅ㄝ᫂ࡋࠊᩥ᭩࡛ࡢྠ ࡢᏊ⫱࡚ᑐࡍࡿ㐪ឤࠖࡘ࠸࡚ศᯒࢆ㐍ࡵࡓࠋ ពࢆᚓࡓࠋ ࡲࡎࠊ㘓㡢ࡋࡓⓎヰࢆᩥᏐ㉳ࡇࡋ࡚ࠊෆᐜࡼ ࡿࡲࡲࡾࢆసࡾᑠぢฟࡋࢆࡅࡓ㸦ࢺࣛࣥࢫࢡ 㸱㸬⤖ᯝ ࣜࣉࢺࡽᩥ᭩ࢭࢢ࣓ࣥࢺࢆసᡂࡋࢥ࣮ࢻࡋ ࡓ㸧 ࠋࡑࡋ࡚ࠊᑠぢฟࡋࢆࡅࡓෆᐜ㸦ࢥ࣮ࢻ㸧 ࢆࡲࡵࡿసᴗࢆ⧞ࡾ㏉ࡋࠊࡼࡾᢳ㇟ࡉࢀࡓᴫ ᛕ࢝ࢸࢦࣜࢆ⏕ᡂࡋࡓࠋࡇࡢ㐣⛬࡛ࠊࢺࣛࣥࢫࢡ ࣜࣉࢺࡸᩥ᭩ࢭࢢ࣓ࣥࢺࡢෆᐜఱᗘࡶ❧ࡕᡠ ࡿⓗ࡞సᴗࢆ㔜どࡋࡓࠋࡑࡋ࡚ࠊ᭱⤊ⓗᚓ ࡽࢀࡓᴫᛕ࢝ࢸࢦࣜ㛫ࡢ㛵㐃ࢆᅗᘧࡋࡓࠋᴫᛕ ࢝ࢸࢦࣜࠊࢥ࣮ࢻࠊࢺࣛࣥࢫࢡࣜࣉࢺࡢᑐᛂࡘ ࠸࡚ࠊⓎ㐩ᚰ⌮Ꮫࢆᑓ㛛ࡍࡿ◊✲⪅ 2 ྡࡼࡿ ༠㆟ࢆ㔜ࡡࠊෆᐜࡢጇᙜᛶࢥ࣮ࢻ࠾ࡅࡿಙ 㢗ᛶࡘ࠸࡚☜ㄆࡋࡓࠋ ࠕ⌧௦ࡢᏊ⫱࡚ᑐࡍࡿ㐪ឤࠖ㛵ࡍࡿㄒࡾ ࡽᚓࡽࢀࡓࡢࡣࠊぶ㛵ࡍࡿ࠙ぶࡢせồࡢ㐣 ࠚ࠙ぶࡢ⮬ᚊᛶࡢᙅࠚ ࠊᏊࡶ㛵ࡍࡿ࠙Ꮚ ࡶࡢ㈨㉁ࡢኚࠚࠊぶᏊ㛵ࡍࡿ࠙ぶᏊࡢ㛵ಀ ᛶࡢᕼⷧࠚࠊࡑࡋ࡚ࠊぶᏊࡢᅾࡾ᪉ᙳ㡪ࢆ ࠼ࡿ࠙ᐙ᪘࣭♫ࡢከᵝࠚ࠙ୡ௦㛫ࡢ┦ᛶ࣭ ⥅ᢎᛶࡢᙅࠚ࠸࠺ 6 ࡘࡢᴫᛕ࢝ࢸࢦ࡛ࣜ࠶ࡗ ࡓࠋࡇࢀࡽࡢᴫᛕ࢝ࢸࢦࣜྛ࢝ࢸࢦࣜࢆᵓᡂࡍ ࡿࢥ࣮ࢻࠊࡑࡋ࡚ࠊᴫᛕ࢝ࢸࢦࣜ㛫ࡢ㛵㐃ࡘ࠸ ࡚ Figure 1 ♧ࡋࡓࠋ௨ୗࠊྛᴫᛕ࢝ࢸࢦࣜ ࡘ࠸࡚ࠊ㛵㐃ࡍࡿࢥ࣮ࢻ㸦ࠓ ࠔ࡛⾲♧㸧ᩥ᭩ 䠎䠊䠏 ⌮ⓗ㓄៖ ࢭࢢ࣓ࣥࢺ㸦#B-1 ࡢࡼ࠺Ⓨヰ⪅㏻ࡋ␒ྕࢆ グ㸧ࢆᣲࡆ࡞ࡀࡽグ㏙ࡋࡓࠋ ݢஜ௷ ‒܇ڭҾ≝࠳ܯɶ᭗࠰܇؏ע↺↷↚ࣱڡᏋ↕ૅੲ↚᧙ↈ↺ᛦ௹ᄂᆮ≝ྵ܇↝נᏋ↕↚↺ↈݣᢌԧज़↚↓ⅳ↕‒ 䠏䠊䠍 ぶ㛵ࡍࡿ㐪ឤ 65 ぶࡢ㐣࡞せồࡣᨭࡋ࡚ࡶࡽࡗ࡚ᙜ↛࠸ ࠺ព㆑㛵㐃ࡋࠊᨭ⪅ᑐࡍࡿࠓឤㅰࡢḞዴࠔ ぶ㛵ࡍࡿ㐪ឤࡘ࠸࡚ࡢㄒࡾࡋ࡚ࠊᙜ ࡋ࡚ᤊ࠼ࡽࢀ࡚࠸ࡓ㸦#B-3㸧ࠋ ࡞ࢡ࣮࣒ࣞࡸ㐣࡞せồ㛵ࡍࡿࡶࡢࡀ࠶ࡾࠊ ࠙ぶࡢせồࡢ㐣ࠚ࠸࠺ᴫᛕ࢝ࢸࢦࣜࡲ ࡵࡽࢀࡓࠋ௨๓ࡣぶࡢᙺࡉࢀࡓ⏕ά⩦័ࡢࡋ ࡘࡅ㸦#B-1㸧ࡸᏊࡶࡢࡅࢇࡢᑐᛂ㸦#B-2㸧 ࢆᩍᖌࡸᨭ⪅ᙜ↛ࡢࡼ࠺ồࡵࡿጼໃࡸࠊ⮬ ศࡢᏊࡶࡔࡅࢆษᢅ࠺㌟ᡭ࡞ᵝᏊ㸦#C-1㸧 ࡣࠊ ࠓ㐣࡞せồࠔࡋ࡚ᤊ࠼ࡽࢀ࡚࠸ࡓࠋࡲࡓࠊ ᨭ⪅ࡢᑐᛂ㛵ࡍࡿ⌮ᑾ࡞ࠓࢡ࣮࣒ࣞࢆࡘࡅ ࡿࠔᵝᏊ㸦#C-2㸧ࡶㄒࡽࢀࡓࠋ 㸡B-1 ඛ⏕ྥࡗ࡚ࠕ࠾๓㐩ࠊ࠾㔠ࡶࡽࡗ࡚ 㸡B-3 ࠾࠺ࡕ࡛ࡶᡭࡀࡿ࠾Ꮚࡉࢇࡀከ࠸ ࡽࠊᏛᰯ࡛ࡶᡭࡀࡿࡇࡣࠊ 㸦ぶࡣ㸧ศ ࡗ࡚࠸ࡿヂࡼࡡࠋ⚾ࡓࡕࡢୡ௦ࡔࠊ㸦ぶࡣ㸧 ࠕ࠸ࡘࡶࠊࡍࡳࡲࡏࢇࠖ࠸࠺ឤࡌ࡛⚾ࡓࡕ 㸦ᩍဨ㸧ࡢヰࡀᡂࡾ❧ࡘࢇࡔࡅࠊࡑ࠺ ࡛࡞ࡃ࡚ࠊ 㸦ᩍဨࡀᏊࡶࡢୡヰࢆ㸧ࡸࡗ࡚ᙜ ࡓࡾ๓࠸࠺ឤࡌ࡛ࡍࠋ…㸦୰␎㸧…ࡔࡽࠊ ឤㅰ࡞ࢇ࡚࠸࠺ࡢࡣ࡞࠸࡛ࡍࠋࡲ࠶ࠊᮇᚅࡋ ࡚ࡣ࠸ࡅ࡞࠸ࢇ࡛ࡋࡻ࠺ࡀࠋ ࡸࡗ࡚ࡿࢇࡔࢁࠖࡗ࡚ゝ࠺ே㸦ಖㆤ⪅㸧ࡀ࠸ ࡚ࡶᛮ㆟࡛ࡣ࡞࠸࡞ᛮ࠺ࠋࡑ࠺࡛ࡍࡡࠋ ࡑ࠺࠸࠺࠾ᐙ㝈ࡗ࡚ࠊᐙ࡛ࡢࡋࡘࡅࡣࡃ ࡋ࡚࡞ࡃࡗ࡚ࠋ㒊㸦Ꮫᰯ㸧௵ࡏ࡚ࠊᩥྃ ࢆゝ࠺ࡗ࡚࠸࠺Ẽ㓄ࡣឤࡌࡲࡍࠋ 㸡B-2 Ꮚࡶྠኈࡀࡅࢇࡋ࡚ᡃࡋࡓሙྜࠊ ࡣኚࡳࡓ࠸ࡡࠋ᫇ࡣࠊ…㸦୰␎㸧…ࡑࢀ ࡀࡁࡗࡅ࡛ࠊ௰Ⰻࡋ࡞ࡿࡗ࡚࠸࠺ࡶ࠸ ࡗࡥ࠸࠶ࡗࡓࢇ࡛ࡍࠋࡣࡁࡋࢇࡌࡷ࠺ࢇ࡛ ࡍࡼࡡࠋ┘╩ࡍࡿே㛫ࡀᝏ࠸ࡗ࡚ࡇ࡞ࡗ ࡚ࠊぶᚚࡉࢇྠኈࡶ࠶ࡲࡾ࠺ࡲࡃ࠸࡞࠸ ఱࢆᨭࡋ࡚ࡶࡽ࠺࠸࠺ᨭせㄳࡢ࠶ࡾ ᪉ࡢኚ㸦ࠓᨭࢽ࣮ࢬࡢኚࠔ㸧ࡶ㐪ឤ㏻ࡌ ࡚࠸ࡓࠋሿࡢ㏦ࡾ㏄࠼㸦#B-4㸧ࠊ⏕ά⩦័ࡢࡋࡘ ࡅ㸦#B-5㸧ࠊẕぶࡢᜥᢤࡁࡢࡓࡵࡢᏊࡶࡢ୍ 㡸ࡾ㸦#D-1ࠊ 2㸧ࡀᨭෆᐜࡋ࡚㐺ษ࡞ࡢ ࠸࠺ၥࡀ⏕ࡌࠊ㐪ឤᫎࡉࢀ࡚࠸ࡓࠋ Ꮚࡶࡢୡヰࡼࡾࡶ⮬ศࡢ㒔ྜࢆඃඛࡉࡏࡿࡇ ࢆៅࢇ࡛ࡁࡓ⮬ศࡢ⤒㦂ᑐ↷ⓗ࡞ᵝᏊࡀㄒ ࡽࢀ㸦#D-2㸧ࠊᨭ⪅ࡋ࡚ࡢᅾࡾ᪉ၥࡀ⏕ ࡌ࡚࠸ࡓࠋ ࡡࠋ 㸡C-1 ࡔࡅࠊ⚾ࡓࡕࡢࡶࡑ࠺ࡔࡗࡓࡶ▱ ࢀ࡞࠸ࡅࠊᡃࡀᏊࡔࡅ㸦ษࡍࡿ㸧࠸ ࠺Ẽᣢࡕࡀᙉ࠸ࡼ࠺ឤࡌࡿࠋ⮬ศࡢᏊࡶ ࡔࡅࡼࡅࢀࡤⰋ࠸࠸࠺ឤࡌࡀᙉ࠸ᛮ࠺ࠋ ࡑ࠺࠸࠺᪉ࡤࡾ࡛ࡣ࡞࠸ࡔࢁ࠺ࡅࠊ᫇ࡼ ࡾከ࠸Ẽࡀࡍࡿࠋ 㸡C-2 ࡶࡕࢁࢇࠊ 㸦⌮ᑾ࡞ࢡ࣮࣒ࣞࢆࡘࡅࡿ࠾ ẕࡉࢇᑐࡋ࡚ᣦᑟⓗ࡞ࡇࡶ㸧ゝࡗ࡚࠸ࡓ ࢇ࡛ࡍࡼࠋ…㸦୰␎㸧…ࠕఱ㸽ࡑࡢཱྀࡢࡁࡁ ᪉ࡣ㸟ࠖࡗ࡚ࡍࡄᙺᡤ㸦ࢡ࣮࣒ࣞࢆ㸧ゝ ࠺ࠋ…㸦୰␎㸧…㸦ぶࡢࢱࣉࡀ㸧ኚࢃࡗ࡚ ࡁࡓ࡞ࡗ࡚ᛮ࠸ࡲࡍࠋࡲࡉࡋࡃࠊࡑࢀ㸦ࣔࣥ ࢫࢱ࣮࣭࣌ࣞࣥࢺ㸧࡛ࡍࡼࡡࠋ 㸡B-4 㸦ሿࡢ㏦ࡾ㏄࠼ࡘ࠸࡚ࡣ㸧ࣇ࣑ࢧ࣏ ࡢ⤌⧊⮬యࡀ㠀ᖖᝎࢇ࡛࠸ࡿࡳࡓ࠸࡛ࡍࠋ …㸦୰␎㸧…ࡶࡶࣇ࣑ࢧ࣏ࡣࡑ࠺࠸࠺ ┠ⓗ࡛సࡗࡓࢃࡅࡌࡷ࡞࠸ࢇ࡛ࡍࠋࡔࡅࠊ ⌧ᐇࡢ⏕άࢆ⪃࠼ࡿࠊぶࡀࡵ࡚࠸ࡿࡽ Ꮚࡶࡀ⩦࠸࡛ࡁ࡞࠸ࡢࡣࢃ࠸ࡑ࠺࡛ࠊ ࡑࢀࡣᕪูࡘ࡞ࡀࡿࢇࡌࡷ࡞࠸࠸࠺ᛮ ࠸ࡀ࠶ࡗ࡚ࠊࡑࡢ㛫㏦ࡾ㏄࠼ࡋ࡚ࡃࢀࢀ ࡤຓࡿ࠸࠺ࢇ࡛ࠊࣇ࣑ࢧ࣏せᮃࡀᐤ ࡏࡽࢀࡿࡼ࠺࡞ࡗࡓࡳࡓ࠸࡛ࡍࠋ 㸡B-5 ᫇ࡣࠊಖ⫱ᅬࡣ⏕άⓗ࡞ࡇࢆࡋࡘࡅ࡚ ࡃࢀࡿࡽ࠸࠸ࡗ࡚࠸࠺ぶᚚࡉࢇࡶ࠸ࡓࡅࠊ ᭱㏆࡛ࡣࠊಖ⫱ᅬࡣ࠾ຮᙉᩍ࠼࡚ࡃࢀ࡞࠸ ࡽࢲ࣓ࡗ࡚࠸࠺ពぢࡶ࠶ࡿࡳࡓ࠸ࠋ 㸦࠾ຮᙉⓗ 66 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ࡞ࡇࢆ㸧ᩍ࠼࡚ࡋ࠸ࡗ࡚࠸࠺せồࡀࡼࡃ ㍈ࡢḞዴࠔ㸧ࢆᫎࡍࡿㄒࡾ㸦#D-5㸧ࡀ࠶ࡾࠊぶ ᮶ࡿࡗ࡚ಖ⫱ኈࡉࢇࡓࡕࡀゝࡗ࡚ࡲࡋࡓࡽ ࡋ࡚ࡢᣦ㔪ࡸぶࡋ࡚ࡢ⮬ᚊᛶࡢᙅࡉࢆ♧ࡍ ࡡࠋಖㆤ⪅ࡢせᮃࡀฟࢀࡤࠊࡑࢀᛂ࠼࡞ࡁ ࡶࡢ࡛࠶ࡗࡓࠋ ࡷ࡞ࡽ࡞࠸ࡗ࡚ࡇ࡞ࡿࡢࠋ࠾࠾ࡲ࡞ ഴྥࡔࡅࠊࡣఱ࡛ࡶࠊࡋࡘࡅࡶఱࡶᏛᰯ ௵ࡏࡗ࡚࠸࠺ࡢࡀ࠶ࡾࡲࡍࡡࠋ 㸡C-3 㢼ࡢぶᏊࡣࠊእࠊᏊࡶࡢゝ࠸࡞ࡾ ࡞ࡗ࡚࠸ࡿ࠾ẕࡉࢇࡀከ࠸࡞ࡗ࡚ᛮ࠺ࠋ 㸡D-1 ࠾ẕࡉࢇ㐩ࡀࢫࢺࣞࢫࡓࡲࡿࡢ࡛ࠊࡑࡢ …㸦୰␎㸧…⚾ࡓࡕ㸦ᣦᑟဨ㸧ࡀࢲ࣓ࡼࡗ࡚ ᜥᢤࡁ㡸ࡅ࡚⾜ࢀࡿ᪉ࠋࡑࡢ᪉㐩ࡣࠊఱ ࠸࠺ࠋࡍࡿࠊ࠾ẕࡉࢇࡀᖐࡗࡓࡓࢇࠊ ᅇࡶࣇ࣑ࢧ࣏ࢆࡗ࡚࠸ࡓࡔ࠸࡚ࠊࡑࡢ୰ ᡃࡀࡲࡲࢆゝ࠺ࠋࡍࡿ࠾ẕࡉࢇࡣࠊࠕࡣ࠸ࠊ ࡛㢦࡞ࡌࡳ࡞ࡗࡓ᪉ࠎࠋࡑࡢ୰࡛࠾㐩 ࡣ࠸ࠊศࡗࡓࠊศࡗࡓࠖࡗ࡚ࠋᏊࡶࢆ ࡞ࡗࡓ᪉ࡀࠊ…㸦୰␎㸧…୍⥴ࣛࣥࢳࠊ ࡇ࠺࠸࠺ࡇࢁ㡸ࡅ࡚࠸ࡿࡽࠊ࠾ẕࡉࢇ ࢣ࣮࣭࢟ࣂ࢟ࣥࢢࡢࠊࡲࡵ࡚㸦Ꮚ ࡣ㐲៖ࡋ࡚࠸ࡿࡢ࡞ࡗ࡚㸦ᛮ࠺㸧 ࠋᏊࡶࡀ ࡶࢆ㡸ࡅࡿ㸧 ࠋ ⋤ᵝࡳࡓ࠸࡞ࡗ࡚࠸ࡿ࡞ࡗ࡚ᛮ࠺࠾Ꮚࡉࢇ 㸡D-2 ࡕࡻࡗእฟ࡚࠸࡚ࡶࠊ ࠕᏊࡶࡀᖐࡗ ࡚ࡃࡿ㛫ࡲ࡛ࡣࠖࡗ࡚࠸࠺㸦ᖐᏯࡍࡿ㸧 ࡼ࠺ࡋ࡚ࡁࡓࡢ࡛ࠋࡢࣇ࣑ࢧ࣏ࡢ୰࡛ 㸦ẕぶࡢᜥᢤࡁࢆ㸧ࢧ࣏࣮ࢺࡋ࡚࠸ࡿࠊఱ ࡶ࠸ࡲࡋࡓࡀࠊဨࡀဨࡑ࠺ࡌࡷ࡞࠸࡛ࡍ ࡽࠋ 㸡D-5 㸦ࡢẕぶࡣࠊᏊ⫱࡚᪉㔪ࡢ㸧ࠕࡋࢇࠖ ࡀ࡞࠸ࡼ࠺࡞Ẽࡀࡋࡲࡍࡡࠋ ኚ࡞Ẽศ࡛ࡍࠋ 䠏䠊䠎 Ꮚࡶ㛵ࡍࡿ㐪ឤ ぶ㛵ࡍࡿ㐪ឤࡢࡶ࠺୍ࡘࡣࠊ࠙ぶࡢ⮬ᚊᛶ ࡢᙅࠚ࠸࠺ᴫᛕ࢝ࢸࢦࣜࡲࡵࡽࢀࡓࠋࡇ ࡢ࢝ࢸࢦࣜࡣࠊぶࡋ࡚ࡢᅾࡾ᪉ࡢᦂࡽࡂࡸࠊᏊ ⫱࡚ࡢᣦ㔪ࡢ⬤ᙅࡉ㛵ࡍࡿࡶࡢ࡛࠶ࡾࠊ࠼ࡤࠊ ⮬ศࡢឤࡸࢫࢺࣞࢫࡢࢥࣥࢺ࣮ࣟࣝࡀ࠺ࡲࡃ ࡛ࡁ࡞࠸ᵝᏊ㸦 ࠓឤㄪ⠇ࡀⱞᡭࠔ 㸧ࡀ㛵㐃ࡋ࡚࠸ ࡓ㸦#D-3ࠊ 4㸧 ࠋ Ꮚࡶ㛵ࡍࡿ㐪ឤࡣ࠙Ꮚࡶࡢ㈨㉁ࡢኚࠚ ࡋ࡚ࡲࡵࡽࢀࡓࠋࡇࡢᴫᛕ࢝ࢸࢦࣜࡣࠊ ࠓ 㸦ࢸ ࣞࣅ␒⤌ࡢ㸧ዲࡳࡢኚࠔ㸦#B-6㸧ࡸࠊ㞟ᅋάື ࡛ࡢ㞟୰ຊࡢஈࡋࡉ㸦 ࠓⴠࡕ╔ࡁࡢ࡞ࡉࠔ㸧 㸦#C-4ࠊ 5㸧㛵㐃ࡋࠊᏊࡶࡢ㈨㉁⏕ࡌࡓኚࡀ㐪 ឤ㛵㐃ࡋ࡚࠸ࡓࠋ 㸡B-6 ୍␒ឤࡌࡿࡢࡣࠊࢸࣞࣅࡢ✀㢮ࡀࠊぢࡿ 㸡D-3 ࡣࡑ࠺࡛ࡍࡡࠊࡢ࠾ẕᵝ⮬యࡀⱝ࠸ ࡢ࡛ࠊ⮬ศࢆࢥࣥࢺ࣮ࣟࣝࡍࡿࡇࡀࠊୗᡭ ࡞ࡗ࡚ࡁ࡚࠸ࡲࡍࡼࡡࠋ 㸡D-4 㐟ࡧ⾜ࡃࠊ࠶ࡿ࠸ࡣࠊ⮬ศࡢឤ ࡛ືࡃࠋࡔࡽࠊࣇ࣑ࢧ࣏࡛ࡶࠊ ࠕࢫࢺࣞࢫ ࡀࡓࡲࡗ࡚ࠊࡶ࠺㥏┠ࡼࠖࡗ࡚ゝࡗ࡚ࠊࢣ࣮ ࣭࢟ࣂ࢟ࣥࢢ⾜ࡗ࡚ࢽࢥࢽࢥࡋ࡚ᖐࡗ࡚ ࡃࡿࠋ ࡶࡢࡀ㐪࠺࡛ࡋࡻࠋ࠺ࡕࡢᏊࡢࡣࠊ࢘ࣝࢺ ࣐ࣛࣥࡢࡼ࠺࡞ࡶࡢࢆぢࡏ࡚࠾ࡅࡤࠊ࠺ ࡛ࡶ࡞ࡗࡓࢇࡔࡅࠋࡢᏊࡣࡕࡻࡗ㐪࠺ ࡼࡡࠋࡑ࠺ࡡࠊࣂ࢚ࣛࢸ㸦␒⤌㸧ࡀከ࠸ ࡞ࠋ 㸡C-4 ࡑࡢ㡭ࡣ㸦ᣦᑟဨࢆጞࡵࡓ㡭ࡣ㸧 ࠊࢡࣜࢫ ࣐ࢫ࠾ูࢀࡢࠊ࠾ヰ ࡸࡿࢇ࡛ࡍࡅࠊ…㸦୰␎㸧…3㹼4 ᖺ๓ ࡢ࠾Ꮚࡉࢇࡽࠊ࡛ࡁ࡞࠸ࢇ࡛ࡍࠋ㞟୰ࡋ࡞ ぶࡀᏊࡶࢆㅍࡋᚊࡍࡿࡢࡣᑐᴟࡢ≧ែ࡛ ࠶ࡿࠓᏊࡶࡢゝ࠸࡞ࡾࠔ࡞ࡗ࡚࠸ࡿᵝᏊ㸦#C-3㸧 ࡸࠊ☜ᅛࡓࡿ⫱ඣ᪉㔪ࡀ࡞࠸ᵝᏊ㸦ࠓぶࡋ࡚ࡢ ࠸ࢇ࡛ࡍࠋ ࠕ⦎⩦ࡍࡿࡽࡡࠖಁࡋ࡚ࡶࠊ 㸦ࡇ ࡕࡽࡢᣦ♧ࢆ㸧⪺ࡎ࣮࣡ࢵ࡞ࡿࠋ㦁࠸ ࡛ࠊ㦁࠸࡛ࠊ⦎⩦࡞ࡽ࡞࠸ࠋ᫇ࡢᏊࡣࡕࡷ ݢஜ௷ ‒܇ڭҾ≝࠳ܯɶ᭗࠰܇؏ע↺↷↚ࣱڡᏋ↕ૅੲ↚᧙ↈ↺ᛦ௹ᄂᆮ≝ྵ܇↝נᏋ↕↚↺ↈݣᢌԧज़↚↓ⅳ↕‒ ࢇࡋ࡚ࡓࡢࠋ 67 ࡉ㛵㐃ࡍࡿࡶࡢࡀ࠶ࡗࡓࠋࠓᏊࡶࡢ࣮࣌ࢫࡸ 㸡C-5 ᮏࡢㄞࡳ⪺ࡏࡣࠊ…㸦୰␎㸧…᭱ึࡣ ࣜࢬ࣒ࡀษࡉࢀ࡚࠸࡞࠸ࠔ㸦#B-8ࠊ #C-6㸧 ࡛ࡁ࡞ࡗࡓࢇ࡛ࡍ㸦㟼⫈࠸࡚࠸ࡽࢀ࡞ ᵝᏊࡸࠊࠓᏊࡶࡢ⏕ά✵㛫࣭ᑐே㛵ಀࡢ㐣ᗘ࡞ ࡗࡓ㸧 ࠋ…㸦୰␎㸧…㛗࠸ࡢࡣ⫈࠸࡚ࡽࢀ࡞ ᗈࡀࡾࠔ 㸦#A-3ࠊ 4㸧ࡀぢฟࡉࢀࡓࠋ ࠸ࡽᛮࡗ࡚ࠊ▷࠸⡆༢࡞ヰࡽ㸦ጞࡵࡓ㸧ࠋ …㸦୰␎㸧…࡛ࡶࠊࡋࡤࡽࡃࡍࡿࠊ㛗࠸ヰ 㸡B-8 ࠺ࡕ㸦Ꮚࡶࢆ㸧㏄࠼᮶ࡓ࠾ẕࡉࢇ ࡛ࡶࠊⓙ㟼⫈ࡅࡿࡼ࠺࡞ࡗࡓࠋ⤮ᮏࡢ ࡣࠕ᪩ࡃࠊ᪩ࡃࠖࡗ࡚ࠋ…㸦୰␎㸧…㸦࠾ẕ ࡣࡑ࠺ࡔࡗࡓࠋ࡛ࡶࠊⴠࡕ╔ࡁ࡞࠸࠸࠺ ࡉࢇࡣ㸧 ࠕᛴࡍࡽⰋࡃ࡞࠸ࢇ࡛ࡍࡼࡡࠖࡗ ࠊேࡢヰࢆ⪺ࡅ࡞࠸࡛ࡍࡡࠋ ࡚࠾ࡗࡋࡷࡿࡅࠊࡸࡣࡾ⮬ศࡢ⏕άࡶ࠶ࡿ ࡽࠋࡈேࡀᖐࡗ࡚ࡃࡿ㛫࡛ࠊ᪩ࡃᖐࡗ 䠏䠊䠏 ぶᏊ㛵ࡍࡿ㐪ឤ ࡚ࡈ㣤ࡢᨭᗘࡋ࡞ࡁࡷࡗ࡚ࠋ…㸦୰␎㸧…⚾ ࡢᐙ࠸ࡿ㛫ࡔࡅ࡛ࡶࠊࡑࢇ࡞ࢠࣕࢵࣉࡀ ぶᏊ㛵ࡍࡿ㐪ឤࡣ࠙ぶᏊࡢ㛵ಀᛶࡢᕼⷧࠚ ࡋ࡚ᴫᛕ࢝ࢸࢦࣜࡉࢀࡓࠋᏊࡶࡢ㛵ಀᛶ ᑐࡍࡿព㆑ࡢపࡉ㛵ࡍࡿࡶࡢ࡛ࠊලయⓗࡣࠊ ぶᏊࡢࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࡢ㉁ࡀ㈋ᙅ࡛࠶ࡿᵝ Ꮚ㸦ࠓぶᏊࡀྥ࠸ྜࡗ࡚࡞࠸ࠔᵝᏊ㸧 㸦#A-1ࠊ 2ࠊ #B-7㸧ࡀㄒࡽࢀࡓࠋ 㸡A-1 ᤵங୰ࡶࠊࡑ࠺࠸࠺ᵝᏊ㸦ᦠᖏ㟁ヰ࡛ ࡢ࣓࣮ࣝ⏝㸧ࡀぢࡽࢀࡓࡢ࡛ࠊࠕࡕࡻࡗࠊ ࡑࡇࡣࠖᛮࡗ࡚ࠊゝࢃ࡞ࡃ࡚ࡶ࠸࠸ࡇ࡛ ࡋࡻ࠺ࡀ㸦ὀពࡋࡓ㸧 ࠋ…㸦୰␎㸧…ࠕ㉥ࡕࡷ ࢇࡶ┿㣧ࢇ࡛࠸ࡿࡢࡔࡽࠊ࠾ẕࡉࢇࡀ Ẽࢆࡽࢀ࡚࠸ࡓࡽࠊ㣧ࡳࡀᝏࡃ࡞ࡿ ࡽࡡࠖࠋ 㸡A-2 ࡢ࠾ẕࡉࢇࡽࢻࣂࢫࢆࡶࡽ࠼࡚ ࡼ࠸㠃ࡶ࠶ࡿࡅࢀࡶࠊࡑࢀ㸦ᦠᖏ㟁ヰࡸࣃ ࢯࢥࣥ᧯స㸧㛫ࢆࡽࢀ࡚ࡋࡲࡗ࡚ࠊ㉥ ࡕࡷࢇࡢࡇࢆࡕࡷࢇぢ࡚࡞࠸㒊ศࡶᑡࡋ ࠶ࡿࡢ࡞࠸࠺Ẽࡶࡍࡿࠋ 㸡B-7 ࡌࡷ࠶ࠊᏊࡶ㠃ྥ࠸ྜࡗ࡚ࠊ୍ ᑐ୍࡛ヰࡋྜࡗࡓࡾࠊࢃ࠸ࡀࡗࡓࡾࡋ࡚࠸ ࡿࡢᛮࡗࡓࡽࠊࡑ࠺࡛ࡶ࡞࠸ࡢࡡࠋ ࠶ࡿࡃࡽ࠸ࡔࡽࠊ᪥ᖖ⏕άࡢ୰࡛ࡶࠊᏊ ࡶࡢ࣮࣌ࢫ࡛㐍ࡵࡽࢀ࡞࠸ᐙ᪘ࡀከ࠸ࢇࡔࢁ ࠺࡞ࡗ࡚ᛮ࠸ࡲࡍࡡࠋ #C-6 ࠕ㟁㌴ࡀ㐜ࢀ࡚ࡍࡳࡲࡏࢇࠖࡗ࡚᮶ࡿ᪉ࡶ ࠸ࡿࡅࠊࡇࢀࡽࠊ㈙࠸≀ࡋ࡚ࠊࡇࡢᏊࡣ ఱࡈ㣤ࡀ㣗ࡽࢀࡿࢇࡔࢁ࠺ࡗ࡚ᛮ࠺ࠋ ࡑࡾࡷ࠶ࠊ9 ࡣᐷࡏࡽࢀ࡞࠸࡛ࡍࡼࡡࠋ ࡔࡽࠊᏊ⫱࡚ᨭࡢࡇࡗࡕࡣ㸵ࡲ࡛࠾㡸 ࡾࡋࡲࡍࡼࡗ࡚࠸࠺ࡢࡣ࠸࠸ࢇ࡛ࡍࡅࠊ ࠾ẕࡉࢇࡣᐙᖐࡗ࡚ࡽࣂࢱࣂࢱࡈ㣤సࡽ ࡞ࡁࡷ࠸ࡅ࡞࠸ࡋࠊᏊࡶࡢ᫂᪥ࡢ⏝ពࡶࡋ ࡞ࡁࡷ࠸ࡅ࡞࠸ࡋࠊ…㸦୰␎㸧…࠸ࡸࠊ࠺ ࡺ࠺㢼⏕άࡋ࡚࠸ࡿࢇࡔ㸽 #A-3 㸦᎑Ꮮࡣ㸧ࡶ࠺ࠊࡋࡻࡗࡕࡹ࠺ฟࡅ࡚ ࠸ࡲࡍࡼࠋ⚾ࡓࡕࡢ㡭ࡼࡾࡶࠊ 㸦Ꮮࡣ㸧Ⰽࢇ࡞ ே᥋ゐࡋ࡚࠸ࡿࠋ…㸦୰␎㸧…࠺ࡕࡢᏊ࡞ ࢇࠊẕぶ㸦⮬ศ㸧㏆ᡤࡢ᪉ᩘே࠸࠺⛬ ᗘ࡛ࡋࡓࡅࢀࡶࠊࡶ࠺ࠊ 㸦Ꮮࡣ㸧ᮏᙜⰍࢇ ࡞ேᢪࡗࡇࡉࢀ࡚ࠋ…㸦୰␎㸧…ᗈࡃὸࡃ ࡶࡋࢀ࡞࠸ࢇ࡛ࡍࡅࠊ 㸦᎑ࡣ㸧▱ࡾྜ࠸ࡀ ከ࠸ࢇ࡛ࡍࠋ 㸦Ꮮࡶ㸧Ⰽࢇ࡞ࡇࢁ㐃ࢀ࡚⾜ ࢀࡿࠋ ぶᏊࡶࡀ࠸ࡢ࣮࣌ࢫࡸࣜࢬ࣒ࢆㄪᩚ࣭ㄪ ࡉࡏࡿᵝ┦ࡶࠊぶᏊࡢ㛵ಀᛶࡢᅾࡾ᪉㛵ಀࡍ ࡿࠋ㐪ឤ㛵ࡍࡿㄒࡾࡢ୰ࡣࠊᏊࡶࡢ࣮࣌ ࢫ࣭⏕άࣜࢬ࣒ᑐࡍࡿ㓄៖ࡢஈࡋࡉࡸࠊ⏕ά✵ 㛫ࡢ㐣ᗘ࡞ᣑࡼࡿ㈇ᢸᑐࡍࡿ㓄៖ࡢஈࡋ #A-4 ࡑࡢ㎶ࡀࠊࡶ࠺ࠊ↛㐪࠸ࡲࡍࡡࠋᮏᙜ ࡶ࠺ࠊ᥋ࡍࡿேࡀ㸦Ꮮࡀ᥋ࡍࡿேࡀከ࠸㸧 ࠋࡑ ࠺࠸࠺ࡇ㸦ࢧ࣮ࢡࣝ➼㸧ཧຍࡍࡿࠊ ཧຍࡍࢀࡤࡢヰ࡛ࡍࡀࠊᮏᙜࡓࡃࡉࢇࡢே 㸦᥋ゐࡋ࡚࠸ࡿ㸧 ࠋ 68 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ᚰࡶྵࡵࡓ┦㛵ಀࡢព㆑ࡢపࡉࡶ㐪ឤ ࡓษ࡞ࡉࡀ㸧࠶ࡗࡓࡅࠊᏊࡶ⮬యࡣࠊࡑ ㏻ࡌ࡚࠾ࡾࠊ ࠓぶᏊࡢ㛵ಀᛶࡢព㆑ࡢஈࡋࡉࠔ ࢀឤࡌ࡚࡞࠸ࡢ࡞ࡗ࡚࠸࠺ឤࡌࡶࡋࡲ 㸦#D-6㸧ࡸࠓᏊࡶࡢẼᣢࡕἢࡗ࡚࠸࡞࠸ࠔᵝ ࡋࡓࠋ Ꮚ㸦#C-7ࠊ 8㸧ࡋ࡚ㄒࡽࢀ࡚࠸ࡓࠋ #C-10 ࠶ࡿ㸦㞳፧㸧ᐙᗞࡣࠊ㐠ື࣭ධᏛᘧ࣭ ༞ᴗᘧࡢ࡞ࢇࠊ 㸦ูࢀࡓ㸧࠾∗ࡉࢇ୍⥴ #D-6 ࡑ࠺ࡺ࠺ࡇ㸦ぶᏊࡢ㛵ಀᛶࡢ࠶ࡾ᪉㸧 ᮶࡚࠸ࡿࢇ࡛ࡍࠋࡣࠊධᏛᘧ࣭༞ᴗᘧ ࢆᛮ࠸࡞ࡀࡽࠊᏊ⫱࡚ࡋ࡚࠸ࡿ࠾ẕࡉࢇࡗ࡚ ࡣࠊᚲࡎᚚኵ፬࡛ฟᖍࡍࡿࠋ⚾ࡀᑠࡉ࠸ࡁ ᑡ࡞࠸ᛮ࠺ࢇ࡛ࡍࡼࠋ㏫ࠊᑡ࡞࠸࠸࠺ ࡣࠊ∗ぶࡣࡑ࠺࠸࠺ࡢࡣཧຍࡋ࡞ࡗࡓࠋ ࡼࡾࡣࠊព㆑ࡋ࡚࡞࠸ࢇࡔᛮ࠺ࠋ ࡛ࡶࠊࡣኵ፬༢࡛ฟᖍࡍࡿࡢ࡛ࠊูࢀࡓ #C-7 ࠾ẕࡉࢇࡣࠊ࡛࠺ࡋࡼ࠺ࡶ࡞ࡃ࡚㸵 㸦Ꮫ❺ಖ⫱ࡢ⤊้㸧ࢆ㐣ࡂࡿᛮ࠺ࢇ ᚚே୍⥴᮶࡚࠸ࡿ᪉ࡶ࠸ࡓࠋ୍యࠊ ࠺࡞ࡗ࡚࠸ࡿࡢ࡞ࡗ࡚ࠋ ࡛ࡍࡅࠊᏊࡶࡣࠊ ࠕ࠾ẕࡉࢇࡀ 7 ࡲ࡛ #B-9 ᫇ࡣࠊᏊࡶࡗ࡚࠸࠺ࡢࡣࠊ♫య࡛⫱ ᮶࡞࠸ࠖࡗ࡚ゝࡗ࡚ࠊᮏᙜࢃ࠸ࡑ࠺࡛ࡍࠋ ࡚࡚࠸ࡃࡗ࡚࠸࠺ࡢࡀᙜࡓࡾ๓࡛ࡋࡓࡅࠊ ࡑࢀࡶࡡࠊࡦ࠸࠾ẕࡉࢇࡣࠊ…㸦୰␎㸧… ࡑ࠺ࡺ࠺ࡢࡀࠊ⌋ࡋࡃ࡞ࡗ࡚ࠊཝࡋࡃ࡞ࡗ࡚ ᚲࡎࠊ7 10 ศࡃࡽ࠸࡞ࡗ࡚ࠊ ࠕࡍࡳࡲࡏ ࠸ࡿࠋ…㸦୰␎㸧…ࡑ࠺࠸࠺ⱞ㸦Ꮫᰯࡸಖ ࢇࠖࡗ࡚ゝࡗ࡚᮶ࡿࢇ࡛ࡍࡅࠋ 㸦ඛࡽ㸧 ⫱ᅬࡢᏊࡶࡢኌࡀ࠺ࡿࡉ࠸࠸࠺㏆㞄ఫẸ ࡲࡗࡍࡄ᮶ࡿࢇࡌࡷ࡞ࡃࠊᖐࡗ࡚ࠊࡈ㣤ࡢ ࡽࡢⱞ㸧ࡣฟ࡚࠸ࡿࡳࡓ࠸࡛ࡍࡼࠋ ᨭᗘ࡞ࢇࡋ࡚ࡽ᮶ࡿࢇ࡛ࡋࡻ࠺ࡅࠊࡑ #B-10 ࡑ࠺࡛ࡍࡡ㸦⾤୰ࡸ㟁㌴ࡢ୰࡛ࡄࡎࡗ࡚ ࢀࡣ᪉࡞࠸ࢇ࡛ࡋࡻ࠺ࡅࠋ ࠕᏊࡶࡢẼᣢ ࠸ࡿᏊࡶᑐࡍࡿ࿘ᅖࡢ┠ࡀ෭ࡓ࠸㸧 ࠋ࠾ẕ ࡕ࡞ࡗ࡚ࡼࠖࡗ࡚⚾ࡣᛮ࠺ࢇ࡛ࡍࡼࡡࠋẖ ࡉࢇࡀཝࡋࡃྏ㈐ࡍࡿࡼ࠺࡞ࡗࡕࡷ࠺ࡽ ᪥ẖ᪥ࡔࠋ ࡡࠋࢃ࠸ࡑ࠺ࡡࠋ…㸦୰␎㸧…ேࡢୡ௦ #C-8 ࡛ࡶࠊ 㸦ẕぶࡢ㏄࠼ࡀ㐜ࡃ࡞ࡗ࡚ࡶ㸧Ꮚ ࡶࡶ័ࢀࡕࡷ࠺ࡢ࡞ࡗ࡚ᛮࡗ࡚ࠋẼᣢࡕࡢ ࡀኚࢃࡗ࡚ࡃࢀࡤࠊᏊࡶᙳ㡪ࡀฟࡲࡍ ࡽࡡࠋ ୰࡛ࡣࠊ⤯ᑐ㸦᪩ࡃ㏄࠼᮶࡚ࡋ࠸㸧 ᛮࡗ࡚࠸ࡿᛮ࠺ࢇ࡛ࡍࡡࠋཱྀࡣฟࡉ࡞ࡃ ぶᏊࢆྲྀࡾᕳࡃ⎔ቃ㛵ࡍࡿ㐪ឤࡋ࡚ࠊ ࡚ࡶࠋ ࠙ୡ௦㛫ࡢ┦ᛶ࣭⥅ᢎᛶࡢᙅࠚ࠸࠺ᴫᛕ࢝ ࢸࢦࣜࡶぢฟࡏࡓࠋ᰾ᐙ᪘క࠺Ꮚ⫱࡚ࡢᏙ❧ 䠏䠊䠐 ぶᏊࢆྲྀࡾᕳࡃ⎔ቃ㛵ࡍࡿ㐪ឤ ࠊᏊ⫱࡚࠾ࡅࡿሗ㏻ಙᢏ⾡㸦ࣥࢱ࣮ࢿࢵ ࢺࠊ㟁Ꮚ࣓࣮ࣝࠊᦠᖏ㟁ヰ➼㸧ࡢά⏝ࠊୡ௦㛫࡛ ぶᏊࢆྲྀࡾᕳࡃ⎔ቃࡋ࡚ࠊᐙ᪘ᙧែࡢከᵝ ࡸᏊࡶᑐࡍࡿ♫ࡢ㢼₻ࡀ㛵㐃ࡍࡿࡀࠊ㐪 ឤ㛵ࡍࡿᴫᛕ࢝ࢸࢦࣜࡋ࡚࠙ᐙ᪘࣭♫ࡢከ ᵝࠚࡀぢฟࡉࢀࡓࠋቑຍഴྥ࠶ࡿ୧ぶࡢ 㞳፧㛵㐃ࡋ࡚ࠊࠓ㞳፧ࡋࡓᐙ᪘ࡢᅾࡾ᪉ࠔࡀ ࡘ࡚ࡣ␗࡞ࡿᵝᏊ㸦#C-9ࠊ 10㸧ࡸࠊ♫ࡀᏊ ࡶᑐࡍࡿᐶᐜࡉࢆኻ࠸ࡘࡘ࠶ࡿᵝᏊ㸦ࠓᏊ ࡶᑐࡍࡿ♫ࡢཝࡋ࠸┠ࠔ㸧 㸦㸡B-9ࠊ 10㸧㛵 ⥅ᢎࡍࡁ⫱ඣ᪉ἲࡸ▱ᜨࡢ⾶㏥㛵ࡍࡿᴫᛕ ࡛࠶ࡗࡓࠋ᰾ᐙ᪘ࡀ㐍ࡴࡇ࡛ᐙ᪘ࡼࡿࢧ࣏ ࣮ࢺࡀᚓࡃࡃ࡞ࡗࡓᵝᏊࡸᆅᇦ♫ࡢ⤖ࡧࡘ ࡁࡀ⬤ᙅ࡞ࡗࡓᵝᏊ㸦ࠓ᰾ᐙ᪘/Ꮩ❧ࡋࡓ⫱ ඣࠔ㸧ࡀㄒࡽࢀࡓ㸦#B-11ࠊ 12ࠊ #A-5ࠊ 6㸧㸧ࠋ ࡑࡇࡣࠊ⫱ඣࢆ⤒㦂ࡋࡓඛ㍮࡛࠶ࡿ♽∗ẕୡ௦ ࡢὶࡢᶵࡀஈࡋࡃ࡞ࡗ࡚࠸ࡿᵝᏊࡶ࠺ ࡀ࠼ࡓࠋ ࡍࡿࡶࡢࡔࡗࡓࠋ #C-9 㸦ูࢀࡓ∗ぶࡋࡓᏊࡶࡢヰࢆ⪺࠸ #B-11 ⮬ศࡶᏊ⫱࡚ࢆࡋ࡞ࡀࡽࢆ⥆ࡅ࡚ࡁ ݢஜ௷ ‒܇ڭҾ≝࠳ܯɶ᭗࠰܇؏ע↺↷↚ࣱڡᏋ↕ૅੲ↚᧙ↈ↺ᛦ௹ᄂᆮ≝ྵ܇↝נᏋ↕↚↺ↈݣᢌԧज़↚↓ⅳ↕‒ 69 ࡓࠋ࠾ጡࡉࢇࡸ࠾⯄ࡉࢇぢ࡚ࡶࡽ࠼ࡓࡽ ࡇࡢࡼ࠺ୡ௦㛫ࡢ㛵ಀᛶࡀኚࡋࠊὶࡀኻ ࡛ࡍࠋࡋࡋࠊࡑ࠺࠸࠺ேࡣᑡ࡞࠸࡛ࡍࡼࡡࠋ ࢃࢀࡿࡇ࡛⏕ࡌࡿࡢࡣࠊࠓ⫱ඣ᪉㔪ࡢ⏬୍ࠔ ࡔࡽࠊࡍࡈࡃኚࡔ࡞࠸࠺ᛮ࠸ࡀ࠶ࡿࠋ ࡛࠶ࡗࡓࠋ࣐ࢽࣗࣝࡉࢀࡓࡼ࠺࡞ᶓ୪ࡧࡢᏊ #B-12 㸦㏆ᡤࡣ㸧Ⰽࢇ࡞ᖺ㱋ᒙࡀ࠸࡚ࠊᑠࡉ ⫱࡚ࢫࢱࣝࡀᗈࡲࡗ࡚࠸ࡿࡇࡢ㐪ឤࡀ ࠸Ꮚࡶ࠾ẕࡉࢇࡀ࠸ࡿࠊᏊ⫱࡚㡹ᙇࡗ ㄒࡽࢀࡓ㸦#B-12ࠊ 13㸧 ࠋ ࡚࠸ࡿ࡞ᛮࡗ࡚࠸ࡓࠋ᫇ࢱࣉࡢࡈேࡔ ࠶ࡲࡾᡭఏࢃ࡞࠸ࠋ ࠕ⚾ࡢᡭࡢ✵࠸࡚࠸ࡿ #B-12 ୡࡢ୰యࡀኚࢃࡗ࡚ࡁ࡚ࠊሿࡸ࠾ࡅ࠸ ࡣࠊ࠾ᡭఏ࠸ࡍࡿࢃࡼࠖゝࡗ࡚ࡶࠊ↛㸦 ࡇࡀᙜࡓࡾ๓࡞ࡗ࡚ࡁ࡚࠸ࡿࢇࡔ࡞ࡗ࡚ ຓࢆồࡵ㸧᮶࡚ࡃࢀ࡞࠸ࠋ᫇ࡣ㢗ࡗࡓࡾຓ ࠸࠺ࠋࡑ࠺࠸࠺ព࡛ࡢ㐪ឤࡣ࠶ࡾࡲࡍࡡࠋ ࡅࡓࡾࡗ࡚࠸࠺ࡢࡀ࠶ࡗࡓࡅࠊࡑࢀࡣࠊ ྛᐙᗞࡀᣢࡗ࡚࠸ࡿಶᛶࡢࡼ࠺࡞ࡶࡢࠊࡑࡢ ࡢேࡣࠊ࠼ࡗ࡚Ẽᣢࡕࡀ㔜ࡃ࡞ࡿࡢ࡞ ᐙᗞࡢᩥࡸఏ࠼ࡿࡶࡢࡀⷧࡽ࠸࡛ࡁ࡚ࠊ⏬ ᛮࡗࡓࢇ࡛ࡍࠋ ୍ࡉࢀ࡚ࡋࡲ࠺࡞ࡗ࡚࠸࠺ᛮ࠸ࡀ⚾ࡣ࠶ #A-5 㸦ᜥᏊኵ፬ࡣ㏆ᡤࡁྜ࠸ࡀ㸧↛㸦࡞ ࠸㸧 ࠋ #A-6 ᭱ึࠊ 㸦᎑ࡣ㸧ࡇࡕࡽㄡࡶ࠾㐩ࡀ࠸࡞ ࡗࡓࡢ࡛ࡡࠋึࡵࡢ࠺ࡕࡣࠋ ࡿࠋ #B-12 㸦ሿ⾜࡞࠸㸧⮬ศࡔࡅ㐪࠺࠸࠺ ឤࡌ࡞ࡗࡕࡷ࠺ࡋࠋ㐟ࡪ┦ᡭࡶ࠸࡞࠸ࡋ…ࠋ ࡑ࠺࠸࠺ព࡛ࡣࠊࡶࡢࡍࡈ࠸㐪ឤࡀ࠶ࡾ ࡲࡍࠋⓙࠊྑ࡞ࡽ࠼ᘧ࡞ࡗ࡚ࡋࡲࡗ࡚ࠊ ࡘ࡚ࡣୡࡢ୰Ꮡᅾࡋ࡞ࡗࡓሗ㏻ಙᶵ ᑡࡋ␗㉁࡞ࡶࡢࡀධࡿ㝖ࡋࡼ࠺ࡍࡿࠋ ჾ㸦ᦠᖏ㟁ヰࠊࣃࢯࢥࣥ➼㸧ࡀᏊ⫱࡚ࡢ㐨ලࡢࡦ ࡑࢀࡀࠊ࠸ࡌࡵࡘ࡞ࡀࡿࠋࡶࡶࠊ ࡘࡋ࡚ά⏝ࡉࢀࡿᵝᏊࡶࠊࡁ࡞㐪ឤࡋ ྛᐙᗞ࡛㸦ࡑࢀࡒࢀࡢ᪉㔪࡛Ꮚ⫱࡚ࢆ㸧ࡸࡗ ࡚ឤࡌࡽࢀ࡚࠸ࡓࠋࡇࡢࡼ࠺࡞ࠓሗᢏ⾡ࡢά⏝ࠔ ࡚࠸ࡓ࠶࠸ࡔࡣࠊࡇࡶ㐪ࡗ࡚࠸࡚ᙜࡓࡾ๓ 㸦#A-7㸧ࡣࠊ⫱ඣ㛵ࡍࡿሗࡸᚲせ࡞▱㆑ ࡔࡗࡓࡽࠋ ࡢ㞟ࢆ┠ⓗࡋ࡚⾜ࢃࢀ࡚࠾ࡾࠊ♽∗ẕୡ௦ࡀ ᢸࡗ࡚ࡁࡓ⫱ඣ㛵ࡍࡿຓゝࡢᅾࡾ᪉ࡸࠊୡ௦㛫 Ꮚ⫱࡚ࡢඛ㍮࡛࠶ࡿ♽∗ẕୡ௦ࡽ⌧ᙺࡢᏊ ࡢ㛵ಀᛶࡢᅾࡾ᪉ࡶ㐪ឤࢆ⏕ࡌࡉࡏ࡚࠸ࡓ ⫱࡚ୡ௦ఏ࠼ࡓ࠸ࡶࡢࡣ࠶ࡿࡀࠊࡑࡢ⥅ᢎࢆࡓ 㸦#A-8㸧ࠋ ࡵࡽ࠺ᵝᏊ㸦#C-11㸧ࡸࠊ࠺ࡲࡃ⥅ᢎࡉࢀ࡚࡞࠸ ࡇࡢㅉࡵࡸ↓ᛕࡉ㸦#A-9ࠊ #B-13ࠊ #D-7㸧 #A-7 ⮬ศ㐩ࡢᏊ⫱࡚ࡢࡣࠊIT㸦ሗᢏ⾡㸧ࡀ ධࡾ㎸ࢇ࡛࠸࡞ࡗࡓࠋࡑࡢⅬࡀ୍␒㦫ࡃⅬ ࡘ࠸࡚ࡶㄒࡽࢀࡓ㸦ࠓ♽∗ẕୡ௦ࡽࡢ⥅ᢎࡢ ⾶㏥ࠔ㸧 ࠋ ࡛ࡍࠋ⮬ศ㐩ࡢ௦ࡣࠊࡈ㏆ᡤࡢ᪉Ꮚ⫱࡚ ࡘ࠸࡚ヰࢆࡋ࡚࠸ࡓࠋࡣࠊྠୡ௦ࡢ࠾ #C-11 ࡛ࡶࠊࡑ࠺㸦Ꮚࡶ᥋ࡍࡿࡣࠊࡇ 㐩ྠኈ࡛ᦠᖏ㸦㟁ヰ㸧࡛㐃⤡ࡋྜࡗ࡚࠸ࡿࠋ ࡕࡽࡢே㛫ほࡀ㍈࡞ࡿ㸧ᛮࡗ࡚࠸ࡿࢇ࡛ ࠕࡕࡻࡗ㰯Ỉࡀฟࡓࡅኵࡋࡽࠖ ࡍࡀࠋ࡛ࡶࠊࡇࡢ㱋࡞ࡗ࡚ࠊࡑࢀࡣࠊࡶ࠺ ࣓࣮ࣝࡍࡿ୍ᩧఏࢃࡗ࡚ࠊⰍࢇ࡞࠾㐩 ௦㐜ࢀ࡞ࡢ࡞ࡗ࡚ᛮࡗࡓࡾࠋⱝ࠸࠾ẕࡉ ࡽ㏉ࡀ㏉ࡗ࡚ࡃࡿࠋ ࢇࡢ୰ࡣࠊ⚾ࡢே⏕ほࡘ࠸࡚ࠊ௦㐜ࢀ #A-8 ࠶ࢀࡔࡅ㸦IT ࡽᚓࡽࢀࡿ㸧ሗࡀ࠶ࢀ ࡤࠊ⚾ࡓࡕࡢᖺ௦ࡢ࠶ࢀ㸦ࢻࣂࢫ㸧ࡣᚲ せ࡞࠸ࡗ࡚࠸࠺ࠊࡋࡓࡇࢁ࡛ᙺࡶ❧ࡓ ࡞࠸࡞ࡗ࡚Ẽࡶࡋ࡚ࡁࡓࢇ࡛ࡍࡼࠊ᭱㏆ࠋ ࡔᛮࡗ࡚࠸ࡿ᪉ࡶ࠸ࡿࡢ࡞ࡗ࡚ࠋࡑ࠺ᛮ ࠺ࡇࡣ࠶ࡾࡲࡋࡓࠋ #A-9 ⚾ࡶྠୡ௦ࡢ࠾㐩ࠎヰࡋࡲࡍࠋࡢ ࠾᎑ࡉࢇࡣࠊఱࡶᏊ⫱࡚࡛┦ㄯࡋ࡚ࡇ࡞࠸ࡗ 70 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ࡚ࠊ┒ࡾୖࡀࡿࢇ࡛ࡍࠋ #B-13 ୰ࡣࠊ⮬ศࡢᛮ࠸㏻ࡾᏊ⫱࡚ࢆࡋࡓ de St. Aubin㸦1992㸧ࡢ⌮ㄽⓗᯟ⤌ࡳᇶ࡙࠸࡚ ⪃ᐹࢆヨࡳࡓࠋ ࠸ࡽࠊ 㸦࠾ࡌ࠸ࡕࡷࢇ࣭࠾ࡤ࠶ࡕࡷࢇࡢ㏆ࡃ ఫࡲࡎ㸧ࡸࡗ࡚࠸ࡿேࡶ⤖ᵓ࠸ࡿࡳࡓ࠸ࠋ 䠐䠊䠍 㐪ឤࡢ᰿ᗏ࠶ࡿព㆑ ࠶ࡲࡾ㏆ࡃఫࡲ࡞࠸ࡼ࠺ࡋ࡚ࠋ…㸦୰␎㸧 …ࡑࡢ᪉ࡀẼศⓗࡣᴦ࡛ࡋࡻ࠺ࡅࠋ⚾ࡳ ࡓ࠸ᬑẁࡽ㏆ࡃఫࢇ࡛࠸ࢀࡤࠊ᪥ࡈࢁ ࡢ㸦Ꮚࡶࡢ㸧㛵ࢃࡾ᪉ࢆぢ࡚࠸ࡿࡢ࡛ࠊ ࡑࢇ࡞ࡦࡃ㐪ࡗࡓ㛵ࢃࡾ᪉ࢆࡍࡿࡇࡶ ࡞࠸ࢇ࡛ࡍࠋ #D-7 ṧᛕࡔ࡞ࡗ࡚࠸࠺ࡢࡣࠊ…㸦୰␎㸧…࠾ẕ ࡉࢇࡢ⮬ศࡢぶࠊᏞࡽぢࢀࡤ࠾ࡤ࠶ࡕࡷࢇ ࡞ࡿࢇࡔࡅࠊࡑࡇࡽࡢࢧ࣏࣮ࢺࡗ࡚ࡺ ࠺ࡢࡣࠊᏊࡶࢆ㡸ࡿࡔࡅࡢࢧ࣏࣮ࢺ࡞ ࡗ࡚࠸ࡿࠋ…㸦୰␎㸧…࡛ࡶࠊፉఏ࠼࡞ࡁ ࡷ࠸ࡅ࡞࠸ࡇࡗ࡚ࠊពእఏࢃࡗ࡚࡞࠸ࢇ ᮏ◊✲࡛ぢฟࡉࢀࡓ㐪ឤࡢ᰿ᗏࡣࠊᨭ⪅ ࡛࠶ࡿ୰㧗ᖺ⪅ࡀ⏕ࡁ࡚ࡁࡓ௦⫼ᬒ⌧௦ ࡢ┦㐪ࡽ⏕ࡌࡓࠊ௦ࡢኚక࠺ୡ௦㛫ࡢព ㆑ࡢኚࡀぢཷࡅࡽࢀࡓࠋලయⓗࡣࠊᏊࡶࡢ ࡅࢇࡢᑐᛂࠊሿࡢ㏦㏄ࠊᇶᮏⓗ࡞⏕ά⩦័ ࡢࡋࡘࡅ➼ࠊᚑ᮶ࡢぶᙺࢆᨭ⪅ồࡵࡿጼໃ ࡸࠊࡘ࡚ࡣᢚไࡉࢀ࡚࠸ࡓぶ⮬㌟ࡢẼศ㌿ࡢ ࡓࡵࡢᨭࡢ⏝ࡀ㛵ࡋࠊࡇࢀࡽࡣ࠙ぶࡢせồ ࡢ㐣ࠚ࠸࠺ᴫᛕ࢝ࢸࢦࣜࡲࡵࡽࢀࡓࠋ ࡲࡓࠊᏊࡶࡢゝ࠸࡞ࡾ࡞ࡗ࡚࠸ࡿᵝᏊࡸࠊぶ ࡋ࡚ࡢᣦ㔪㸦Ꮚ⫱࡚ࡢ㍈㸧ࡀ㈋ᙅ࡛࠶ࡿⅬࡣࠊ ࠙ぶࡢ⮬ᚊᛶࡢᙅࠚࡋ࡚ᤊ࠼ࡽࢀࡓࠋᨭ⪅ ࡛ࡍࠋ ぶࡢᙺࡢ୍㒊ࢆᮇᚅࡍࡿጼໃࡸࠊぶᙺࡢ㍈ 㸲㸬⪃ᐹ ࡀ㈋ᙅ࡛࠶ࡿᵝᏊࡣࠊぶᙺࡢ⠊ᅖࢆྠᐃࡍࡿቃ ⏺ࡀⷧࢀࡘࡘ࠶ࡿࡇࠊࡶࡋࡃࡣࠊぶᙺࡢྠᐃ ᮏ◊✲ࡣࠊᆅᇦ࡛Ꮚ⫱࡚ᨭཧຍࡋ࡚࠸ࡿ୰ ⠊ᅖࡢ⦰ᑠࢆ♧၀ࡍࡿࠋࡇࡢቃ⏺⥺ࡢ᭕ࡉࡀࠊ 㧗ᖺ⪅ࡀᢪࡃࠕ⌧௦ࡢᏊ⫱࡚ᑐࡍࡿ㐪ឤࠖࡢ ᨭ⪅࡛࠶ࡿ୰㧗ᖺ⪅ࡀᣢࡘぶࡢᙺീ┦ᐜ ㅖ┦ࡘ࠸࡚᥈⣴ⓗᤊ࠼ࡿࡇࢆ┠ⓗࡋࡓࠋ ࢀࡎࠊ㐪ឤࡋ࡚ㄆ㆑ࡉࢀࡓ⪃࠼ࡽࢀࡓࠋ ୰㧗ᖺ⪅ࡢㄒࡾࡢ㉁ⓗศᯒࢆ㏻ࡌ࡚ 6 ࡘࡢᴫᛕ ࡲࡓࠊ᰾ᐙ᪘࣭⫱ඣࡢᏙ❧࣭ሗ㏻ಙᢏ⾡ ࢝ࢸࢦࣜࢆᢳฟࡋࠊࡑࡢ㛵㐃ࢆᅗᘧࡋࡓ ࡢᬑཬ࠸ࡗࡓ⫱ඣ⎔ቃࡢኚࡀᣦࡉࢀࡓࡀࠊ 㸦Figure 1㸧ࠋぶ㛵ࡍࡿ㐪ឤ㸦 ࠙ぶࡢせồࡢ㐣 ࡑࢀࡀᏊ⫱࡚ୡ௦ࡑࡢୖࡢୡ௦ࡢ㛵ಀᛶࡢኚ ࠚࠊ ࠙ぶࡢ⮬ᚊᛶࡢᙅࠚ㸧ࠊᏊࡶ㛵ࡍࡿ㐪 ࢆ⏕ࡌࡉࡏ㸦 ࠙ୡ௦㛫ࡢ┦ᛶ࣭⥅ᢎᛶࡢᙅࠚ㸧 ࠊ ឤ㸦࠙Ꮚࡶࡢ㈨㉁ࡢኚࠚ㸧ࠊぶᏊ㛵ࡍࡿ㐪 ࡦ࠸࡚ࡣࠊぶᏊࡢ㛵ಀᛶࡢኚ㸦࠙ぶᏊࡢ㛵ಀᛶ ឤ㸦࠙ぶᏊࡢ㛵ಀᛶࡢᕼⷧࠚ㸧ࠊぶᏊࢆྲྀࡾᕳ ࡢᕼⷧࠚ 㸧ᙳ㡪ࢆ࠼࡚࠸ࡿࡇࡀ♧၀ࡉࢀ ࡃ⎔ቃ㛵ࡍࡿ㐪ឤ㸦࠙ᐙ᪘࣭♫ࡢከᵝࠚࠊ ࡓࠋ≉ࠊࡈ㏆ᡤ㸦ᆅᇦࢥ࣑ࣗࢽࢸ㸧࠸࠺✵ ࠙ୡ௦㛫ࡢ┦ᛶ࣭⥅ᢎᛶࡢᙅࠚ 㸧ࡀぢฟࡉࢀࠊ 㛫ⓗ᥋㏆ᨭ࠼ࡽࢀࡓୡ௦㛫ࡢ㛵ಀᛶࡣ⾶㏥ࡋࠊ 㐪ឤࡢㅖ┦ࢆᴫほࡍࡿࡇࡀ࡛ࡁࡓࠋ ௦ࢃࡾ㛫ࡸ✵㛫ࡢไ㝈ࢆཷࡅࡃ࠸ሗ㏻ ᅇㄒࡽࢀࡓ㐪ឤࡣࠊ༠ຊ⪅ࡀయ㦂ࡋࡓᏊ⫱ ಙᶵჾࢆࡋࡓᑐே㛵ಀࡀάᛶࡋ࡚࠸ࡿㄆ ࡚↷ࡽࡋྜࢃࡏ࡚⏕ࡌࡓࡶࡢ࡛ࠊぶࠊᏊࠊぶᏊࠊ ㆑ࡉࢀ࡚࠸ࡓࠋࡑࢀక࠸ࠊᏊࡶࡢ⏕ά✵㛫ࡣ ࡑࢀࢆྲྀࡾᕳࡃ⎔ቃ࠾ࡅࡿኚࡋ࡚ㄆ㆑ࡉ ᚑ᮶ẚ࡚㐣ᗘᣑࡋࠊሗ㏻ಙᢏ⾡ࡢⓎᒎ ࢀ࡚࠸ࡓࠋࡇࡢࡼ࠺࡞㐪ឤࡢ᰿ᗏࡣࡢࡼ࠺ ࡼࡿሗỏ℃ࡣࠊୖࡢୡ௦㸦♽∗ẕୡ௦㸧ࡢ ࡞ព㆑ࡀ࠶ࡿࡢࡘ࠸࡚⪃ᐹࢆ㐍ࡵࡓࠋ᭦ࠊ ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࡸ⫱ඣ㛵ࡍࡿ⥅ᢎࡢ⾶㏥ 㐪ឤࢆዎᶵ⏕ࡌࡓᨭάືࡢᤊ࠼┤ࡋࡸព ࢆᘬࡁ㉳ࡇࡋ࡚࠸ࡿ⪃࠼ࡽࢀࡓࠋࡲࡓࠊሗࡢ ࡅࡘ࠸࡚ࡶࠊෑ㢌࡛⤂ࡋࡓ McAdams & 㞟࣭ࡢࡓࡵࡢሗᶵჾࡢ᧯స㛫ࡢቑ ݢஜ௷ ‒܇ڭҾ≝࠳ܯɶ᭗࠰܇؏ע↺↷↚ࣱڡᏋ↕ૅੲ↚᧙ↈ↺ᛦ௹ᄂᆮ≝ྵ܇↝נᏋ↕↚↺ↈݣᢌԧज़↚↓ⅳ↕‒ 71 ࡼࡗ࡚ࠊᏊࡶࡢࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࡢ㛫ࡢ ࠸ࡓࠋࡲࡓࠊᑗ᮶ࠊ⮬ศࡢᏞࡀ࡛ࡁࡓࡢഛ࠼ ῶᑡࡸࠊᏊࡶྥ࠸ྜ࠺ጼໃࡸࡑࡢ㔜せᛶࡢ ㄆ㆑ࡍࡿᵝᏊࡶぢࡽࢀ㸦#B-15㸧ࠊ㐪ឤࢆࡾ㉺ ㄆ㆑ࡢᙅࢆᣍ࠸࡚࠸ࡿ࠸࠺ㄆ㆑ࡶぢࡽࢀࡓࠋ ࠼๓ྥࡁ㐺ᛂࡋࠊ⮬ᕫࡢᡂ㛗࣭Ⓨ㐩ᐤࡉࡏ ࡇࢀࡽࡣࠊ ࠙ぶᏊࡢ㛵ಀᛶࡢᕼⷧࠚ࠸࠺ᴫᛕ ࡼ࠺ࡍࡿጼໃࡀ࠺ࡀ࠼ࡓࠋ ࡋ࡚ᤊ࠼ࡽࢀࡓࡀࠊᏊࡶࡢ࣮࣌ࢫࡸ⏕άࣜࢬ ࣒ࡢ㓄៖ࡢᙅࡶ㛵㐃ࡋ࡚ࠊぶᏊࡢ㛵ಀᛶࡢ #A-8 ࠶ࢀࡔࡅ㸦IT ࡽᚓࡽࢀࡿ㸧ሗࡀ࠶ࢀ ᅾࡾ᪉ࡸ㛵ಀᛶࡑࡢࡶࡢᑐࡍࡿព㆑ࡢኚ ࡤࠊ⚾ࡓࡕࡢᖺ௦ࡢ࠶ࢀ㸦ࢻࣂࢫ㸧ࡣᚲ ࡳ࡞ࡉࢀࡓࠋࡇࡢぶᏊࡢ㛵ಀᛶ㛵ࡍࡿព㆑ࡢኚ せ࡞࠸ࡗ࡚࠸࠺ࠊࡋࡓࡇࢁ࡛ᙺࡶ❧ࡓ ࡶࠊ㐪ឤࡢ᰿ᗏ࠶ࡿ⪃࠼ࡽࢀࡓࠋ ࡞࠸࡞ࡗ࡚Ẽࡶࡋ࡚ࡁࡓࢇ࡛ࡍࡼࠊ᭱㏆ࠋ #A-9 ྠୡ௦ࡢ࠾㐩ࠎヰࡋࡲࡍࠋࡢ࠾᎑ 䠐䠊䠎 㐪ឤࢆዎᶵࡋࡓᨭάືࡢពࡅ ࡉࢇࡣࠊఱࡶᏊ⫱࡚࡛┦ㄯࡋ࡚ࡇ࡞࠸ࡗ࡚ࠊ 㸦ࡑࡢヰ㢟࡛㸧┒ࡾୖࡀࡿࢇ࡛ࡍࠋ ୰㧗ᖺ⪅ࡢᏊ⫱࡚ᨭάືࡣࠊ⮬㌟ࡢᚰ⌮♫ ⓗⓎ㐩࠾ࡅࡿព⩏ࡶㄆࡵࡽࢀࡿෑ㢌࡛ᣦ ࡋࡓࠋᨭάືࡣࠊMcAdams & de St. Aubin (1992)ࡢୡ௦ᛶࡢ⌮ㄽⓗᯟ⤌ࡳ࡛ࡣᐇ㝿ࡢࠕ⾜ືࠖ ┦ᙜࡍࡿࡀࠊࠕ⾜ືࠖࡢ୰࡛⏕ࡌࡓᅇࡢࡼ࠺ ࡞㐪ឤࡣࡢࡼ࠺ᤊ࠼ࡽࢀࡿࡢࡔࢁ࠺ࠋ ほⓗ࡞ࣛࣇࢫࢺ࣮࣮ࣜࡢࠕㄒࡾࠖࢆ㏻ࡌ࡚ࠊಶࠎ #A-11 Ꮚ⫱࡚ࡢሗࡋ࡚ࡣ㸦ຓゝ㸧࡛ࡁ࡞࠸ ࡅࢀࡶࠊࡑࢀ௨እࡢࡇ࡛ᚲせࡉࢀࡿࡇ 㸦࡛ᡭຓࡅࡋ࡚࠸ࡿ㸧 #A-12 ᚋࡣ㸦ࢡ࣮ࣜࢽࣥࢢ௨እࡣ㸧 ࠊ࠾⳯స ࡗࡓࡢࢆᒆࡅࡿࠋ #B-15 Ꮮࡀฟ᮶ࡓࠊᏞ⫱࡚ࡢ⦎⩦ࡔᛮࡗ࡚ ࡸࡗ࡚࠸ࡿࠋ ࡢே⏕ࡢほⓗពࡅࡀ࠾ࡇ࡞ࢃࢀࡿࡀࠊ㐪 ឤࢆዎᶵࡍࡿᨭάືࡸ⮬ศ⮬㌟ࡢᤊ࠼┤ࡋ 㛵㐃ࡍࡿࠕㄒࡾࠖࡣࠊḟࡢࡼ࠺࡞ࡶࡢࡀ࠶ࡗ ࡓࠋࡲࡎࠊᏊࡶࡢឡࡸឿࡋࡳᨭ࠼ࡽࢀࡿ ᵝᏊࡶࠊᨭάືࢆᨭ࠼ࡿືᶵࡢ☜ㄆ 㸦#B-14ࠊ #C-12㸧ࡸࠊᨭࡢᣦ㔪ࡢㄆ㆑㸦㸡 D-8㸧⮳ࡿㄒࡾࡀ࠶ࡗࡓࠋ #B-14 ⏕ពẼ࡛ࡶఱ࡛ࡶࠊᏊࡶࡣࢃ࠸࠸ࡶ ࡢࡡࠋ #C-12 ࡢᏊࡶࡗ࡚ࠊࢇ࡞ࡔࢁ࠺ࡗ࡚ᛮ࠸ ࡲࡋࡓࡀࠊ᥋ࡋ࡚ࡳࡿࠊᏊࡶࡣᏊࡶࡗ ࡚ᛮ࠸ࡲࡋࡓࠋ #D-8 㸦ᢸᙜࡋ࡚࠸ࡿᏊࡶࡀ㸧ᮏ㡢ࢆ⚾ࡢ๓࡛ ฟࡏࡿࡼ࠺࡞ࣇ࣑ࢧ࣏ࢆࡋࡓ࠸ࠋ 㐪ឤࡣࠊࡑࢀࡲ࡛ࡢே⏕ࡢᅾࡾ᪉㸦ฟ᮶ࠊ ព㆑ࠊ౯್ほ➼㸧┦ᐜࢀ࡞࠸≧ἣ㐼㐝ࡋࡓ ⏕ࡌࡿ⪃࠼ࡽࢀࡿࠋ㐪ឤࢆᢪࡃࡇࡣࠊࡇ ࢀࡲ࡛ࡢே⏕ࢆࡩࡾ࠼ࡿዎᶵ࡞ࡾࠊே⏕ࡑࡢ ࡶࡢࡢ᪂ࡓ࡞ពࡅࢆಁࡍࡇ࡞ࡿࠋࡇࡇ ⤂ࡋࡓࠕㄒࡾࠖࡣಶேᕪࡣ࠶ࡿࡀࠊᨭάື ࠾ࡅࡿ⮬ᕫࡢᤊ࠼┤ࡋࡸࠊ๓ྥࡁ㐺ᛂࡋࡼ࠺ ࡍࡿጼໃࡀ࠺ࡀ࠼ࡓࠋ㐪ឤࡀ⮬ᕫࢆᤊ࠼┤ ࡍዎᶵࡋ࡚ᶵ⬟ࡋ࡚࠸ࡿࡇࡀ♧ࡉࢀࠊᨭ⪅ ࡢⓎ㐩ࢆಁࡍᵝᏊࡀぢࡽࢀࡓࠋࡍ࡞ࢃࡕࠊຍ⸨ 㸦2010㸧ࡀᣦࡍࡿࡼ࠺ࠊᏊ⫱࡚ᨭ࠸࠺ୡ ௦ᛶ㸦generativity㸧ࡀⓎࡉࢀࡿᑐேຓάື ࡣࠊᑐ㇟࡛࠶ࡿぶᏊࡢⓎ㐩ࢆᨭࡋ࡞ࡀࡽࡶࠊᨭ ⪅ഃࡢᚰ⌮♫ⓗⓎ㐩ࡀྠ୪⾜ࡍࡿࣉࣟࢭ Ꮚ⫱࡚ࡢඛ㍮ࡋ࡚⫱ඣࡢຓゝࢆࡍࡿ࠸࠺ ࢫࡋ࡚ࡶᤊ࠼ࡽࢀࡿࡢ࡛࠶ࡿࠋ ᙺ㝈⏺ࢆឤࡌࡘࡘࡶ㸦#A-8ࠊ 9㸧ࠊࡢᙺ ࢆぢฟࡋࠊᨭάືࢆ⥆ࡅࡼ࠺ࡍࡿ๓ྥࡁ࡞ጼ ໃࡶぢࡽࢀࡓ㸦#A-11ࠊ 12㸧ࠋࡑࢀࡣࠊ⮬ศࡢᙺ ࡢᤊ࠼┤ࡋ㈉⊩ࡢㄆ㆑࣭ホ౯Ⓨᒎࡋ࡚ 䠐䠊䠏 㝈⏺ㄢ㢟 ᮏ◊✲ࡣࠊᏊ⫱࡚య㦂ࢆ᭷ࡋᆅᇦᏊ⫱࡚ࡢᨭ 72 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ⪅࡛࠶ࡿ୰㧗ᖺዪᛶࡀᢪࡃࠕ⌧௦ࡢᏊ⫱࡚ᑐࡍ ࡿ㐪ឤࠖࡘ࠸࡚ࠊ㉁ⓗࣉ࣮ࣟࢳࡋࡓࡶࡢ ࡛࠶ࡗࡓࠋ༠ຊ⪅ࡢᖺ㱋ᒙࡸᨭࡢάືෆᐜࡢࡤ ࡽࡘࡁࠊ༠ຊ⪅ᩘࡢᑡ࡞ࡉ࠸ࡗࡓ㝈⏺ࡀ࠶ࡾࠊ ᮏ◊✲⤖ᯝࡢ୍⯡ࡣៅ㔜࡞ࡿᚲせࡀ࠶ࡿࠋ ᮏ◊✲ࡣ᥈⣴ⓗẁ㝵␃ࡲࡿࡶࡢ࡛࠶ࡗࡓࡀࠊ ᚋࡢㄪᰝ◊✲ࢆ㐍ࡵࡿ㝿ࡢ♏ࡋ࡚ࡢព⩏ࡣㄆ ࡵࡽࢀᚓࡿ࡛࠶ࢁ࠺ࠋᚋࡣࠊࡼࡾከࡃࡢ༠ຊ⪅ ᑐࡋ࡚ㄪᰝࢆ⥅⥆ࡍࡿࡇࡀᚲせ࡛࠶ࡿࠋ≉ࠊ ᑐ㇟⪅ࡢᖺ㱋ࡘ࠸࡚ࡣៅ㔜ᑐᛂࡋࠊᏊ⫱࡚ࢆ ࡋࡓ௦⫼ᬒࢆᫎࡋࡓࢥ࣮࣍ࢺศᯒࢆど㔝 ධࢀ࡚ㄪᰝࢆ⥆ࡅࡓ࠸ࠋࡲࡓࠊᏞࡢࡼ࠺࡞㌟ෆࡢ ᨭࠊᏛ❺ಖ⫱ࡸࣇ࣑ࢧ࣏ࡢࡼ࠺࡞➨ 3 ⪅ ࡼࡿᨭࡢ┦㐪Ⅼࡶៅ㔜ᢅ࠸ࠊᨭෆᐜࢆ⪃៖ ࡋ࡚ࠊࡼࡾヲ⣽࡞ㄪᰝࢆ⥅⥆ࡉࡏࡿணᐃ࡛࠶ࡿࠋ グ㸸 ᮏ◊✲ࡈ༠ຊ࠸ࡓࡔ࠸ࡓ᪉ࠎᚰࡼࡾ ឤㅰ⏦ࡋୖࡆࡲࡍࠋ࡞࠾ࠊᮏ◊✲ࡣ JSPS ⛉◊㈝ 24590814 ࡢຓᡂࢆཷࡅࡓࠋ ᘬ⏝ᩥ⊩ de St. Aubin, E., & McAdams, D. 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Basic Books, New York. ⣒ె : 2012, ࠕᆅᇦ࠾ࡅࡿୡ௦㛫ὶࡀⓎᒎࡍ ࡿࡓࡵࡢཧ⪃⌮ㄽ࠾ࡼࡧᴫᛕ: ඛ⾜ᩥ⊩ࡼࡿ᳨ ウࠖ, ⲡ㔝⠜Ꮚ࣭ෆ⏣ຬே࣭⁁㑔ᡂ࣭ྜྷὠᬗᏊ (⦅ ⴭ), ࠗከᵝ♫ࢆࡘࡴࡄୡ௦㛫ὶ: ḟୡ௦ ࡢࠗ࠸ࡢࡕ࠘ࡢ㐃㙐ࢆࡘ࡞ࡄ࠘, ୕Ꮫฟ∧, ㈡, 37-44 㡫. ຍ⸨㐨௦ : 2010, ࠕᏊ⫱࡚⤒㦂ࢆࡶࡘᡂேዪᛶࡼࡿ ୍㡸ࡾάື㸸ᨭࡍࡿࡇࡼࡿⓎ㐩ࠖ, ࠗᮾ ᏛᏛ㝔ᩍ⫱Ꮫ◊✲⛉◊✲ᖺሗ࠘, ➨ 58 ᕳ, 153-168 㡫. ᕝ႐⏣㑻: 1967, ࠗⓎἲ㸸㐀ᛶ㛤Ⓨࡢࡓࡵ࠘, ୰ ኸබㄽ♫, ᮾி. ⲡ㔝⠜Ꮚ࣭ෆ⏣ຬே࣭⁁㑔ᡂ࣭ྜྷὠᬗᏊ (⦅ⴭ) : 2012, ࠗከᵝ♫ࢆࡘࡴࡄୡ௦㛫ὶ: ḟୡ௦ࡢ ࠗ࠸ࡢࡕ࠘ࡢ㐃㙐ࢆࡘ࡞ࡄ࠘, ୕Ꮫฟ∧, ㈡. Lewins, A., & Silver, C.: 2007, Using software in qualitative research: A step-by-step guide, Sage. ᓥ௧Ꮚ࣭᭷ග⯆グ : 2007, ࠕୡ௦ᛶ㛵ᚰୡ௦ᛶ⾜ ືᑻᗘࡢᨵゞ∧సᡂಙ㢗ᛶ,ጇᙜᛶࡢ᳨ウࠖ, ࠗᚰ ⌮Ꮫ◊✲࠘, ➨ 78 ᕳ, 303-309 㡫. McAdams, D. P., & de St. Aubin, E. : 1992, “A theory of generativity and its assessment through self-report, behavioral acts, and narrative themes in autobiography”, Journal of personality and social psychology, Vol. 62, pp.1003-1015. McAdams, D. P., Hart, H. M., & Maruna, S. : 1998, “The anatomy of generativity”, McAdams, D. P., & de St. Aubin, E. (eds.), Generativity and adult development: How and why we care for the next generation, American Psychological Association, Washington, DC, pp. 7-43. ෆ㛶ᗓ : 2011, ࠗᖹᡂ 23 ᖺ∧㧗㱋♫ⓑ᭩࠘. బ⸨㑳ဢ : 2008, ࠗ㉁ⓗࢹ࣮ࢱศᯒἲ࠘, ᪂᭙♫, ᮾி. 㕥ᮌ῟Ꮚ : 2005, ࠗㄪᰝⓗ㠃᥋ࡢᢏἲ(2 ∧)࠘, ࢼ࢝ࢽ ࢩࣖฟ∧, ி㒔. ⏣ῲ ᜨ : 2008, ࠕᆅᇦࡢ♽∗ẕୡ௦ࡢᏊ⫱࡚ᨭື ᶵ㛵ࡍࡿ㉁ⓗ◊✲ࠖ,ࠗ⏕⪁Ṛࡢ⾜ື⛉Ꮫ࠘, ➨ 13 ᕳ, 33-44 㡫. ⏣ῲ ᜨ : 2010, ࠕୡ௦ᛶ(Generativity)ࡢᴫᛕᑻᗘ ࡢኚ㑄ࠖ, ࠗ⏕⪁Ṛࡢ⾜ື⛉Ꮫ࠘, ➨ 15 ᕳ, 13-10 㡫. ⏣ῲ ᜨ࣭ᶒ⸨ᜤஅ : 2011a, ࠕ㧗㱋⪅ࡢḟୡ௦ᑐࡍ ࡿⓗ⾜ືពḧ࠾ࡅࡿୡ௦ᛶࡢᙳ㡪ࠖ, ࠗᚰ ⌮Ꮫ◊✲࠘, ➨ 82 ᕳ, 392-398 㡫. ⏣ῲ ᜨ࣭ᶒ⸨ᜤஅ : 2011b, ࠕ㧗㱋ୡ௦ࡀⱝᖺୡ௦ ࡽ࣏ࢪࢸࣈ࡞ࣇ࣮ࢻࣂࢵࢡࢆཷࡅྲྀࡿሙ㠃 㛵ࡍࡿ◊✲ࠖ, ࠗ᪥ᮏୡ௦㛫ὶᏛㄅ࠘, ➨ 1 ᕳ, 81-87 㡫. ݢஜ௷ ‒܇ڭҾ≝࠳ܯɶ᭗࠰܇؏ע↺↷↚ࣱڡᏋ↕ૅੲ↚᧙ↈ↺ᛦ௹ᄂᆮ≝ྵ܇↝נᏋ↕↚↺ↈݣᢌԧज़↚↓ⅳ↕‒ Incongruity with modern child-rearing styles experienced by older women doing parent-child support activities Taeko TERAMOTO≍1 Yoshiyuki SHIBAHARA≍2 ⁅⁛‒ This preliminary study explored the sense of incongruity regarding current child-rearing styles, which is felt by middle-aged and elderly women engaged in parent-child support activities in the community. Narratives gained through semi-structured interviews with four women having child-rearing experience were qualitatively analyzed. Results indicated six conceptual categories: excessive parents’ demands, weakened parental autonomy, qualitative changes in the child, weakened parent-child relationships, diversification of family style and society, and weakened mutuality and maintaining for the next generation. Changes in consciousness regarding parental roles and parent-child relationships are proposed as the background to such incongruity. Narratives on such incongruity are discussed on the basis of the theoretical framework of generativity proposed by McAdams and de St. Aubin. ääääääääääääääääää‒ Key words‒…………………………………………………… middle-aged and elderly people, generativity, parent-child support activities in community, sense of incongruity in current child-rearing styles Ფ1 Faculty of Liberal Arts Nihonbashi Gakkan University Ფ2 Faculty of Liberal Arts Nihonbashi Gakkan University NIHONBASHI GAKKAN UNIVERSITY Bulletin No.14 73 75 ᯓឭคɟ≝⁅⁉″⁂‟․•• ↚↷↺⇷∞⇣⇰∐⇬⇉ᨦܹ↝ྸᚐ ᄂᆮ⇴∞⇮‒ ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ SWAP-200 ↚↷↺⇷∞⇣⇰∐⇬⇉ᨦܹ↝ྸᚐ ≝DSM-IV II ᠆↗↝Ⴛᢌ↗ଐஜ↝࣎ྸᐮ↧↝ᢘဇ↝ӧᏡࣱ ᯓឭ‒ คɟ‒ 1 ஜᆜ↞ Westen and Shedler (1999)ⅻ˺ↆ Shedler and Westen Assessment Procedure (SWAP-200)↚↷↺⇷∞⇣⇰∐⇬⇉ᨦܹ↝ྸᚐ⇁⅚DSM-IV II ᠆↝↻↗ൔ᠋ↆ↙ⅻ↸ኰʼↈ↺ↂ ↗⇁Ⴘႎ↗ↆ↕ⅳ↺⅛ↂↂ 20 ࠰˷⅚⇷∞⇣⇰∐⇬⇉ᨦܹྸᚐ↝σᡫᚕᛖ↗ↆ↕්ࠋↆ↕ⅼ DSM-IV II ᠆↚↞ወᚘႎ↞ࣱ࢘ڲ᭗ⅳⅻ⅚ᐮႎᚇ↝↗ݑᨠ↹ⅻⅱ↹⅚ၲ↚ࢫ↚ᇌ↙ⅳ⅚ ၏ྸ↝ྸᚐⅻᡶ↭↙ⅳ↗ⅳ→٣ⅻɥⅻ→↕ⅳ⅛↝ᨠ↹↝Ҿ⅚↞↕ↆ↗׆ӷɟ↝ᘮᚮૺᎍ ↚ᙐૠ↝ᚮૺӸⅻ↓ⅳ↕ↆ↭ⅵ↗ⅳⅵӓளࣱࡰКࣱ↝բ᫆⅚ଏ↝܍ᚮૺؕแ⇁⇮⇩⇽⇦⇌∙ႎ↚ ࢘↕↞↰↕ↆ↭ⅵↀ↖⅚ૼↆⅳႆᙸⅻӒପↄ↻↙ⅳЎඥ↝բ᫆⅚ᚮૺ⇽∓⇡⇟↚ⅹⅳ↕⅚ϋ Ⴞⅻഎↀⅻ←↙ᘮᚮૺᎍ↝ᐯࠁဎԓⅻΟέↄ↻⅚ᐮܼ↝ᧉݦႎ↙ᚇݑⅻᨊↄ↻↕ↆ↭→↕ⅳ ↺բ᫆↙↘ⅻਦઇↄ↻↕ⅼ↕ⅳ↺⅛DSM ↞⅚ወᚘႎ↙̮↳ࣱ࢘ڲࣱ᫂↚ؕ↔ⅳܲᚇࣱ⇁ࢍᛦↈ ↺Ⅴᅹ↝ܖჷⅥ⇁᭗↰↺↰⅚̾⅝ʴ↝ᐯࣱ⇁ྸᚐↈ↺ज़ᙾ⅚ⅳ↾↵↺Ⅴᐮ↝ჷⅥ⇁བྷཌ↚ ↆ↗ↂ↼ⅻⅱ↹⅚ମ࠰⅚Ј༿ↄ↻ DSM-V ↖↱⅚⇷∞⇣⇰∐⇬⇉ᨦܹ↚᧙ↆ↕↝ↂ↻↸↝բ᫆ ↞சᚐൿↄ↻↕ⅳ↙ⅳ⅛ɟ૾⅚SWAP-200 ↞⅚ᧉݦဇᛖ⇁̅↾↉੨ⅺ↻⇷∞⇣⇰∐⇬⇉ཎࣱ 200 Ⴘ⇁ Q ⇣∞⇮ඥ↖Ўↈ↺ↂ↗↖⇷∞⇣⇰∐⇬⇉ᨦܹ⇁ਵ↸ⅷ↸↻↺↷ⅵ˺ↄ↻↕ⅳ↺⅛ ↂ↝ 200 Ⴘ↞ DSM ↙↘ଏ↝ࡇݿ⇮∙∇⇟⇡⇈↝܍ᚡᡓ⇁ؕ↚˺↸↻⅚ↄ↸↚ဇↆᐮܼ ⅺ↸↝⇻⇉∞⇯⇶⇩⇕⇁↱↗↚࠹ࡇⅺોᚖⅻ↙ↄ↻↕ⅼ≋ϋܾႎ↝ࣱ࢘ڲਃ̬≌ ⅛ӓளႎ∝ࡰК ႎ↱↕ↆ᧙↚ࣱ࢘ڲᜂ↚↖ↈ↖ٳᄩᛐ↚ↄ↻↕ⅹ↹⅚⇁ឭⅷ↕̅ဇӧᏡ↗⇈⇡⇟∇∙⇮↳ᢅ ᆉᄂᆮ↚̅↾↻↕ⅼ↕ⅳ↺⅛ӷಮ↚ଐஜ↖↱ဇⅻӧᏡ↖ⅱ↺↗࣬↾↻↺ⅻ⅚↝ᨥ↚↞Ⴘϋ ܾⅻଐஜʴ↝⇷∞⇣⇰∐⇬⇉ཎࣱ↳ͼӼ⇁ᢘЏ↚ਵⅷ↸↻↕ⅳ↺ⅺ౨᚛ↈ↺࣏ᙲⅻⅱ↺⅛↭ SWAP-200 ↞∂⇮∆⇈⇩⇽ႎ↚ⅳ↾↵↺Ⅴᐮ↝ჷⅥ⇁Ӓପↈ↺↷ⅵ↚˖↕↻ↄⅳ↺ⅻ⅚↻ ↞ↈ↙↾←⅚ᐮܼ↝͞ᙸ↚↱ࢨ᪪⇁Ӗↀ↕ↆ↭ⅳ↳ↈⅳ↗ⅳⅵↂ↗↱ॖԛↆ↕ⅳ↺⅛ଐஜ↚ SWAP ⇁ݰλↈ↺ᨥ↞⅚ᐮܼⅻᢘЏ↚ɫ↓јௐႎ↚⇕∏⇊⇎∙⇮↝МႩ↚↙↺↷ⅵ⅚SWAP-200 ⇁ဇ↖ⅼ↺↷ⅵ↙⇛∃∞⇮∝⇝⇟⇬∆ⅻૢⅷ↸↻↺ↂ↗ⅻஓ↭↻↺⅛ äääääääääääääääääääää‒ ⇓∞∕∞⇯‒ ääääääääääääääääääää SWAP-200‒ DSM-IV II ᠆‒ ⇷∞⇣⇰∐⇬⇉ᨦܹ ‒ ‒ ․•‣… ࠰ உ ․‥ ଐӖྸ‒ Introduction of the SWAP-200 as a new language to understand personality disorders in Japanese clinical psychology *1 Junichi TORIGOE ଐஜܖܖ⇪∞⇈∑∏⇿∐ܖٻᢿ‒ 76 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ⢭⚄⛉་ࡸࡢ⫋✀ࢫࢱࢵࣇඹ㏻ゝㄒࡋ࡚ 㸯ࡣࡌࡵ ࠼ࡿࠊ㸦㸱㸧ከ㍈デ᩿࣭㔜」デ᩿ࡀྍ⬟ࠊ㸦㸲㸧 ◊✲⏝ࡼ࠸ࠊ 㸦㸳㸧ᅜ㝿ⓗ㏻⏝ࡍࡿࠊ 㸦㸴㸧⤒ ᮏ✏ࡣࠊࣃ࣮ࢯࢼࣜࢸ㞀ᐖࡢࢭࢫ࣓ࣥࢺ࣭ ࢶ ࣮ ࣝ ࡛ ࠶ ࡿ Shedler-Westen Assessment Procedure㸦௨ୗ SWAP-200㸧ࡢ⤂ࢆ┠ⓗࡋ ࡚࠸ࡿࠋSWAP-200 ࡣࠊ⢭⚄ᝈࡢデ᩿࣭⤫ィ࣐ ࢽࣗࣝ 㸦௨ୗ DSM㸧➨ 4 ∧㸦⡿ᅜ⢭⚄་Ꮫ㸧 II ㍈ࡢ௦᭰ࢭࢫ࣓ࣥࢺ࣭ࢶ࣮ࣝࡋ࡚ Shedler Westen (1999ab)ࡼࡗ࡚సᡂࡉࢀࠊ⌧ᅾࡲ࡛ Ḣ⡿ㅖᅜࢆ୰ᚰ 12 ࢝ᅜࡢゝㄒ⩻ヂࡉࢀ࡚ ࠸ࡿࠋ DSM ࡸ ICD 㸦 International Statistical Classification of Diseases and Related Health Problems ୡ⏺ಖᶵ㛵㸧ࡢࡼ࠺࡞デ᩿ࡢୡ⏺ᇶ ‽ࢆసࡿࡇࡣࠊࡇࡇ༙ୡ⣖㛫ࠊ⢭⚄་⒪ࡀྲྀࡾ ⤌ࢇ࡛ࡁࡓㄢ㢟࡛࠶ࡾࠊ SWAP-200 ࡶࡑ࠺ࡋࡓ ືྥࡢ୍ࡘࡢᙧ࡛࠶ࡿࠋ࠸ࡎࢀࡶࠊྠ୍ᝈ⪅ᑐ 㦂ࡀὸࡃ࡚ࡶ࠼ࡿࠊ࡞ࡀᣲࡗ࡚࠸ࡿࡀࠊࡑࡢ ୍᪉࡛ḞⅬࡋ࡚ࠊ㸦㸯㸧⣽ࡍࡂ࡚☜ㄆᡭ㛫 ࡀࡿࠊ㸦㸰㸧⣽ࡍࡂ࡚ࡕࡻࡗࡢᕪ࡛㐪ࡗ ࡓྡ࡞ࡿࠊ㸦㸱㸧⒪ᙺ❧ࡓ࡞࠸ࠊᝈ⪅⌮ ゎࡀ㐍ࡲ࡞࠸ࠊ㸦㸲㸧⢭⚄⌮ࡢ⌮ゎࡀ㐍ࡲࡎࠊ ᮏ㉁ࡀศࡾࡃ࠸ࠊ㸦㸳㸧⛉ࡢ་ᖌࡸࡢ⫋ ✀ࡢࢫࢱࢵࣇࢃࡽ࡞࠸ࠊ㸦㸴㸧ᨵゞࡼࡗ࡚ デ᩿ྡࡀኚࢃࡿࠊ࡞ࡀᣲࡗ࡚࠸ࡿࠋࠕᐈほᛶࡸ ಙ㢗ᛶࡀ㧗࠸ࠖࡶ㛵ࢃࡽࡎࠊᑡࡋࡢᕪ࡛㐪࠺ ྡ࡞ࡗࡓࡾࠊ⒪ᙺ❧ࡓ࡞ࡗࡓࡾࠊ⢭⚄ ⌮ࡢ⌮ゎࡀ㐍ࡲ࡞࠸࠸࠺ࡢࡣࠊ⤫ィⓗࡣጇᙜ ࡛࠶ࡿࡀࠊ⮫ᗋⓗࡣጇᙜ࡛ࡣ࡞࠸࠸࠺ࡇ࡛ ࠶ࡾࠊࡇࡢឤぬࡢ㝸ࡓࡾࡣ࣐ࢽࣗࣝࡋ࡚ࡣ ࡞ࡾ῝้࡞ၥ㢟࡛࠶ࡿࠋ ࡇ࠺ࡋࡓṍ࡞≧ែࡢ⌧ࢀࡢ୍ࡘࠊ㛗ᖺ㆟ㄽࡉ ࡋ࡚ࠊሙᡤࢆၥࢃࡎࠊ୍㈏ࡋࡓ⢭⚄་⒪ࢧ࣮ࣅࢫ ࢀ࡚࠸ࡿ DSM ࡼࡿ㐣デ᩿ࡢၥ㢟ࡀ࠶ࡿࡀ ࢆᥦ౪ࡍࡿࡇࢆ┠ⓗࡋ࡚࠸ࡿࠋ 㸦ୖグࡢ DSM ➨୍ࡢ᮰ⓗ࣭ᘚูⓗጇᙜᛶࡢၥ ࡋࡋࠊDSM-IV II ㍈ࡣ௨ୗࡢࡼ࠺࡞ጇᙜᛶ ࡢၥ㢟ࡀᣦࡉࢀ࡚࠾ࡾࠊฟ∧ࡉࢀࡓᙜึࡽඹ ㏻ゝㄒࡋ࡚ࡢホ౯ࡀồࡵࡽࢀ࡚ࡁࡓࠋ➨୍ࠊ ྠࡌ⿕デ᩿⪅ከࡃࡢࣃ࣮ࢯࢼࣜࢸ㞀ᐖࡢデ ᩿ྡࡀࡘ࠸࡚ࡋࡲ࠺࠸࠺᮰ᛶࡸᘚูᛶࡢၥ 㢟 (1)ࠊ➨ࠊ≧ࡢࠕ࠶ࡿࠖࠕ࡞ࡋࠖࡢ⪅ᢥ ୍ࡼࡿ࢝ࢸࢦ࣮ࣜศ㢮ἲࡀࣃ࣮ࢯࢼࣜࢸࡢ デ ᩿ 㐺 ษ ྰ ࠸ ࠺ ၥ 㢟 (DSM-IV-TR p.655, Trull & Widiger, 2013)ࠊࡑࡋ࡚➨୕ࠊ デ᩿ࣉࣟࢭࢫࡀࠊ⿕デ᩿⪅ࡢ⮬ᕫ⏦࿌ጤࡡࡽࢀ ࡚࠾ࡾࠊ⿕デ᩿⪅ෆ┬ࡍࡿຊࠊὝᐹࡍࡿຊࡀ࠶ ࡿࡇࢆ๓ᥦࡋ࡚࠸ࡿ࠸࠺ၥ㢟࡛࠶ࡿ 㸦Westen & Shedler,1999ab㸧ࠋ㸦2㸧 ࡇࢀࡽࡢၥ㢟ࡣಶࠎ⊂❧ࡋ࡚࠸ࡿ࠸࠺ࡼ ࡾࠊ┦㛵ࡋ࡚࠾ࡾࠊデ᩿ᚰ⌮⮫ᗋࡢᐇ㊶ ࡢ㛫ወጁ࡞㐪ឤࢆసࡾࡔࡋ࡚ࡁࡓࠋࡓ࠼ࡤࠊ 㧗ᶫࡽ㸦2001㸧ࡀ⾜ࡗࡓ⢭⚄⛉་ࢆᑐ㇟ࡋࡓ DSM-IV ࡘ࠸࡚ࡢㄪᰝ࡛ࡣࠊDSM ࡢⅬࡋ ࡚㸦㸯㸧ಙ㢗ᛶࡸᐈほᛶࡀ㧗࠸ࠊ㸦㸰㸧Ꮫὴࡢ 㢟㛵㐃㸧 ࠊࡇࡢཎᅉ㛵ࡋ࡚ࠊ㔝㸦2014㸧ࡣ DSM ࡢᵓᡂࡑࢀ⮬య࠸࠺ࡼࡾࡶከ㍈デ᩿ࢆ ࠸ࡇ࡞ࡏ࡚࠸࡞࠸ᑓ㛛ᐙ㸦デ᩿⪅ഃ㸧࠶ࡾࠊᶵ ⬟㞀ᐖࢆ㐺ษホ౯ࡏࡎࠊ≧ࡢ᭷↓ࡔࡅࡢุ᩿ ࡛デ᩿ࢆ⾜ࡗ࡚࠸ࡿࡓࡵࡔᣦࡋ࡚࠸ࡿࠋᐇ㝿ࠊ ᶵ⬟㞀ᐖࡢホ౯ࡢᚲせᛶࡣࡇࢀࡲ࡛ࡶከࡃࡢ ⮫ᗋᐙࡀᙇࡋ࡚࠸ࡿࡀ㸦Westen & Shedler, 1999ab㸧ࠊࡇࡢၥ㢟ࢆࣄ࣮࣐࢚࣮ࣗࣥࣛࡋ࡚∦ ࡅࡿࡣၥ㢟ࡀゎỴࡋ࡞࠸ᮇ㛫ࡀ࠶ࡲࡾࡶ 㛗㐣ࡂࡿࠋࡶࡋࣄ࣮࣐࢚࣮ࣗࣥࣛࢆၥ㢟ࡍࡿࡢ ࡛࠶ࢀࡤࠊࡑࢀࢆྵࡵࡓୖ࡛ࡢ DSM ࡢᵓᡂࡢぢ ┤ࡋࡀ࠶ࡗ࡚ࡋࡿࡁ࡛࠶ࡿࠋ≉ࠊᮏ✏ࡀࢱ ࣮ࢤࢵࢺࡋ࡚࠸ࡿࣃ࣮ࢯࢼࣜࢸ㞀ᐖࡣࠊࡑࡢ ᴫᛕࡀฟ࡚ࡁࡓ㡭ࡼࡾࠊࠕ㞀ᐖࠖࠕಶᛶࠖࢆ ࡢࡼ࠺༊ูࡍࡿࡢ࠸࠺ၥ㢟ࡀ⧞ࡾ㏉ࡋ㆟ ㄽࡉࢀ࡚ࡁ࡚࠾ࡾࠊᶵ⬟ࡢホ౯ࡀ㛗ᖺồࡵࡽࢀ࡚ ࡁࡓࠋࡑࢀࡶ㛵ࢃࡽࡎࠊDSM ࡣࡑࢀᑐࡋ࡚ ࡲࡔ༑ศ࡞ゎỴࢆ࿊♧࡛ࡁ࡚࠸࡞࠸㸦➨ࡢศ㢮 ἲࡢၥ㢟㛵㐃㸧 ࠋ 77 ᯓឭคɟ≝⁅⁉″⁂‟․•• ↚↷↺⇷∞⇣⇰∐⇬⇉ᨦܹ↝ྸᚐ ࡋࡋࣃ࣮ࢯࢼࣜࢸࡢࠕ㞀ᐖࠖࡢᴫᛕ㛵ࡋ ᐃࡢ㌟యⓗ≧ែࢆᫎࡋ࡚࠸ࡿࡢ࡛ࡣ࡞ࡃ㸦ᐇ ࡚ࡣࡼࡾ」㞧࡞ၥ㢟ࡀ࠶ࡿࠋDSM-IV-TR ࡣࣃ࣮ ⓗ࡛ࡣ࡞ࡃ㸧ࠊ ࠕᖾࡔࠖ㏙ࡿࡇࡑࡢࡶࡢ ࢯࢼࣜࢸ㞀ᐖࡢデ᩿࠶ࡓࡗ࡚ࠊࠕࡑࡢேࡀᒓ 㔜せ࡞♫ⓗᶵ⬟ࡀ࠶ࡾ㸦ᐇ㊶ⓗ࡛࠶ࡾ㸧Ɇᚰ⌮ ࡍࡿᩥࡽᮇᚅࡉࢀࡿࡶࡢࡽⴭࡋࡃ೫ࡗࡓࠊ ⏝ㄒࡀࡑࢀᑐᛂࡍࡿᚰ⌮≧ែࢆ᭷ࡋ࡚࠸ࡿ ᗈ⠊ࡘᰂ㌾ᛶࡢ࡞࠸ࠊᣢ⥆ⓗ࡞ෆⓗ࠶ࡿ࠸ࡣ⾜ ࠸࠺๓ᥦࡣࡲࡗࡓࡃࡢㄗࡾ࡛࠶ࡿᙇࡋ࡚࠸ ືࡢᵝᘧࡼࡗ࡚ࠊⱞ③ࡲࡓࡣ㞀ᐖࢆᘬࡁ㉳ࡇࡋ ࡿࠋࡑࡢୖ࡛ Gergen ࡣࠊ⤖ᯝࡋ࡚་⒪ࡢᑓ㛛 ࡚࠸ࡿࠖ㸦p.651㸧ࡇࢆᚲせ᮲௳ᣲࡆ࡚࠸ࡿࠋ ᐙࡣᑓ㛛⏝ㄒࢆసࡾࠊ࠸ࠊࡉࡲࡊࡲ࡞ᚰ⌮≧ែ ࡋࡋࠊㄡࡽぢ࡚ࡢࠕ೫ࡾࠖ࡞ࡢ࡛࠶ࢁ࠺㸦➨ ࢆᚰ⌮࣭ᑓ㛛ࡍࡿࡇࡼࡗ࡚ໃຊࢆᣑࡋ ୕ࡢデุ᩿࣭᩿ࡢయ⪅ࡢၥ㢟㛵㐃㸧ࠋ⿕デ᩿ ࡚ࡁࡓㄽࡌ࡚࠸ࡿࠋࡇࡢ Gergen ࡢᚰ⌮ゝㄝ ⪅ࡢࠕ೫ࡾࠖࡣࠊ➨୕⪅࡛࠶ࡿ⮫ᗋᐙࡢุ᩿ࡍࡿ 㛵ࡍࡿ⌮ㄽࡣࠊඛࡢ㔝ࡢㄝ᫂ࡣࡲࡗࡓࡃ␗࡞ ࠕ೫ࡾࠖ࡞ࡐྠࡌゝ࠼ࡿࡢࡔࢁ࠺ࠋデ᩿ࢆ ࡗ࡚࠸ࡿࡀࠊDSM ࡀ⿕デ᩿⪅ࡢ⏦࿌ࢆࡲࡉ ཷࡅࡿேࡢほⓗయ㦂デ᩿ࢆࡍࡿேࡢほⓗ ⌮ࡢᐇࡋ࡚ཷࡅྲྀࡿࡇࡽጞࡲࡿࡇࢆ య㦂ࠊࡉࡽࠊඹ㏻ゝㄒࡋ࡚ᢅ࠺ࡢ࡛࠶ࢀࡤࠊ ⪃࠼ࡿࠊ㐣デ᩿ࡀቑ࠼࡚࠸ࡿ࠸࠺⌧㇟ࢆࠊ ࡑࡢࡢ㛵ಀ⪅࡞࠶ࡽࡺࡿேࡢయⓗయ㦂ࡀ ࠶ࡿ࠸ࡣࠊ㧗ᶫࡽࡢㄪᰝ࡛ฟ࡚ࡁࡓࡼ࠺࡞⤫ィⓗ ྠࡌ࡛࠶ࡿࡇࢆ๓ᥦࡋ࡞ࡅࢀࡤࠊࡇࢀࡽࡣᮏ ⤖ᯝ⮫ᗋⓗឤぬࡢᕪ␗ࢆㄝ᫂ࡍࡿ୍ࡘࡢどᗙ ᮶ᡂ❧ࡋ࡞࠸㆟ㄽ࡛࠶ࡿࠋ ࡛࠶ࡿࡼ࠺ᛮ࠺ࠋ ࡇ࠺ࡋࡓᐈၥ㢟ࡣࡇࡇ࡛ᢅ࠺ࡣ࠶ࡲࡾ ᮏ✏ࡀ⤂ࢆ┠ⓗࡋ࡚࠸ࡿ SWAP-200 ࡣࠊ ࡶࡁ࡞ࢸ࣮࣐࡛࠶ࡾࠊᮏ✏ࡢ┠ⓗࡶࡎࢀ࡚ࡋ DSM ྠᵝࠊᑓ㛛ᐙ㛫ࡢඹ㏻ゝㄒࢆసࡿࡇࢆ┠ ࡲ࠺ࡓࡵࠊ῝ࡃྲྀࡾᢅ࠺ࡇࡣࡋ࡞࠸ࡀࠊᅇࡣ ᣦࡋ࡚࠸ࡿࡀࠊDSM ࡢ┬ࡽ⏕ࡲࢀ࡚ࡁࡓ ࡇࡢ✀ࡢၥ㢟ࡢ⫼ᚋ࠶ࡿᛮࢃࢀࡿ୍ࡘࡢほ ࢭࢫ࣓ࣥࢺ࣭ࢶ࣮࡛ࣝ࠶ࡿࡔࡅࠊࡑࡢデ᩿᪉ Ⅼࡋ࡚ࠊGergen ࡢᚰ⌮ゝㄝㄽᑡࡋゐࢀ࡚࠾ ἲࡶ DSM ࡣኚ␗࡞ࡗ࡚࠸ࡿࠋୖグࡢၥ㢟Ⅼ ࡁࡓ࠸ࠋGergen㸦1994㸧ࡣࠊすὒᩥ࡛ࡣほ 㛵ࡋ࡚୧⪅ࢆẚ㍑ࡋ࡞ࡀࡽࠊ⢭⚄་⒪㡿ᇦ࠾ ⓗ≧ែࡢㄝ᫂ࡣ⪅ඹ᭷࡛ࡁࡿ⪃࠼࡚࠾ࡾࠊ ࡅࡿ SWAP ά⏝ࡢព⩏ࢆ࿊♧ࡋࡓ࠸ࠋ ᚰ⌮ゝㄒࡣᚰ⌮≧ែࢆᐇࡋ࡚࠸ࡿࢃ࡞࠸ ᣦࡋ࡚࠸ࡿࠋࡍ࡞ࢃࡕࠊ⚾ࡀᖾࡔゝ࠼ࡤࠊ ⚾ࡢᖾ࠶࡞ࡓࡢᖾࡣ㐪ࡗ࡚࠸࡚ࡶࠊ୧⪅ࡣ 㸰6:$3 సᡂࡢ⫼ᬒ㸸⢭⚄ศᯒ࠾ࡅࡿ ᐇド◊✲ࡢᢈุ ࡑࢀࡒࢀࡀྠࡌ“ᖾ”ࢆ᭷ࡋ࡚࠸ࡿಙࡌ࡚ࡋ ࡲ࠺࠸࠺ࠋ᪥ᮏᩥࡶࠊእⓎࡏࡽࢀࡓゝⴥ ࡀ⌧ᐇⓗ㇟࡞ࡗ࡚ᙳ㡪ࢆཬࡰࡍ࠸࠺ゝ㟋 ಙ௮ࡀ࠶ࡗࡓ㸦࠶ࡿ࠸ࡣࠊᮍࡔᏑᅾࡍࡿ㸧ࡇ ࢆ⪃࠼ࡿࠊ࠶࡞ࡀࡕすὒᩥ≉᭷ࡢၥ㢟ࡣゝ ࠸㞴࠸ࠋᐇ㝿⚾ࡓࡕ᪥ᮏேࡶⱞ③ࡸᝒယ࡞ࡢᚰ ⌮≧ែࢆ≀㇟ࡋࠊ࠶ࡓࡶᐇᅾࡍࡿఱࡘ࠸ ࡚ㄝ᫂ࢆࡋ࡚࠸ࡿࡼ࠺࡞㘒ぬࢆᢪࡁࡸࡍ࠸ഴྥ ࡀ࠶ࡿࡼ࠺ᛮ࠺ࠋGergen ࡣࠊᚰ⌮ゝㄒࡣᚰⓗ ≧ែࢆᐇࡍࡿࡶࡢ࡛ࡣ࡞ࡃࠊヰࡋᡭ⪺ࡁᡭࡢ ┦స⏝ࢆᘬࡁ㉳ࡇࡍᐇ㊶ⓗ࡞ࡶࡢ࡛࠶ࡿㄽ ࡌ࡚࠾ࡾɆࡍ࡞ࢃࡕࠊ ࠕ⚾ࡣᖾࡔࠖゝ࠺ࡁࡢ ࠕᖾࡔࠖ࠸࠺ゝⴥࡣࠊࢽ࣮ࣗࣟࣥࡢ≧ែࡸ≉ SWAP-200 ࡣ DSM-IV II ㍈ࡢ௦᭰ࢭࢫ࣓ࣥ ࢺࡋ࡚ㄌ⏕ࡋ࡚࠸ࡿࡀࠊసᡂࡣࡶ࠺୍ࡘูࡢ ⫼ᬒࡀ࠶ࡿࠋSWAP-200 ࡣࡑࡢ⌮ㄽⓗ⫼ᬒ⢭⚄ ศᯒ⌮ㄽࢆ᭷ࡋ࡚࠾ࡾࠊࡇࢀࡲ࡛ࡶ⢭⚄ศᯒ ⒪ࡢຠᯝ◊✲ࡸࣉࣟࢭࢫ◊✲ࡶά⏝ࡉࢀ࡚ࡁ ࡓࠋ㏆ᖺࡣ㉁ⓗ◊✲ࡀྎ㢌ࡋ࡚ࡁࡓࡇࡶ࠶ࡾࠊ ⢭⚄ศᯒࡀᚑ᮶ྲྀࡾ⤌ࢇ࡛ࡁࡓክࠊ㌿⛣ࠊᢠࠊ 㜵⾨࠸ࡗࡓほⓗయ㦂ࡢ◊✲ࡶ᫇ẚࠊࡣࡿ Ꮫ⾡ⓗチᐜࡉࢀࡿࡼ࠺࡞ࡗ࡚ࡁࡓࡀࠊࡑ ࢀ࡛ࡶ࡞࠾ࠊ⤫ィⓗࢹ࣮ࢱࡀ⛉Ꮫࢆࡅࡍࡿ ࠸࠺ᩘᑐࡍࡿಙ㢗ࡣࡁ࠸ࠋᐇ㝿ࠊ⢭⚄ศᯒࡢ 㡿ᇦࡣࠊㄆ▱⾜ື⒪ἲࡢ◊✲ࡢࡼ࠺࡞⤫ィࢆ 78 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ࡗࡓ㔞ⓗᐇド◊✲ࡀᅽಽⓗᑡ࡞ࡃࠊࡑࢀࢆ⌮⏤ Ⅼࢆᙜ࡚ࡿࡇࡀ࡛ࡁࡿ၏୍↓ࡢ᪉ἲ࡛࠶ࡿ ⢭⚄ศᯒࡢ⌮ㄽࡸ⒪ࡣጇᙜᛶࡀ☜ㄆ࡛ࡁ࡞ ࠸࠺ᙇࡀ࠶ࡾ㸦ࡓ࠼ࡤ Brenner 1982, Pine ࠸ࡉࡲࡊࡲ࡞ᢈุࡀ࡞ࡉࢀ࡚ࡁࡓࠋ⤫ィⓗ࢚ࣅ 1998㸧ࠊࡑࢀᨾࠊ 㸦⢭⚄ศᯒຎࡿ㸧ࡢ᪉ἲ࡛ ࢹࣥࢫࡀồࡵࡽࢀࡿ♫ⓗ≧ἣࡣࡉࡽࡁ࡞ ࡢ ᳨ ド ࡣ ᚲ せ ࠸ ࠺ ࡶ ࡢ ࡛ ࠶ ࡿ ࠋ Shedler ᙳ㡪ࢆࡶࡓࡽࡋ࡚࠾ࡾࠊ⡿ᅜ࡛ࡣ⢭⚄ศᯒ⒪ἲࡣ 㸦2002㸧ࡣࡇࡢ❧ሙࡀᘬࡁ㉳ࡇࡍၥ㢟ࡋ࡚ࠊᏛ ಖ㝤ࡢᑐ㇟እࡉࢀ࡚࠸ࡿࡇࡀከࡃࠊྛᕞࡀබ ὴ㛫ࡢ⌮ㄽⓗ㝸ࡓࡾࡢゎỴኻᩋࡋ࡚ࡁࡓࡇ ㄆࡍࡿ࢝࢘ࣥࢭ࣮ࣛࡢ㈨᱁ヨ㦂ࡶ⢭⚄ศᯒ㡿 ࢆᣦࡋ࡚࠸ࡿࠋศᯒᐙࡢ⌮ㄽⓗಙᛕࡣࠊ࢚ࣅࢹ ᇦࡽฟ㢟ࡉࢀࡿ࠸࠺ࡇࡣࡰ࡞࠸ࡼ࠺࡛ ࣥࢫࡼࡾࡶࠊྛ⮬ࡀᡤᒓࡍࡿࣥࢫࢸࢸ࣮ࣗࢺ ࠶ࡿࠋࡑ࠺ࡋࡓព࡛ࡶࠊ⤫ィⓗࣃ࣮ࢯࢼࣜࢸ ࡸࠊカ⦎ศᯒᐙࠊࢫ࣮ࣃ࣮ࣦࢨ࣮ࡽࡢྠ୍ ഴྥࢆฟࡋ࡚࠸ࡿ SWAP-200 ࡣ⢭⚄ศᯒ◊✲ ࡼࡗ࡚ࡼࡾ☜ᅛࡓࡿࡶࡢ࡞ࡗ࡚࠸ࡿࡼ࠺ ࡗ࡚ࡶࡁ࡞㈉⊩࡞ࡿࡼ࠺ᛮࢃࢀࡿࠋ ࡛ࠊ⮫ᗋ◊✲ࡣ⮬Ꮫὴࡢඃᛶࢆ♧ࡍࡓࡵ᭩ ࡋࡋࠊ⢭⚄ศᯒࡢ㡿ᇦ࡛ࡣࡇ࠺ࡋࡓ⤫ィⓗ࡞ ࢀ࡚࠸ࡿࡇࡶከ࠸࠸࠺ࠋࡇࡢᏛὴࡢྠ୍ ᐇド◊✲ࡣᚲࡎࡋࡶཷࡅධࢀࡽࢀ࡚࠸ࡿࢃࡅ࡛ ࡣᗘࠎၥ㢟࡞ࡗ࡚ࡁࡓࠋࡓ࠼ࡤ Kernberg ࡣ࡞࠸ࠋᐇ㝿ࠊࡇࢀࡲ࡛ࡶ Core Conflictual 㸦1996㸧ࡣ⢭⚄ศᯒࡢ㛢㙐ⓗ࡛ࠊ⼥㏻ᛶࡢ࡞࠸カ Relationship Theme㸦Lubosky, 1977㸧࡞ࠊ⣔ ⦎㐣⛬ࡀೃ⿵⏕ࡢ⬟ຊࡸྍ⬟ᛶࢆྎ↓ࡋࡋ࡚ ⤫❧࡚࡚⢭⚄ศᯒ⒪ࢆ᳨ドࡋࡼ࠺࠸࠺ヨࡳ ࡋࡲ࠸࠺ࡿࡇࢆ⓶⫗ࡲࡌࡾ③Ⅿᢈุࡋ࡚ ࡣ࠸ࡃࡘ⾜ࢃࢀ࡚ࡁࡓࠋࡋࡋࠊࡑ࠺ࡋࡓᐇド ࠸ࡿࠋࡲࡓ⢭⚄ศᯒࡢ⮫ᗋ◊✲࡛ࡋࡤࡋࡤ┠ ◊✲ࡀ⌧ᅾᗈࡃά⏝ࡉࢀ࡚࠸ࡿ࠸࠺ヰࢆ⪥ ࡍࡿࡢࡣࠊ⣲ᮦࢆ࢚ࣅࢹࣥࢫࡓࡽࡋࡵ࡚࠸ࡿࡶ ࡋ࡞࠸ࡢࡶࡲࡓᐇ࡛࠶ࡿࠋࡑࢀࡣࡉࡲࡊࡲ࡞ ࡢࡣࠊ⮬Ꮫὴࡢศᯒᐙࡀᇳ➹ࡋࡓㄽᩥࡢᘬ⏝࡛࠶ ⌮⏤ࡀ⪃࠼ࡽࢀࡿ㸦ࡓ࠼ࡤࠊ⢭⚄ศᯒᐙࡣ⒪ ࡾࠊ᭷ຊ࡞ⴭྡேࡢᙇࢆ᰿ᣐࡋ࡚࠸ࡿࡇࡀ ⪅ࡋ࡚ࡢカ⦎ࡀ㛗࠸ࡓࡵ◊✲⪅ࡋ࡚ࡢカ⦎ ከ࠸ࠋ100 ᖺ௨ୖ๓ࡢ Sigmund Freud ࡢㄽᩥࡀ ࡲ࡛⾜࠺వ⿱ࡀ࡞࠸ࠊ࡞㸧ࡀࠊᮏ㉁ⓗ࡞ၥ㢟 ᮍࡔࠊ࠶ࡓࡶ᰿ᣐࡋ࡚ᘬ⏝ࡉࢀࡿࡢࡣࡑࡢ ࡋ࡚ࡣࠊ⢭⚄ศᯒᐙ⮬㌟ࡀᐇド◊✲ᑐࡋ࡚ྰᐃ ᆺⓗ࡞࡛࠶ࡿࡀࠊࡇ࠺ࡋࡓၥ㢟ࡣ᪥ᮏ࡛ࡶぢ ⓗ࡛࠶ࡾࠊ㑊ࡅ࡚ࡁࡓࡇࢁ࠶ࡿࠋ ⪺ࡁࡍࡿࡇࢁ࡛࠶ࡿࠋ Shedler㸦2002㸧ࡣࠊ⢭⚄ศᯒ࠾ࡅࡿᐇド◊ ୕ࡘ┠ࡢࠕ↓㛵ಀࠖ࠸࠺ࡢࡣࠊᐇド◊✲࠸ ✲ᑐࡍࡿࡼࡃ࠶ࡿᢈุࡀࠊ ࠕྍ⬟ࠖࠊ ࠕᚲせࠖࠊ ࠺᪉ἲࢆ㐺⏝࡛ࡁ࡞࠸࠸࠺ᢈุ࡛࠶ࡾࠊࡑࡢ௦ ࠕ↓㛵ಀࠖࡢ 3 ✀㢮ศ㢮ࡉࢀࡿࡲࡵ࡚࠸ࡿࠋ ⾲ⓗ࡞ᙇࡋ࡚ࡣࠊ⢭⚄ศᯒࡣゎ㔘ᏛࡢᏛၥ࡛ ᭱ึࡢࠕྍ⬟ࠖ࠸࠺ࡢࡣࠊ⢭⚄ศᯒࡢᵓᡂᴫ ࠶ࡾ⛉Ꮫ࡛ࡣ࡞࠸࠸࠺ࡶࡢ࡛࠶ࡿࠋGill㸦1994㸧 ᛕࢆ㔞ࡋࡼ࠺ࡍࡿࠊ࠺ࡋ࡚ࡶ▸ᑠࡸṍ ࡣࠕ┦ᑐ⩏ࡢពㄒࡣᐇド⩏࡛࠶ࡿࠋᚋ⪅ࡣ ᭤ࡣ㑊ࡅࡽࢀࡎࠊศᯒⓗពࡢ࠶ࡿ◊✲ࡣ࡛ ほᐹ⪅ḟ➨࡛ࡣ࡞࠸ᐇ࠸࠺ࡶࡢࢆᐃࡋ࡚ ࡁ࡞࠸࠸࠺ᖐ⣡⩏ᑐࡍࡿᢈุ࡛࠶ࡾࠊ࠾ࡑ ࠸ࡿࠋ၏୍ࡢ┿ࡢ⟅࠼ࡀ࠶ࡿࡢࡔࠋ࠸ࢃࡤほᐹ⪅ ࡽࡃ᭱ࡶぢཷࡅࡽࢀࡿᙇ࡛࠶ࡿࠋࡋࡋ◊ ࡣせᅉࡽእࡋ࡚ࡶࡼ࠸ࡉࢀࡿࠋ㸦୰␎㸧ࣈࣛ ✲࡛࠶ࡗ࡚ࡶࠊ▸ᑠࡸṍ᭤ࡀ⏕ࡌ࡞࠸࠸࠺ ࣥࢡ࣭ࢫࢡ࣮ࣜࣥࡋ࡚ࡢศᯒᐙ࠸࠺ぢ᪉ࡣࠊ ࡇࡣ࠶ࡾ࠼࡞࠸ࡋࠊࡑࡶࡑࡶᅛ᭷ᛶࢆྎ↓ࡋ ศᯒᐙࢆ㛵ࡍࡿせᅉࡽ㝖እࡋ࠺ࡿࡍࡿࠊࡍ ࡋ࡚ࡋࡲ࠺ྰࡣ᪉ἲㄽࡢၥ㢟࡛࠶ࡿࠋ ࡞ࢃࡕศᯒᐙࡢほᐹࡶゎ㔘ࡶศᯒᐙ⮬㌟ࡢಶᛶ ࡘ┠ࡢࠕᚲせࠖ࠸࠺ࡢࡣࠊศᯒ⌮ㄽࢆ⏕ ࡢᐤࢆචࢀ࡚࠸ࡿࡍࡿㄗࡗࡓಙᛕࡢᆺ࡛ ࡳฟࡋࡓࡾࠊಟṇࡋࡓࡾࠊྫྷ࡛ࡁࡓࡾࡍࡿࡢࡣࠊ ࠶ࡿࠖ㸦p.24㸧㏙ࠊᐇド⩏ᇶ࡙ࡃ◊✲ࢆ ศᯒⓗ᪉ἲࡢࡳ࡛࠶ࡿ࠸࠺ᚠ⎔ㄽࡼࡗ࡚⏕ ᢈุࡋ࡚࠸ࡿࠋ⢭⚄ศᯒࡣࠊ≉ 1950 ᖺ௨㝆ࠊ ࡌ࡚࠸ࡿࠋ⢭⚄ศᯒࡣ⢭⚄⏕άࡢ㔜せ࡞ഃ㠃↔ ㏫㌿⛣ࡀ⿕ศᯒ⪅ࡢ⌮ゎࡁ࡞㈉⊩ࢆࡶࡓࡽ 79 ᯓឭคɟ≝⁅⁉″⁂‟․•• ↚↷↺⇷∞⇣⇰∐⇬⇉ᨦܹ↝ྸᚐ ࡋ࠺ࡿ࠸࠺ぢ᪉ࡀᗈࡃཷࡅධࢀࡽࢀࡿࡼ࠺ ᐇ㝿ࠊDSM-III ࡀసᡂࡉࢀࡓ㝿ࠊ⢭⚄ศᯒࡀᅉ ࡞ࡗ࡚௨᮶ࠊศᯒᐙ⿕ศᯒ⪅ࡢ㛫࡛ᵓᡂࡉࢀࡿ ࡋ࡚ᐃࡋ࡚ࡁࡓⴱ⸨ࡸጇ༠ᙧᡂ࠸࠺ᴫᛕ ࠕពࠖࡢ⌮ゎດࡵ࡚ࡁࡓࠋࡑࡢࡓࡵ Freud ࡣࠊ᭕࡛ࠊホᐃ⪅㛫ࡢ୍⮴ࡀ㞴ࡋ࠸࠸࠺⌮⏤ ࡢࣈࣛࣥࢡ࣭ࢫࢡ࣮ࣜࣥࡢᴫᛕࡀᢈุࡢⓗ࡞ࡗ ࡛㝖ࡉࢀࡓࡀࠊศᯒᐙࡸศᯒᣦྥࡢ⮫ᗋᐙࡣࠊ ࡚ࡁࡓࡢࡣࡼࡃ▱ࡽࢀ࡚࠸ࡿࠋࡋࡋࠊᐇド⩏ ࡑࡢ᭕ࡸ☜ࣞࢵࢸࣝࢆ㈞ࡽࢀࡓࡇࢁ 㸻ࣈࣛࣥࢡ࣭ࢫࢡ࣮࡛ࣜࣥࡣ࡞࠸ࠋ┦ᑐ⩏ࡢ ࠊከࡃࡢࠕ⮫ᗋࡢ▱ࠖࢆぢ࡚࠸ࡓࠋ ᑐᴫᛕࡣ⤯ᑐ⩏࡛࠶ࡾࠊᐇド◊✲࠾࠸࡚ࡣ ࡋࡋࠊࡍ࡚ࡢᐇド◊✲ࡀྠࡌࡼ࠺ࡢ Gill ࡀ㏙ࡿࡼ࠺ほᐹ⪅ࢆ㝖ࡍࡿࡇࡀồ ᅛ᭷ᛶࡸࠕ⮫ᗋࡢ▱ࠖࢆ㝖ࡍࡿࢃࡅ࡛ࡣ࡞࠸ࠋ ࡵࡽࢀ࡚࠸ࡿࢃࡅ࡛ࡣ࡞࠸ࠋᐇド◊✲࡛ࡣ┤᥋ⓗ DSM ྠᵝࠊSWAP-200 ࡶᐇド◊✲ࡼࡗ࡚⏕ࡳ ࡞⤒㦂ࡸほᐹࢆ㏻ࡋ࡚▱㆑ࢆᵓ⠏ࡍࡿ◊✲࡛࠶ ฟࡉࢀࡓࢭࢫ࣓ࣥࢺ࣭ࢶ࣮࡛ࣝ࠶ࡾࠊDSM ྠ ࡾࠊࡑࢀࡣ㔞ⓗศᯒ࡛ࡶ㉁ⓗศᯒ࡛ࡶᵓࢃ࡞࠸ࡶ ᵝࠊSWAP-200 ࡶ⮫ᗋᐙ㛫ࡢඹ㏻ゝㄒࢆసࡿࡇ ࡢ࡛࠶ࡿࠋShedler㸦2002㸧ࡶᣦࡋ࡚࠸ࡿࡇ ࢆ┠ⓗࡋ࡚࠸ࡿࡀࠊࡑࡢసᡂ᪉ἲࡣ DSM ࡣ ࡛ࡣ࠶ࡿࡀࠊ⢭⚄ศᯒࡢࡍ࡚ࢆᐇドⓗ◊✲ࡋ Ỵᐃⓗ␗࡞ࡗ࡚࠸ࡿࠋDSM ࡢ┬ࡽࠊ⮫ ࡞ࡅࢀࡤ࡞ࡽ࡞࠸࠸࠺ࢃࡅ࡛ࡣ࡞ࡃࠊᐇドⓗ ᗋⓗほᐹࢆ㔜どࡍࡿࡼ࠺ࠊゝ࠺࡞ࢀࡤࠊࠕ⮫ᗋࡢ ◊✲࡛ࡁࡿࡇࢁࢆᐇドⓗ◊✲ࡍࢀࡤࡼ࠸ࡢ ▱ࠖࢆయ⌧࡛ࡁࡿࡼ࠺సࡽࢀࡓࡢ࡛࠶ࡿࠋ௨ୗࠊ ࡛ࡣ࡞࠸ࡔࢁ࠺ࠋ≉ࠊࣃ࣮ࢯࢼࣜࢸ㛵ࡋ ࡑࡢ㐪࠸ࡘ࠸࡚⤂ࡍࡿࠋ ࡚ࡣࠊ⒪⪅ࡼࡗ࡚ᕥྑࡉࢀࡿ㢮࠸ࡢࡶࡢ࡛ࡣ ࡞࠸ࠋࡇࢀࡲ࡛ࡶࣃ࣮ࢯࢼࣜࢸࡢ≉ᛶࡸഴྥ 㛵ࡋ࡚ࡣࠊᚑ᮶ࡽ㢮ᆺࡀ⾜ࢃࢀ࡚ࡁ࡚࠾ࡾ 㸱㸯ᑓ㛛ᐙࡢ⮫ᗋⓗほᐹࢡ࢚ࣛࣥࢺࡢ⮬ ᕫሗ࿌ 㸦Reich, 1933 ; MacWilliams, 1994/ 2005㸧ࠊඹ ᭷࡛ࡁࡿ⌮ゎࡀ࠶ࡿࡇࡣᗈࡃ▱ࡽࢀ࡚࠸ࡿ DSM ࡀᐈほᛶࢆᢸಖࡍࡿࡓࡵ⤫ไࡋࡓࡢࡣࠊ ࡇࢁ࡛࠶ࡿࠋ デ᩿ࡍࡿ⒪⪅ࡢほⓗุ᩿࡛࠶ࡗࡓࠋDSM ࡀ ᐇド◊✲ࡣ᪉ἲࡢ୍ࡘ࡛࠶ࡾࠊࡑࢀࢆ᭱ึࡽ సᡂࡉࢀࡿ௨๓ࡣࠊྠ୍ᝈ⪅␗࡞ࡿ་ᖌࡼࡗ ཷࡅධࢀ࡞࠸࠸࠺㛢㙐ⓗ࡞ᛮ⪃࣭ጼໃࡣ⢭⚄ศ ࡚␗࡞ࡿデ᩿ࡀࡘࡅࡽࢀ࡚࠸ࡓࡓࡵࠊホᐃ⪅㛫ࡢ ᯒࡢⓎᒎࡢࡓࡵࡶぢ┤ࡉࢀ࡚ࡋࡿࡁ࡛࠶ ୍⮴ࡣᮇᚅ࡛ࡁ࡞࠸ࡉࢀ࡚࠸ࡓࠋ⢭⚄ศᯒⓗぢ ࡿࡼ࠺ᛮ࠺ࠋSWAP ࡀࡑࡢ⌮ㄽⓗ⫼ᬒ⢭⚄ศ ❧࡚࡛ࡶࠊⴱ⸨ཎᅉࢆồࡵࡿ⪅ࡶ࠸ࢀࡤ㸦ḧື ᯒࢆ᭷ࡍࡿ࠸࠺ࡢࡣࠊࡇ࠺ࡋࡓ⢭⚄ศᯒࡢᐇド ㄽ㸧ࠊᑐ㇟㛵ಀၥ㢟ࢆồࡵࡿ⪅ࡶ࠾ࡾ㸦ᑐ㇟㛵 ◊✲ᑐࡍࡿጼໃࡢ┬ࡢ⾲ࢀ࡛ࡶ࠶ࡿࠋ ಀㄽ㸧ࠊఱࡀḞᦆࡋ࡚࠸ࡿࡇࢆᙇࡍࡿ⪅ࡶ ࠸ࡓ㸦Ḟᦆㄽ㸧 ࠋࡲࡓࠊFreud ࡀ⚄⤒ࡢ௦⾲ⓗ 㸱 ࠕ⮫ᗋࡢ▱ࠖࡢయ⌧ ᝈ⪅ࡋ࡚♧ࡋࡓࣥࢼ࣭O Ꮉࡣࠊቃ⏺Ỉ‽ ࡛࠶ࡗࡓࡾ㸦Bolkosy, 1982; Meissner, 1979㸧ࠊ ⮫ᗋᚰ⌮Ꮫࡢ㡿ᇦ࡛ࡣࠊᐈほᛶࡸᬑ㐢ᛶࢆᙉㄪ ⢭⚄Ỉ‽࡛࠶ࡗࡓࡾ㸦Goshen, 1952; Reichard, ࡍࡿࠕ⛉Ꮫࡢ▱ࠖࡔࡅ࡛ࡣ࡞ࡃࠊேࡀసࡾฟࡍࡉ 1956; Bram, 1965㸧ࡍࡿࠋࡑࡇ࡛ DSM ࡣ➨㸱∧ ࡲࡊࡲ࡞ၥ㢟ࡢᅛ᭷ᛶࢆ⌮ゎࡍࡿࠕ⮫ᗋࡢ▱ࠖࡀ ồࡵࡽࢀ࡚ࡁࡓࠋ≉⢭⚄ศᯒࡣ Freud ࡢ㡭ࡼ ࡾ◊✲ࡀࡓࡿ◊✲᪉ἲ࡛࠶ࡾࠊ ࠕ⮫ᗋࡢ▱ࠖ ࢆ῝ࡵࡿࡇࡀ➨୍⩏࡛࠶ࡗࡓࠋࡑࡢࡓࡵୖグࡢ ࡼ࠺࡞⌮⏤࡛ᐇド◊✲ࡀ≉᭷ࡢពࢆᦆࡡ ࡚ࡋࡲ࠺ࡇࡢᠱᛕࡀᙉ࠸ࡇࡣ⌮ゎ࡛ࡁࡿࠋ ௨㝆ࠊᅉㄽⓗ࡞デ᩿ศ㢮࡛ࡣ࡞ࡃࠊ⾲⌧ࢀ࡚ ࠸ࡿ≧ᇶ࡙࠸࡚ศ㢮ࡍࡿ᪉ἲ㌿ࡋࡓࠋ ␗࡞ࡿࣂࢵࢡࢢࣛ࢘ࣥࢻࢆࡶࡘࡉࡲࡊࡲ࡞⮫ᗋ ᐙࡸ◊✲⪅ࡀඹ㏻ㄆ㆑ࢆ᭷ࡍࡿࡓࡵࡣࠊ᭕࡞ ᅉࠊ≉࣓ࢱࣇ࣮ࡀከࡃࠊព㆑ࡉࢀ࡞࠸」㞧 ࡞ᚰ⌮࣓࢝ࢽࢬ࣒ࢆ௬ᐃࡍࡿ⢭⚄ศᯒࡢᴫᛕࡸ 80 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ⏝ㄒࡣ㒔ྜࡀᝏࡗࡓࡢ࡛࠶ࡿࠋ⤖ᯝࠊデ᩿⪅㛫 ࡀࡑࡢ௦ൾࡋ࡚ᡶࡗ࡚ࡁࡓ⮫ᗋᐙࡢᝈ⪅ࢆ ࡢ୍⮴⋡ࡣୖࡀࡾࠊඹ㏻ゝㄒࡋ࡚ DSM ࡣࡁ ேⓗほᐹࡍࡿຊࡢ᳨ウࡀồࡵࡽࢀ࡚࠸ࡿࡢ ࡞ᡂຌࢆ࠾ࡉࡵࡓࡢࡼ࠺ぢ࠼ࡓࠋ ࡛࠶ࡿࠋ ࡇࢁࡀࠊᅉࡢ⪃ᐹࡣࠊᑓ㛛ᐙࡢ⮫ᗋⓗほᐹ ᐇ㝿ࠊDSM ࡀ⤫ィⓗಙ㢗ᛶࢆ㧗ࡵࡿࡓࡵ㢗 ࡀᫎࡉࢀࡿሙ࡛ࡶ࠶ࡗࡓࡓࡵࠊDSM ࡛ࡢデ᩿ ࡗ࡚ࡁࡓࢡ࢚ࣛࣥࢺࡢ⮬ᕫሗ࿌ࡶ㝈⏺ࡀ࠶ ࡣࠊ⒪⪅ࡢ⮫ᗋⓗឤぬࡽ㞳ࢀ࡚ࡋࡲ࠺࠸࠺ ࡿࡇࡀከࡃᣦࡉࢀ࡚ࡁ࡚࠸ࡿࠋࡓ࠼ࡤࠊ ࠕᢚ ၥ㢟ࡀ⏕ࡌ࡚ࡁࡓ㸦Westen & Shedler, 1999ab㸧ࠋ ࠺ࡘⓗ࡛࠶ࡿࠖ࠸ࡗࡓෆ㠃ⓗ≧ἣࡣッ࡞ࡾ SCID-II 㸦 Structured Clinical Interview for ࡸࡍ࠸ࡇࡽࡶデ᩿㠃᥋࡛ࡣሗ࿌ࡋࡸࡍ࠸ DSM-IV Axis II Personality Disorders㸧ࡣࠊ ࡛࠶ࡿࡀࠊࠕᛣࡾࡸࡍ࠸ࠖ࠸ࡗࡓᨷᧁᛶࡣ♫ DSM-IV II ㍈ࡢデ᩿ࢆࡼࡾṇ☜⾜࠺ࡓࡵ ⓗᐜㄆࡉࢀࡃ࠸ឤ࡛࠶ࡿࡇࡽྰㄆ ࢃࢀࡿᵓ㐀㠃᥋࡛࠶ࡾࠊࢡ࢚ࣛࣥࢺ┤≧ ࡉࢀ࡚࠸ࡿࡇࡀከࡃࠊ┤᥋ࠊ⿕デ᩿⪅ᑜࡡ࡚ ἣࢆᑜࡡࠊࡑࡢᅇ⟅ࡽࣃ࣮ࢯࢼࣜࢸ㞀ᐖࡢࢱ ࡶ࠶ࡲࡾពࡀ࡞࠸ࡇࡶከ࠸ࠋ௬ᨷᧁⓗ࡛࠶ ࣉࢆ≉ᐃ࡛ࡁࡿࡼ࠺సࡽࢀ࡚࠸ࡿࠋࡇࡢ㠃᥋ ࡿ࠸࠺⮬ᕫㄆ㆑ࡀ࠶ࡗࡓሙྜ࡛ࡶࠊ⪅ࡽ ࣉ࣮ࣟࢳࡣ DSM ࡢデ᩿ᚲ㡲࡛ࡣ࡞࠸ࡀࠊከ ࠺ぢࡽࢀࡓ࠸ࡼࡗ࡚ሗ࿌ࡢ᭷↓ᕪࡀฟ࡚ ࡃࡢ᭩⡠ࡸᩥ⊩࡛ᙉࡃ᥎ዡࡉࢀ࡚࠾ࡾࠊDSM ࡢ ࡃࡿྍ⬟ᛶࡀ㧗࠸ࠋࡢࡼ࠺⮬ᕫࢆ࿊♧ࡍࡿ デ᩿᪉ἲࡢ≉ᚩࢆࡼࡃ⾲ࡋ࡚࠸ࡿࠋࡓ࠼ࡤࠊ⮬ ࡣ♫⏕άࢆႠࡴ⚾ࡓࡕࡣ㠀ᖖ㔜せ࡞ၥ㢟 ᕫឡᛶࣃ࣮ࢯࢼࣜࢸ㞀ᐖ㛵ࡍࡿ㉁ၥ࡛ࡣࠕ࠶ ࡛࠶ࡾࠊ⒪ሙ㠃࡛࠶ࡗ࡚ࡶࠊ㠃᥋⪅ࡀ⏨ᛶዪ ࡞ࡓࡣࠊ≉ู࡞ᢅ࠸್ࡍࡿே㛫ࡔᛮ࠸ࡲࡍࠖ ᛶࠊⱝ࠸ᖺ㓄ࠊዲࡳࡑ࠺࡛ࡣ࡞࠸ࠊᏳ ࠸ࡗࡓࡼ࠺࡞㉁ၥࢆ࠸ࡃࡘࡶ⾜࠸ࠊᙜ࡚ࡣࡲࡿ ᚰࡋ࡚ヰࡏࡑ࠺ྰࠊ࡞ࡼࡗ࡚㛤♧ࡉࢀࡿ 㡯┠ࡀከ࠸ࠊࡑࡢேࡣ⮬ᕫឡᛶࣃ࣮ࢯࢼࣜࢸ ෆᐜࡀᕥྑࡉࢀࡿࡇࡣീ㞴ࡃ࡞࠸ࠋࡋࡋ 㞀ᐖࢆ᭷ࡋ࡚࠸ࡿุ᩿ࡉࢀࡿࠋ㔝㸦2014㸧ࡣ DSM ࡢ࠸࠺“≧”ࡣࠊࡑ࠺ࡋࡓືᶵ࡙ࡅࡢࡼ࠺ ࡇ࠺ࡋࡓ DSM ࡢデ᩿ᇶ‽ࡀᑟධࡉࢀࡓࡇ࡛ࠊ ࡞⾲㠃ぢ࠼࡞࠸ࡇࡣ࠶ࡲࡾ⪃៖ࡉࢀ࡚࠸࡞ ་ᖌࡸ◊✲⪅㛫࡛ࡢデ᩿ࡢಙ㢗ᛶࡀྥୖࡋࠕ⚾ࡓ ࠸ࠋඛࡶ㏙ࡓࡼ࠺ࠊᇶᮏⓗ DSM ࡛ࡣࣃ ࡕࡣࡼ࠺ࡸࡃᏛၥⓗ࣭⮫ᗋⓗ㆟ㄽࢆࡍࡿඹ㏻ゝㄒ ࣮ࢯࢼࣜࢸࡣᐈయࡋ࡚Ꮡᅾࡋ࡚࠾ࡾɆ࠶ࡿ࠸ ࢆ㌟ࡅࡓࡢ࡛࠶ࡿࠖ㸦p.49㸧㏙࡚࠸ࡿࠋ ࡣࠊᚰⓗ≧ែࡀ≀㇟ࡉࢀ࡚࠾ࡾɆࢡ࢚ࣛࣥࢺ ࡋࡋྠࠕ⢭⚄⛉་ࡀ┬ࢆࡋ࡞ࡅࢀࡤ࡞ࡽ ࡢሗ࿌࣭ゝⴥࡣྛ⮬ࡢᚰⓗ≧ែࢆᐇⓗᥥࡋ ࡞࠸ࡇࢁࡔ⚾ࡣ⪃࠼ࡿࡀࠊ࠺ࡋ࡚ࡶ⢭⚄⛉ ࡚࠸ࡿࡇࢆ ๓ᥦࡋ࡚࠸ࡿࡢ࡛࠶ࡿ ࠋ㔝 ་࡞࠸ࡋࡣ⢭⚄་⒪ᚑ⪅ࡣࠊ≧┠ࢆྥࡅࡓ 㸦2014㸧ࡣ⢭⚄་⒪ࡢデ⒪ࡣࠊᝈ⪅ࡀࡁࡕࢇ ࡃ࡞ࡿࠋࡑࢀࡀ࠸ࡁࡍࡂࡿࠊࡑࡢேࢆྲྀࡾࡲࡃ ≧ࡸᝎࡳࢆッ࠼ࡿ࠸࠺ᛶၿㄝ❧ࡗ࡚࠸ࡿࡓ ⎔ቃࡸ♫ⓗ≧ἣ࣭ே㛫㛵ಀ࡞ከ㠃ⓗ࡞ഃ㠃 ࡵ DSM ࡀᑟධࡉࢀࡿ๓࡛ࡣბ࠺ࡀぢ◚ࢀ ࡽࡑࡢேࢆ⌮ゎࡍࡿࠊ࠸࠺ࡇࡀ࡛ࡁ࡞ࡃ࡞ࡗ ࡞ࡗࡓ㏙ ࡚࠸ࡿࡀࠊࡇࡢ┿ྰࡢ ၥ㢟ࡣ ࡚ࡋࡲ࠺ࠋ≧ࡔࡅࡀࡑࡢே࡛ࡣ࡞࠸ࠋࡑࡢேࡢ DSM ࡢᑟධࡢ᭷↓㛵ࢃࡽࡎࠊGergen ࡢᣦ ᣢࡗ࡚࠸ࡿຊࠊࡑࡢேࢆྲྀࡾࡲࡃ⎔ቃࠊࡑࡢேࡢ ࡍࡿࡼ࠺࡞ゝⴥࡢᐇ⌮ㄽࡢၥ㢟ࡀ๓ᥦ࠶ࡿ Ꮡᅾࢆ⥲ྜⓗุ᩿ࡍࡿᚲせࡀ࠶ࡿࠋࡋࡋࠊデ 㝈ࡾ㸦ゝⴥࡢ♫ⓗᶵ⬟ࢆ⪃៖ࡋ࡞࠸㝈ࡾ㸧ᮏ㉁ ᩿ࡢಙ㢗ᛶࢆ㧗ࡵࡿ࠸࠺ࡇࠊேࡋ࡚ࡢ⢭ ⓗኚࢃࡿࡇࡣ࡞࠸ࠋ ⚄≧ⱞࡋࡴேࢆ⌮ゎࡍࡿ࠸࠺ࡇࡢ㊥㞳 ࡑࡇ࡛ࠊSWAP-200 ࡣࡇ࠺ࡋࡓ DSM ࡢၥ㢟ࢆ ࢆࠊ⚾ࡓࡕࡣࡲࡔᇙࡵࡁࢀ࡚࠸࡞࠸ࠖ㸦p.50㸧 ⪃៖ࡋࠊDSM ࡀデ᩿⪅ࡢほⓗぢ❧࡚ࢆ㝖ࡋ ⌧≧ࡢၥ㢟ࢆࡶᣦࡋ࡚࠸ࡿࠋࡍ࡞ࢃࡕࠊ⤫ィⓗ ࡓࡢᑐࡋ࡚ࠊSWAP-200 ࡣከ⩏ᛶࡀ࠶ࡾΰࢆ ࡞ಙ㢗ᛶࢆ㧗ࡵࡿࡓࡵࠊ⢭⚄་⒪ࡸ⮫ᗋᚰ⌮Ꮫ ᣍࡁࡸࡍ࠸ᑓ㛛⏝ㄒࢆ㝖ࡋ࡞ࡀࡽࠊデ᩿ࡍࡿ⪅ 81 ᯓឭคɟ≝⁅⁉″⁂‟․•• ↚↷↺⇷∞⇣⇰∐⇬⇉ᨦܹ↝ྸᚐ ࡢほⓗぢ❧࡚ࢆ✚ᴟⓗάࡍᕤኵࢆ⾜ࡗࡓࠋ ┠㧗࠸Ⅼᩘࡀࡘࡃࡼ࠺࡛࠶ࢀࡤࠊ⿕デ᩿⪅ࡣ࠸ 㐣ཤࠊᝈ⪅」ᩘࡢデ᩿ྡࡀࡘࡁࠊၥ㢟ࡢᮏ㉁ࢆ ࢃࡺࡿศ splitting ࢆࡗ࡚࠸ࡿࡢࡔࢁ࠺᥎ ྠᐃ࡛ࡁ࡞ࡗࡓࡢࡣࠊᑓ㛛ᐙࡢ⮫ᗋⓗ࡞ほᐹ ᐹࡉࢀࡿࠋࡇࡢࡼ࠺ࠊ」ᩘࡢ㡯┠㸦」ᩘࡢほᐹ㸧 ၥ㢟ࡀ࠶ࡗࡓ࠸࠺ࡼࡾࡶࠊࡑࢀࢆඹ᭷ࡍࡿゝㄒ ࢆ⥲ྜⓗุ᩿ࡍࡿࡇࡼࡗ࡚ࠊࡇࢀࡲ࡛ᑓ㛛 ၥ㢟ࡀ࠶ࡗࡓࡓࡵ⪃࠼ࡓࡢ࡛࠶ࡿࠋࡓ࠼ࡤࠊ ⏝ㄒ୍ࡘ࡛⾲ࡑ࠺ࡋ࡚ࡁࡓ⮫ᗋⓗ࡞ᴫᛕࡸ⌧ ࠕᢞᙳྠ୍ࠖ࠸࠺ᑓ㛛⏝ㄒࡣ⢭⚄ศᯒᣦྥࡢ ㇟ࢆᢕᥱ࡛ࡁࡿࡼ࠺సࡽࢀ࡚࠸ࡿࠋ ⒪⪅ࡣ㠀ᖖ㥆ᰁࡳ῝࠸ࡀࠊᏛὴࡼࡗ࡚ᣦ ࡋ♧ࡍࡇࢁࡢពࡀ␗࡞ࡗ࡚ࡃࡿࠋྂࣇࣟ ࢹࣥࠊྂࢡࣛࢽࣥࡣࠕᢞᙳࠖྠࡌព 㸱㸰ࢺࢵࣉࢲ࢘ࣥⓗデ᩿࣎ࢺ࣒ࢵࣉⓗデ ᩿ ࡛⏝ࡍࡿࡢᑐࡋ࡚ࠊᑐ㇟㛵ಀㄽ⪅ࡸ⌧௦ࢡ ࣛࢽࣥࡣᢞᙳྠ୍ࡣᢞᙳࡢᴫᛕࡣྵ ࡲࡓࠊDSM SWAP ࡣࡑࡢデ᩿ᵓ㐀ࡶ ࡲࢀ࡚࠸࡞࠸ࠊ⪅ࢆືࡍᚰⓗᅽຊࢆෆໟࡍࡿ ࡁ࡞㐪࠸ࡀ࠶ࡿࠋDSM-IV ࡛ࡣࣃ࣮ࢯࢼࣜࢸ㞀 ࡢぢゎࢆ♧ࡋ࡚࠸ࡿࠋࡉࡽࠊᑐே㛵ಀㄽ⪅ࡢ ᐖࡀ᪤㢮ᆺࡉࢀࡓ≧ែ࡛ᥖ㍕ࡉࢀ࡚࠾ࡾࠊࡑ ୍㒊㸦Eagle, 2000㸧ࡣࡇࡢᚰⓗᅽຊ࠸࠺⪃࠼ ࡢデ᩿ᇶ‽ࡀ᫂♧ࡉࢀ࡚࠸ࡿࠋ⮫ᗋᐙࡣࡑࡢᇶ‽ ၥࢆ࿊ࡋࠊ ࠕ㸦ᢞᙳྠ୍ࡼࡗ࡚㸧ᝈ⪅ື ⿕デ᩿⪅ࡢ≧ἣࡀྜ࠺࠺ࠊࡍ࡞ࢃࡕࡑࡢ ࡉࢀࡓࠖᙉㄪࡍࡿࡇࡣ⒪⪅ࡢయᛶࡢᙳ ᇶ‽࠶ࡆࡽࢀࡓ≉ᛶࡢ᭷↓ࢆ⪅ᢥ୍ⓗุ 㡪ࢆ⪃៖ࡋ࡚࠸࡞࠸ࡇࡢ⌧ࢀ࡛࠶ࡾࠊ⌧௦∧ࡢ ᩿ࡋࠊࢺࢵࣉࢲ࢘ࣥⓗྛ࢝ࢸࢦ࣮ࣜศ㢮ࡍࡿ ࣈࣛࣥࢡ࣭ࢫࢡ࣮ࣜࣥࡔᢈุࡋ࡚࠸ࡿࠋࡇࡢࡼ ࡇࡀồࡵࡽࢀࡿࠋࡋࡋࡇࡢ᪉ἲࡣࠊྲྀࡾୖ ࠺ྠࡌゝⴥ࣭⾲⌧࡛࠶ࡗ࡚ࡶࠊࡑࡇྵࡲࢀࡿ ࡆࡽࢀࡿ᪤Ꮡࡢ≉ᛶࡀ㝈ᐃࡉࢀࡿࡓࡵࠊ᪂ࡋ࠸Ⓨ ពࡣࠊṔྐⓗ࣭Ꮫὴⓗ⌮ㄽ⫼ᬒࡼࡗ࡚ᚲࡎࡋ ぢࡸࡢᅛ᭷ᛶࢆᫎࡉࡏࡿᶵࡀ࡞ࡃே ࡶ୍⮴ࡋ࡚࠸ࡿࡣ㝈ࡽ࡞࠸ࠋࡋࡋࠊࡑࢀ࡛ࡶ ⓗ࡞⌮ゎࡀ㞴ࡋࡃ࡞ࡗ࡚ࡋࡲ࠺࠸࠺ၥ㢟ࡀ࠶ ⮫ᗋ⌧㇟ࡢㄝ᫂࠸࠺ほⅬࡽࡇࢀࡽࡢ⏝ㄒࢆ ࡿࠋWesten and Shedler㸦1999ab㸧ࡣࠊDSM-IV ⪃࠼ࡓࡁɆࡓ࠼ࡤࠕᢞᙳྠ୍ࠖࡣᑐே㛵ಀ ࡢ II ㍈ࡀྛࣃ࣮ࢯࢼࣜࢸ㞀ᐖࡢᇶ‽ࢆ 7㹼10 㛫ࡢᙳ㡪ࢆ♧၀࡛ࡁࡿᩘᑡ࡞࠸ᴫᛕࡢ୍ࡘ࡛࠶ 㝈ᐃࡍࡿࡇࡼࡗ࡚ࠊデ᩿ᇶ‽ࡢෆⓗᩚྜᛶ ࡾɆᑐே㛵ಀࡢ㉁ࡸ⮬ᕫࡢ࠶ࡾ᪉ࢆ᳨ウࡍࡿࡣ ࢆ㧗ࡵࠊ㞀ᐖ㛫ࡢ┦㛵ࢆῶࡽࡑ࠺㸦ᘚูⓗጇᙜᛶ ኚ᭷┈࡛࠶ࡿࠋ ࢆ㧗ࡵࡼ࠺㸧ࡋࡓࡓࡵࠊ⮫ᗋ࠾ࡅࡿࢭࢫ࣓ ࡑࡇ࡛ SWAP ࡣデ᩿᭷┈࡞⮫ᗋ⌧㇟ࡢㄝ᫂ ࣥࢺ㐣⛬ࢆ࡛ᫎࡁ࡞ࡃ࡞ࡗ࡚࠸ࡿࡇࢆᣦ ࢆᖹ᫆࡞ゝⴥ࡛ྲྀࡾධࢀࠊ⌧㇟ࡢᮏ㉁ⓗ㒊ศࡣṧ ࡋ࡚࠸ࡿࠋࡓ࠼ࡤࠊ♫ᛶࣃ࣮ࢯࢼࣜࢸ㞀 ࡍࡀࠊࡑࢀࢆᴫᛕࡍࡿᑓ㛛⏝ㄒࢆࢃ࡞࠸࠸ ᐖࡢேࡣࠊ⪅ࡢඹឤࡀⴭࡋࡃḞዴࡋ࡚࠸ࡿ ࠺᪉ἲࢆࡗࡓࠋࡓ࠼ࡤࠊศ splitting ࡶࠊ ࡇ ࡀ ᣦ ࡉ ࢀ ࡚ ࡁ ࡚ ࠸ ࡿ ࡀ (Hare & Hart, ⢭⚄ศᯒࡢᩥ⊩ࡸ◊✲࡞࡛ࡣࡼࡃ┠ࡍ 1995)ࠊDSM-IV ࡛ࡣ⮬ᕫឡᛶࣃ࣮ࢯࢼࣜࢸ㞀 ࡿゝⴥ࡛࠶ࡿࡀࠊSWAP ࡢ୰࡛ࡇࡢゝⴥࢆࡗ࡚ ᐖࡢᘚูⓗጇᙜᛶࢆ㧗ࡵࡿࡓࡵࠕඹឤᛶࡢஈࡋ ࣃ࣮ࢯࢼࣜࢸࢆグ㏙ࡋ࡚࠸ࡿ㡯┠ࡣ࡞࠸ࠋ௦ࢃ ࡉࠖࡣデ᩿ᇶ‽ࡢ୰ࡣධࡗ࡚࠸࡞࠸ࠋࡑࡢ ࡾ“Tends to idealize certain others in unre- ࡶࠊቃ⏺ᛶࣃ࣮ࢯࢼࣜࢸ㞀ᐖࠊ₇ᢏᛶࣃ࣮ࢯࢼ alistic ways; sees them as ‘all good’to the ex- ࣜࢸ㞀ᐖࠊዶᛶࣃ࣮ࢯࢼࣜࢸ㞀ᐖ clusion of commonplace human defects”(item 㸦DSM-IV-TR㸧ࡸゎ㞳ᛶࣃ࣮ࢯࢼࣜࢸ㞀ᐖ 45)“Tends to see certain others as ‘all bad,’ 㸦McWilliams, 1994㸧ࡢከࡃࡢ㢮ఝᛶࡀᣦ and loses the capacity to perceive any positive ࡉࢀ࡚࠸ࡿࡀࠊࡇࢀࡽࡢ㞀ᐖࡶᘚูᛶࢆ㧗ࡵࡿ qualities the person may have”(item 79)ࡢ୧㡯 ࡓࡵࠊ㔜」ࡍࡿࡼ࠺࡞≉ᚩࡣ♫ᛶࣃ࣮ࢯࢼࣜ 82 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ࢸ㞀ᐖࡢデ᩿ᇶ‽ࡣධࡗ࡚࠸࡞࠸ࠋ⤖ᯝࠊᘚ paranoid ഴྥࡀࡢࡼ࠺࡞ࡗ࡚࠸ࡿࡢࠊഴ ูⓗጇᙜᛶࢆ㧗ࡵࡿࡓࡵ⾜ࡗࡓᕤኵ࡛࠶ࡗࡓ ྥࡢᙉᙅࡀᩘ್࡛▱ࢀࡿࡼ࠺࡞ࡗ࡚࠾ࡾࠊಶࠎ ࡀࠊ⓶⫗࡞ࡇࠊ࠶ࡽࡺࡿデ᩿ᇶ‽ࠊ⿕デ᩿ ␗࡞ࡿ⮫ᗋീࡀᥥࡅࡿࡼ࠺࡞ࡗ࡚࠸ࡿࠋ ⪅ࡢ≉ᚩࢆ⾲ࡍ≉ᛶࡀᩓぢࡉࢀࡿ࠸࠺≧ἣ ࡲࡓࡇࡢ 200 㡯┠ࡢෆᐜⓗጇᙜᛶ㛵ࡋ࡚ࡣࠊ ࡞ࡾࠊ୍ேࡢ⿕デ᩿⪅」ᩘࡢデ᩿ྡࡀࡘ࠸࡚ࡋ DSM ࡢ┬Ⅼ࡛࠶ࡿࠊデ᩿⤖ᯝ⮫ᗋほᐹࡀ୍ ࡲ࠺࠸࠺ែࡀ⏕ࡌ࡚࠸ࡿࠋࡋࡋࠊ୍᪉࡛᪤ ⮴ࡋ࡞࠸࠸࠺Ⅼࢆ㋃ࡲ࠼ࠊ≉ᛶᥥࢆ DSM-IIIࠊ Ꮡࡢศ㢮ࢆᨵゞࡋ࡚࠸ࡃࡢࡶ㞴ࡋ࠸ࠋ࡞ࡐ࡞ࡽࠊ DSM-IVࠊࣃ࣮ࢯࢼࣜࢸࡸࣃ࣮ࢯࢼࣜࢸ㞀ᐖ ࡓ࠼⤒㦂ⓗ᪂ࡋ࠸ࣃ࣮ࢯࢼࣜࢸ≉ᛶࡀᚓ 㛵ࡍࡿᩥ⊩࡞ࡽᖜᗈࡃᢳฟࡋࡓୖ࡛ࠊ࠾ࡼ ࡽࢀࡓࡋ࡚ࡶࠊ᪤Ꮡࡢศ㢮↷ࡽࡋྜࢃࡉࢀࠊ ࡑ 200 ྡࡢ⮫ᗋᐙࡽࡢࣇ࣮ࢻࣂࢵࢡ㸦ࠕ࠶࡞ 㧗࠸┦㛵ࡀฟ࡞ࡅࢀࡤࠊ࠶ࡿ࠸ࡣࠊࡍ࡛ࡢ㞀 ࡓࡢᝈ⪅ࡘ࠸࡚ᚰ⌮Ꮫⓗ㔜せࡔᛮࢃࢀࡿ ᐖࡢ࢝ࢸࢦ࣮ࣜධࡗ࡚࠸ࢀࡤ㝖ࡉࢀࡓࡾ↓ ࡶࡢࢆᥥ࡛ࡁ࡚࠸ࡲࡍ㸽ࠖ࠸࠺㉁ၥᑐࡍ どࡉࢀࡓࡾࡍࡿྍ⬟ᛶࡀ࠶ࡿࡽࡔ㸦 Westen ࡿᅇ⟅㸧ࢆᇶಟṇࡀ㔜ࡡࡽࢀ࡚ࡁࡓ㸦Shedler and Shedler, 1999a㸧ࠋ and Westen, 1998; Shedler, 2002㸧ࠋ⤖ᯝࠊᚓⅬ ௨ୖࡢࡼ࠺࡞┬Ⅼࢆ㋃ࡲ࠼࡚ࠊ SWAP ࡣ ࡢ㧗࠸㡯┠ࡢ≉ᛶᥥࢆࡘ࡞ࡆࡿࡇ࡛ࠊࡢ⮫ DSM ࡣ␗࡞ࡿࣉ࣮ࣟࢳࢆࡿࡇࡼࡗ࡚ࠊ ᗋᐙࡀ⌮ゎࡋࡸࡍ࠸ࡼ࠺࡞⮫ᗋീࡀᙧᡂࡉࢀࡿ ࣃ࣮ࢯࢼࣜࢸࡢໟᣓⓗ࡞⌮ゎࢆ┠ᣦࡋࡓࠋලయ ࡼ࠺࡞ࡗ࡚࠾ࡾࠊ⮫ᗋࡸ◊✲࡛ά⏝ࡉࢀ࡚࠸ࡿࠋ ⓗࡣࠊࢭࢫ࣓ࣥࢺࢆ⾜࠺⮫ᗋᐙࡣࣃ࣮ࢯࢼࣜ ࡲࡓࠊDSM ࡢูࡢၥ㢟࡛࠶ࡿᘚูⓗጇᙜᛶ࣭ ࢸ≉ᛶࡀ᭩ࢀࡓ 200 㡯┠ࡢࣥࢹࢵࢡࢫ࣭࢝ ᮰ⓗጇᙜᛶ㛵ࡋ࡚ࡣࠊィ 797 ྡࡢ⮫ᗋᐙ㸦4㸧ࡢ ࣮ࢻࢆࠊQ ࢯ࣮ࢺἲ࡛ࠕ᭱ࡶᙜ࡚ࡣࡲࡿ㸦most ࠺ࡕࠊ530 ྡᐇ㝿ࡢᝈ⪅㸦actual patients㸧 descriptive㸧ࠖࡢ 7 Ⅼࡽࠊ ࠕࡃᙜ࡚ࡣࡲࡽ࡞࠸ࠖ ࡘ࠸࡚ࡢホ౯ࢆࠊṧࡾࡢ 237 ྡྛࠎࡀᛮ࠸ᥥࡃ ࡢ 0 Ⅼࡢ㸶ࡘࡢỈ‽ศ㢮ࡍࡿࡇࡀồࡵࡽࢀ 㞀ᐖࡢ⮫ᗋീ㸦hypothetical, prototypical pa- ࡿࠋ ࣃ࣮ࢯࢼࣜࢸ㞀ᐖࡢศ㢮ࡣ DSM ࡢࡼ࠺ tients㸧ࢆホ౯ࡋ࡚ࡶࡽ࠸ࠊࡘࡢ⮫ᗋീࡢ┦㛵 ඛᏑᅾࡋ࡚࠸ࡿࢃࡅ࡛ࡣ࡞࠸ࡓࡵࠊ⮫ᗋᐙࡣ ࢆồࡵࡿࡇࡼࡗ࡚୧ጇᙜᛶࡢ☜ㄆࢆ⾜ࡗ࡚ ࡑࡢ 200 㡯┠ࢆ⮬ᕫࡢほᐹᚑࡗ࡚㑅ᢥ᳨࣭ウࡍ ࠸ࡿɆࡍ࡞ࢃࡕࠊྠ㞀ᐖ㸦ࡓ࠼ࡤࠊparanoid㸧 ࡿࡇࡀ࡛ࡁࡿࡼ࠺࡞ࡗ࡚࠸ࡿࡢࡀ≉ᚩ࡛࠶ 㛵ࡋ࡚ࠊᐇᝈ⪅ࡢホ౯௬ᝈ⪅ࡢホ౯ࡢ┦㛵 ࡿࠋデ᩿ࡣࠊDSM-III DSM-IV ࡽ᥇⏝ࡋ ࡀ㧗ࡅࢀࡤ᮰ⓗጇᙜᛶࡀ㧗࠸ุ᩿ࡋࠊ␗࡞ࡿ ࡓ paranoidࠊschizoidࠊschizotypalࠊantisocialࠊ 㞀ᐖ㛫㸦ࡓ࠼ࡤࠊparanoid borderline㸧ࡢ borderlineࠊhistrionicࠊnarcissisticࠊavoidantࠊ ホ౯㛫ࡢ┦㛵ࡀపࡅࢀࡤᘚูⓗጇᙜᛶࡀ㧗࠸ dependent ࠊ obsessive ࠊ passive-aggressive ࠊ ุ᩿ࡋ࡚࠸ࡿɆ⤖ᯝࠊྠ㞀ᐖ㛵ࡍࡿ୧⪅ࡢ┦㛵 self-defeatingࠊsadisticࠊdepressive ࡢ 14 ✀㢮 ࡣ 0.79 ࡽ 0.93 㸦ᖹᆒ 0.83㸧㧗࠸⤖ᯝࢆ♧ࡋࠊ ࡢ㞀ᐖ DSM-IV ࡢ V ㍈࡛᥇⏝ࡉࢀ࡚࠸ࡿᶵ⬟ ␗࡞ࡿ㞀ᐖ㛵ࡍࡿ୧⪅ࡢ┦㛵ࡢᖹᆒࡣ 0.25 ࡢ య ⓗ ホ ౯ ࢆ ぢ ࡿ Global Assessment of ప࠸⤖ᯝࢆ♧ࡋࡓ㸦Westen & Shedler, 1999ab㸧ࠋ Functioning 㸦 GAF ᑻ ᗘ 㸧 ┦ 㛵 ࡀ 㧗 ࠸ SWAP ࡣ⌮ㄽࡸᴫᛕࡽࢺࢵࣉࢲ࢘ࣥⓗデ high-functioning ࡢᣦᶆࡀࢃࢀࡿࠋ⤖ᯝࡣࡕࡻ ᩿ࢆࡍࡿࡢ࡛ࡣ࡞ࡃࠊ⮫ᗋ⌧ሙࡢኌࢆάࡋ࡞ࡀ ࠺ M.M.P.I.ࡢࡼ࠺࡞ᢡࢀ⥺ࢢࣛࣇ࡛⾲ࡉࢀࠊྛ ࡽࠊෆᐜⓗጇᙜᛶࠊ᮰ⓗ࣭ᘚูⓗጇᙜᛶࢆ㧗ࡵ 㞀ᐖࡢഴྥࡀ୍┠࡛ᢕᥱ࡛ࡁࡿࡼ࠺࡞ࡗ࡚࠾ ࡚࠸ࡃ࠸࠺ࠊ࠸ࢃࡤࠊ࣎ࢺ࣒ࢵࣉⓗ࡞ࢭࢫ ࡾࠊ㞀ᐖࡢ᭷↓࡛ࡣ࡞ࡃࠊഴྥࢆ▱ࡿࡇࡀ࡛ࡁ ࣓ࣥࢺ࡞ࡗ࡚࠾ࡾࠊྠࡌࡼ࠺࡞≉ᛶࡀᥥ࡛࠶ ࡿࡼ࠺సࡽࢀ࡚࠸ࡿࠋࡓ࠼ࡤࠊborderline ഴ ࡗ࡚ࡶ DSM ࡣ㉁ⓗࡁࡃ␗࡞ࡗ࡚࠸ࡿࡇ ྥ ࡀ ᙉ ࡃ ฟ ࡚ ࠸ ࡿ ே ࡛ ࡶ ࠊ schizoid ഴ ྥ ࡸ ࡀศࡿࠋ 㸦3㸧 83 ᯓឭคɟ≝⁅⁉″⁂‟․•• ↚↷↺⇷∞⇣⇰∐⇬⇉ᨦܹ↝ྸᚐ 㸱㸱 ࣃ࣮ࢯࢼࣜࢸ㞀ᐖ࠾ࡅࡿᶵ⬟ホ౯ ࢼࣜࢸ㞀ᐖ㛵ࡋ࡚ࠊࡑࢀࡒࢀࡢ㸦㸯㸧ḧືࠊ ືࠊẼ㉁㸦㸰㸧㜵⾨㐺ᛂࡢ㐣⛬ࠊ㸦㸱㸧ᑐ㇟ DSM ࡣ≉ᐃࡢ⌮ㄽ೫ࡽ࡞࠸࠸࠺᪉ἲࢆ 㛵ಀࠊ 㸦㸲㸧⮬ᕫࠊ 㸦㸳㸧㌿⛣㏫㌿⛣ࢆ♧ࡋ࡚࠾ ࡿࡇ࡛ඹ㏻ ゝㄒࡋ࡚ࡢ㉁ࢆᢸಖࡋ ࡓࡀࠊ ࡾࠊࡢ⛬ᗘ㞀ᐖࡉࢀ࡚࠸ࡿࡢࠊࡲࡓࡑࡢ㞀ᐖ SWAP ࡣᇶᮏⓗ⢭⚄ຊືⓗ࡞⌮ゎࢆ⫼ᬒ⌮ㄽ ࡀࡢࡼ࠺⮬ᕫࡸ࿘ᅖᙳ㡪ࢆཬࡰࡍ࡞ࠊ ࡋ࡚᭷ࡋ࡚࠾ࡾࠊඹ㏻ゝㄒࡋ࡚ࡢ㉁ࡣࠊᑓ㛛 㞀ᐖࡢᶵ⬟ⓗ࡞ศᯒࡢ㔜せᛶࡀᙉㄪࡉࢀ࡚࠸ࡿࠋ ⏝ㄒࢆࢃࡎࠊᖹ᫆࡞᪥ᖖ⏝ㄒ࡛≉ᛶࢆ⾲⌧ࡍࡿ ࡲࡓࠊSperry㸦2003/2012㸧ࡣࣃ࣮ࢯࢼࣜࢸ㞀 ࡇ ࡛ ᢸ ಖ ࡋ ࡚ ࠸ ࡿ ࠋ Westen and Shedler ᐖࡢ⒪࠾࠸࡚ࡣࠊၥ㢟࡞ࡿ≉ᛶࡀ㞀ᐖỈ‽ 㸦1999b㸧ࡣࠊデ᩿࣐ࢽࣗࣝࡣࠊࡢࡼ࠺࡞⌮ ࡽ≉ᛶỈ‽࡛ᶵ⬟࡛ࡁࡿࡇࡀ┠ᶆࡉࢀࡿ ㄽⓗ࢚࢜ࣜࣥࢸ࣮ࢩࣙࣥࢆ᭷ࡍࡿேࡶ࠼࡞ ࡁ࡛࠶ࡿㄽࡌ࡚࠸ࡿࠋ ࡅࢀࡤ࡞ࡽ࡞࠸ࡋࡓ DSM ࡢጼໃࢆホ౯ࡋ࡞ࡀ ࣃ࣮ࢯࢼࣜࢸ࠸࠺ᴫᛕ⮬యࠊ≉ᛶࡢ೫ࡾࢆ ࡽࡶࠊ⌮ㄽࢆᤞ࡚ࡓࡓࡵࣃ࣮ࢯࢼࣜࢸࡀࡢ ๓ᥦࡋ࡚࠸ࡿࡓࡵࠊ೫ࡾࡀ࠶ࡿࡇ⮬యࡀ㞀ᐖ ࡼ࠺ᶵ⬟ࡋ࠺ࡿࡢ࠸࠺ᡭᘬࡁࡶྠኻ ࡛ࡣ࠶ࡾ࠼ࡎࠊఱࡀࠊࡢࡼ࠺ࠊࡢ⛬ᗘࠊ೫ ࡗ࡚ࡋࡲࡗࡓ㏙࡚࠸ࡿࠋࡓ࠼ࡤࠊዶᛶࣃ ࡗ࡚࠸ࡿࡢࡀၥ㢟࡞ࡗ࡚ࡃࡿࠋࡉࡽࠊࡑࡇ ࣮ࢯࢼࣜࢸ㞀ᐖࡣࠊDSM-IV ࡛ࡣࠕேࡢືᶵ ࡣࠊࡑࡢே࡞ࡾࡢ⏕ࡁ᪉ࡀᫎࡉࢀ࡚࠸࡞ࡅࢀ ࢆᝏពࡢ࠶ࡿࡶࡢゎ㔘ࡍࡿ࠸ࡗࡓࠊᗈ⠊ᅖ࡞ ࡤࠊఱࡀࡢࡼ࠺ၥ㢟࡞ࡾ࠺ࡿࡢࡀศࡽ ࠸῝ࡉࡀᡂேᮇ᪩ᮇࡲ࡛ጞࡲࡾࠊ✀ࠎ ࡎࠊデ᩿ࡣᙧ㧁ࡋ࡚ࡋࡲ࠸ࡡ࡞࠸ࠋ ࡢ≧ἣ࡛᫂ࡽ࡞ࡿࠖ㸦A ᇶ‽㸧ㅻࢃࢀࠊே SWAP-200 ࡛ࡣࠊ᭱⤊ⓗ⤫ィⓗ࡞ฎ⌮ࡀ࡞ࡉࢀࠊ ࡀ⮬ศࢆ⏝ࡍࡿࠊ༴ᐖࢆຍ࠼ࡿࠊࡔࡲࡍ࠸࠺ ⿕デ᩿⪅ྛࣃ࣮ࢯࢼࣜࢸ≉ᛶࡀࡢ⛬ᗘഛ ࠸ࢆࡶࡘࠊ࡞ලయⓗ࡞㸵ࡘࡢ≧ἣࡢ࠺ࡕ㸲ࡘ ࢃࡗ࡚࠸ࡿࠊࡍ࡞ࢃࡕࠊ㞀ᐖỈ‽ࡽ≉ᛶỈ‽ ௨ୖࡢヱᙜࢆࡶࡗ࡚ࠊࡇࡢᇶ‽ࡀ‶ࡓࡉࢀࡿࡋ ࡢࢫ࣌ࢡࢺ࣒ࣛࡀ⌮ゎ࡛ࡁࡿࡼ࠺࡞ࡗ࡚࠸ ࡚࠸ࡿࠋࡋࡋࠊࡑ࠺ࡋࡓ៏ᛶⓗ࡞ಙឤࡀࡢ ࡿࠋࡑࡢࡓࡵࠊ≉ᛶࡢ᭷↓ࡢሗࡋᚓࡽࢀ࡞ ࡼ࠺ᶵ⬟ࡋ࡚࠸ࡿࠊࡲࡓࠊዶᛶࣃ࣮ࢯࢼࣜ ࡗࡓ DSM ࡣ␗࡞ࡾࠊྛ≉ᛶࡀࡢࡼ࠺ᙳ㡪 ࢸ㞀ᐖࢆ᭷ࡍࡿேࡀࡢࡼ࠺⪅㛵ಀࢆ ࡋྜࡗ࡚࠸ࡿࡢࠊఱࡀ⏕άࡢᶵ⬟ࢆᘬࡁ㉳ సࡾࠊ⮬ศࢆᤊ࠼ࠊࡢࡼ࠺♫⏕άୖࡢᅔ㞴 ࡇࡍཎᅉ࡞ࡗ࡚࠾ࡾࠊࡢ≉ᛶࡀ⒪ࡼࡗ࡚ ࢆࡾ㉺࠼࡚࠸ࡿ࡞ࡘ࠸࡚ࡣゝཬࡉࢀ࡚ ⦆ࡋࠊ௦ࢃࡾࡢࡼ࠺࡞≉ᛶࡀ⥭㏕ࡋ࡚ࡁࡓ ࠸࡞࠸ࠋ ࠊ࡞ࢆ௬ㄝ❧࡚ࡿ᭷┈࡞㐨ල࡞ࡾ࠺ࡿࠋḢ Westen㸦1995, 1998㸧ࡣୖグࡢࡼ࠺࡞ DSM ࡢ ⡿ㅖᅜ࡛ᗈࡲࡾࡘࡘ࠶ࡿ SWAP ࡣࠊ᪥ᮏ࡛ࡶᚰ 㢮ᆺᑐࡍࡿ┬ࢆࡶࠊࢣ࣮ࢫࣇ࢛࣮࣑ࣗ ⌮⮫ᗋࢆࡼࡾ㇏࡞ࡶࡢࡍࡿࢶ࣮ࣝࡋ࡚ ࣮ࣞࢩࣙࣥࢆ⾜࠺㝿ࡣḟࡢ㸱ࡘࡢၥྲྀࡾ⤌ ࢃࢀࡿࡇࡀᮇᚅࡉࢀࡿࠋ ࡲ࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࡋ࡚࠸ࡿ㸸㸦㸯㸧ࡑࡢேࡣ ఱࢆᮃࡳࠊఱࢆᛧࢀࠊࡑࡋ࡚ࠊࡢ⛬ᗘࠊࡑ࠺ࡋ 㸲 ࠾ࢃࡾ ࡓ㢪ᮃᜍᛧࡀⴱ⸨ⓗࠊ࠶ࡿ࠸ࡣ↓ព㆑ⓗ㸽 㸦㸰㸧ࡑࡢேࡣࠊෆⓗ࣭እⓗせồࢆ‶ࡓࡍࡓࡵࠊ ࡢࡼ࠺࡞ᚰ⌮ⓗ㈨※—ㄆ▱ࠊືࠊ⾜Ⅽ—ࢆ ࠺ࡇࡀ࡛ࡁࡿ㸽㸦㸱㸧ࡑࡢேࡣ⮬ᕫࡸ⪅ࢆ ࡢࡼ࠺▱ぬࡋయ㦂ࡍࡿࠊࡑࡋ࡚ࠊ᭷┈࡛ᚰ ᆅࡼ࠸㛵ಀᛶ ࢆ⥔ᣢࡍࡿࡇࡀࡢ⛬ ᗘྍ⬟ 㸽ྠࡌࡃ McWilliams㸦1994㸧ࡶ 9 ࡘࡢࣃ࣮ࢯ ᮏ✏࡛ࡣࠊ⢭⚄ศᯒ㡿ᇦ࠶ࡿᐇド◊✲ࡢ㢼 ₻ࠊDSM-IV II ㍈ࡢデ᩿ᵓ㐀ࢆᢈุⓗࣞࣅࣗ ࣮ࡍࡿࡇ࡛ࠊ⢭⚄ศᯒⓗ࡞ᐇド◊✲ᇶ࡙࠸ࡓ ࣃ࣮ࢯࢼࣜࢸ 㞀ᐖࡢ⌮ゎࡢྲྀࡾ⤌ࡳ ࡛࠶ࡿ SWAP-200 ࢆ⤂ࡋࡓࠋḢ⡿ㅖᅜ࡛ࡣࠊDSM-IV II ㍈௦ࢃࡿࡶࡢࡋ࡚ SWAP-200 ࢆ⏝࠸ࡓ◊ 84 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ✲ࡸ⮫ᗋሗ࿌ ࡀฟጞࡵ࡚࠸ࡿࡀ㸦ࡓ ࠼ࡤࠊ ࡢ㈨᱁᪥ᮏࡢ⮫ᗋᚰ⌮ኈࡢ㈨᱁ࡢ୧᪉ࢆ᭷ࡋ Marin-Avellan, McGauley, Campbell & Fonagy ࡚࠾ࡾᚰ⌮Ꮫࡸ⢭⚄་Ꮫࡢ⏝ㄒ⢭㏻ࡋ࡚࠸ࡿ 2005㸧ࠊ᪥ᮏ࡛ࡣࡲࡔᗈࡃ▱ࡽࢀ࡚ࡣ࠸࡞࠸ࠋ➹ ⃝ᬛᜨᵝࡣከࡃࡢࡈ༠ຊࢆ㡬࠸࡚࠸ࡿࠋࡇࡇ ⪅ࡣࠊ⌧ᅾࠊSWAP-200 ࡢ᪥ᮏㄒ∧ࡢసᡂࡑࡢ ῝࠸ឤㅰࢆ⏦ࡋୖࡆࡓ࠸ᛮ࠺ࠋ ጇᙜᛶࡢ᳨ド◊✲ࢆ⾜ࡗ࡚࠾ࡾࠊSWAP-200 ࡢస ‒ ᡂ⪅ࡢ୍ே࡛࠶ࡿ Dr. Shedler ᪥ᮏㄒ∧ࡢ㏫ⱥ ヂ㸦back-translation㸧ࢆࢳ࢙ࢵࢡཷࡅ࡞ࡀࡽྍ ⬟࡞㝈ࡾཎᩥࡢពᅗࢆ㐺ษ࡛ᫎࡁࡿࡼ࠺ດ ࡵ࡚࠸ࡿ᭱୰࡛࠶ࡿࡀࠊࡑࡢ㐣⛬࡛⪃࠼ࡽࢀࡿ ᚋࡢㄢ㢟ࢆᣲࡆ࡚ᮏ✏ࢆ⥾ࡵࡃࡃࡾࡓ࠸ᛮ࠺ࠋ ➨୍ࠊ㡯┠ෆᐜ㛵ࡍࡿၥ㢟ࡀ࠶ࡿࠋ᪥ᮏㄒ సᡂ㐣⛬࡛ⴭసඖࡽࡋࡤࡋࡤࠕࡇࡢᴫᛕࡣ᪥ᮏ ᩥ࠶ࡿ㸽ࠖᑜࡡࡽࢀࡿࡇࡀ࠶ࡿࠋࡇࢀ ࡲ࡛ࡢࡇࢁࠊ࠸ࡃࡘ⾲⌧ࡋࡃ࠸ⱥㄒ⾲⌧ࡸ ⡿ᅜ≉᭷ࡢࢹ࣒࢜ࡣ࠶ࡗࡓࡀࠊ᪥ᮏㄒ࡛ࡃ ㄝ࡛᫂ࡁ࡞࠸࠸࠺㡯┠ࡣ࡞࠸ࠋࡋࡋࠊࣃ࣮ࢯ ὀ (1) DSM-IV II ㍈ࡢ㡯┠ࡣࡋࡤࡋࡤࢡࣛࢫࢱ࣮ศᯒ ࡸᅉᏊศᯒࡽᐇドⓗ࡞ࢹ࣮ࢱᇶ࡙࠸࡚࡞࠸ ࡢᣦࡀ࠶ࡾࠊ≉ࡢ㞀ᐖࡢేᏑ⋡ࡢ␗ᖖ࡞㧗 ࡉ㸦ᘚูᛶࡢጇᙜᛶ㸧ၥࡀ࿊ࡉࢀ࡚ࡁࡓ㸦Blais 1997, Clark 1992, Harkness 1992, Morey 1988, Bell & Jackson 1992, Oldham, Skodol, Kellman, Hyler, Rosnick & Davies 1992㸧 (2) 2013 ᖺ DSM-V ࡀฟ∧ࡉࢀࠊከ㍈デ᩿ࡀ࡞ࡃ࡞ ࡿ࡞యࡢᵓᡂࡣኚ᭦ࡀ࠶ࡗࡓࡀࠊࣃ࣮ࢯࢼࣜ ࢸ㞀ᐖ㛵ࡋ࡚ࡣࠊDSM-II ㍈ࡽ I ㍈⛣ࡉࢀ ࡓࡇ௨እࠊᇶᮏⓗࡣఱࡶኚࢃࡗ࡚࠸࡞࠸ࠋᮏ✏ ࡛ࡣ DSM-IV II ㍈࡛ᣦࡉࢀ࡚ࡁࡓၥ㢟ࡣ DSM-V ࡀฟ∧ࡉࢀࡓ⌧ᅾ࡛ࡶᮍゎỴ࡛࠶ࡿㄆ㆑ࡋࡓୖ ࡛㆟ㄽࢆ㐍ࡵࡿࠋ ࢼࣜࢸࡀᩥࡁࡃᙳ㡪ࢆཷࡅ࡚࠸ࡿࡇ ࢆ⪃៖ࡍࡿ⡿ᅜᩥ࡛ၥ㢟ࡋ࡚ྲྀࡾୖࡆࡽ ࢀࡿ≉ᛶ᪥ᮏ࡛ྲྀࡾୖࡆࡽࢀࡿࡁ≉ᛶࡣ 㐪࠸ࡀ࠶ࡗ࡚ࡶᛮ㆟࡛ࡣ࡞ࡃࠊ≉ Marmarosh et al.㸦2010㸧ࡀ♧၀ࡋ࡚࠸ࡿࡼ࠺ࠊ ᩥ᰿ᕪࡋࡓᕪูࡸ೫ぢࡀࡢࡼ࠺⤖ᯝ ᙳ㡪ࢆ࠼ࡿ࠸࠺ၥ㢟ࡣᚋ≉᳨ウࡋ࡚ ࠸ࡃᚲせࡀ࠶ࡿࡼ࠺ᛮࢃࢀࡿࠋ➨ࠊ⾜ࡢ ၥ㢟ࡀ࠶ࡿࠋGuide to SWAP-200 Interpretation ࡼࡿࠊ⒪⪅ࡣ⿕デ᩿⪅ࡢࡇࢆࡼࡃ▱ࡗ࡚ ࠸࡞ࡅࢀࡤ࡞ࡽࡎࠊ᭱ప࡛ࡶ 6 ᅇ௨ୖࡢ㠃᥋ࡀᮇ ᚅࡉࢀࡿࠋ ࡲࡓᡤせ㛫ࡣࠊ ⇍▱ᗘࡼࡗ࡚ 20 㹼 45 ศ⛬ᗘࡀぢ㎸ࡲࢀࡿࠋࡢࡼ࠺࡞デ᩿㸭ࢭ ࢫ࣓ࣥࢺ࣭ࢶ࣮ࣝࢆ࠺ሙྜࡶゝ࠼ࡿࡇ࡛࠶ ࡿࡀࠊSWAP ࢆ᪥ᮏ࡛ά⏝ࡍࡿሙྜࠊ㐺ษୟࡘ ຠᯝⓗࢡ࢚ࣛࣥࢺࡢ┈ࡘ࡞ࡆࡽࢀࡿࠊ ⏝ࡍࡿ⮫ᗋᐙࡢࢧ࣏࣮ࢺ࣭ࢩࢫࢸ࣒ࡢᵓ⠏ࡶ ᳨ウࡋ࡚࠸ࡃᚲせࡀ࠶ࡿࡼ࠺ᛮࢃࢀࡿࠋ グ㸸ᮏ◊✲ࡣ JSPS ⛉◊㈝ 25780425 ࡢຓᡂࢆ ཷࡅࡓࡶࡢ࡛࠶ࡿࠋᮏ⩻ヂࡢ back-translation ࡚ࠊ⩻ヂᐙࡢᘯ୰‶బᏊᵝࠊ⡿ᅜࡢ࢝࢘ࣥࢭ࣮ࣛ (3) ᭱ࡶᙜ࡚ࡣࡲࡿࡢࠕ7ࠖⅬࡣ 8 㡯┠ࠊḟࡼࡃ ࠶࡚ࡣࡲࡿࠕ6ࠖⅬࡣ 10 㡯┠ࠊ ࠕ5ࠖⅬࡣ 12 㡯 ┠ࠊ ࠕ4ࠖⅬࡣ 14 㡯┠ࠊ ࠕ3ࠖⅬࡣ 16 㡯┠ࠊ ࠕ2ࠖ Ⅼࡣ 18 㡯┠ࠊ ࠕ1ࠖⅬࡣ 22 㡯┠ࡀࡾࡽࢀࠊ ᭱ᚋࡢ᭱ࡶᙜ࡚ࡣࡲࡽ࡞࠸ࡣ 100 㡯┠ࡀධࡿࡇ ࡞ࡗ࡚࠸ࡿࠋࡍ࡞ࢃࡕࠊ1 ࡽ 7 ࡾࡽࢀ 100 㡯┠ࡀᐇ㉁ࠊࣃ࣮ࢯࢼࣜࢸ㞀ᐖࢆ≉ᐃࡍࡿࡓ ࡵࢃࢀࡿࡇ࡞ࡿࠋྛỈ‽ࡾࡽࢀࡿ㡯 ┠ࡢᩘࡀỴࡲࡗ࡚࠸ࡿᅛᐃ㓄⨨ fixed distribution ࡣᚰ⌮ ᐃୖࡢ࣓ࣜࢵࢺࡀ࠶ࡾࠊᶆ‽ᆺࡢࢸࢫࢺ 㸦ࡍ࡚ࡢ㡯┠ࡀࠕ᭱ࡶ࡞࠸ࠖࡽࠕ᭱ࡶ࠶ࡿࠖࡢ ⠊ᅖ࡛ᆒ➼ᅇ⟅ࡀ㑅ࡿࡶࡢ㸧ẚ࡚ࠊ ᐃ࢚ ࣮ࣛࢆ࡞ࡾῶࡽࡍࡇࡀྍ⬟࡛࠶ࡿ㸦Block, 1976㸧 (4) ⫋✀㸸⢭⚄⛉་ 32.2%ࠊᚰ⌮ኈ 67.8%ࠋᛶู㸸⏨ ᛶ 63.6%, ዪᛶ 36.4%ࠋᖹᆒ⮫ᗋ⤒㦂ᖺᩘ:18.14 ᖺ (SD=9.80)ࠋ࢚࢜ࣜࣥࢸ࣮ࢩࣙࣥࡢෆヂ㸸⢭⚄ຊື ⒪ἲ 48.6%, ᢡ⾺⒪ἲ 29.4%, , ㄆ▱⾜ື⒪ἲ 14.4% ⏕≀Ꮫⓗ⒪ἲ 4.8%, ࢩࢫࢸ࣒⒪ἲ 2.0% ᩥ⊩ Bell, E. and Jackson, D.:1992, The structure of personality disorders in DSM-III, Acta Psychiatrica Scandinavica. 85:279-287. 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Edited by Barron, J., Washinton, D.C.: American Psychological Association Press, pp. 111-138 86 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ Introduction of the SWAP-200 as a new language to understand personality disorders in Japanese clinical psychology Junichi TORIGOE≍1 ⁅⁛‒ This paper aims to introduce The Shedler and Westen Assessment Procedure (SWAP-200), a new personality disorder taxonomy, as an alternative to the DSM. For the past two decades, the DSM-IV Axis II has been largely used as the world-standard language to understand personality disorders. However, at the same time, it has been often said to be of no help in understanding these disorders and providing treatments: For example, the comorbidity of axis II disorders is too high. A client often receives four to six out of a possible 10 diagnosis. The taxonomy of axis II artificially dichotomizes diagnostic criteria into present or absent in top-down fashion, which risks excluding potential new understanding of personality traits. In the diagnostic process, the client’s self-report comes first before the clinician’s professional observations, although clients with personality disorders often lack self-awareness. In other words, the DSM has sacrificed so-called “clinical knowledge,” representing a way to understand the uniqueness of the individual, to enhance “scientific knowledge,” representing objectivity based on statistical validity and reliability. Although the DSM-V was published last year, these problems were not resolved. On the other hand, the SWAP-200 was designed to capture personality disorders by sorting out 200 items describing personality traits without jargon. In addition, the descriptions have been revised several times based on feedbacks from clinicians in order to properly reflect their professional observations. The SWAP-200 has enhanced the convergent and discriminant validity in different ways from the DSM, and those validities have been confirmed in several different countries. It can be also utilized in Japan as a new common language to understand clients with personality disorders holistically. However, as long as personality depends on culture, it must be examined whether its items can properly describe Japanese personality traits and tendencies. In addition, the bottom-up type of assessment tool such as the SWAP-200 can well reflect “clinical knowledge” but it means that the result of assessment is likely to be influenced by the clinician’s bias. In using the SWAP-200 in Japan, it will be desirable and necessary to set up systems to support clinician to use it properly and effectively for the client’s benefit. äääääääääääääääääääää‒ Key words‒…………………………………………………… SWAP-200, DSM-IV Axis II, personality disorders Ფ1 Faculty of Liberal Arts Nihonbashi Gakkan University NIHONBASHI GAKKAN UNIVERSITY Bulletin No.14 ›⁛⁓‒‿⁓⁓⁚⁛‒‚ӍӴ‒ ࢀ‛‒‒ ࣖဇᅈ˟ᚕᛖ ‒ ‒ܖᘙྵ⇪∞∑↗ↆ↕↝⇶⇊∐∙⇒∐⇠∆ྺྶྺജ∑⇳⇩⇛∙⇟ 87 ᄂᆮ⇴∞⇮‒ ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ Applied Sociolinguistics: Bilingualism as a Tool for Expression The Ryukyu Ryuka Renaissance – A Poetic Commentary Hirona MATAYOSHI 1 Bilingualism has an amazing power for it can be manipulated as a tool that can be utilized to redeem dying languages. The Okinawan (Ryukyuan) languages or dialects are recognized by UNESCO as endangered languages. The purpose of this research is to find a way through studying Ryukyuan poetry (Ryuka) to manipulate Bilingualism as a tool to redeem the Okinawan languages and spread the knowledge of the Okinawan culture throughout the world. An original definition of Bilingualism is that it consists of the knowledge of language acquisition. This knowledge is a leading factor of the speaker’s identity. The linguistic duty of bilinguals is to provide the next generation with the knowledge of their heritage for historical, sociological, ethical, political means, and purposes. This process of using bilingualism as a redeemer is done every day in homes and schools. The reason is so that parents who have decided to rear bilingual children will have this power to pass down their treasure of life to the next generation. This is not an easy process because the parents have to equalize the language acquisition to establish a balanced bilingual acquisition within their children’s ability in linguistics. Each parent provides the child with the art and duty of learning two languages not just at school but also at home. Choosing schools to meet the goal is also very difficult. Not all schools can provide equal bilingual education. This is why parents provide the child with extracurricular activities such as supplementary exercises to make sure the child is given the chance to grow as a bilingual member of society. When the bilingual tool has successfully been passed down as a heritage to the next generation then the cycle of educational repetition continues to regenerate to preserve their own identity heritage, as a seed, that will grow within their following generation. This is a form of Applied Sociolinguistics that promotes and preserves bilingual acquisition of the language to protect the societal identity. Language is an animal that can live or die. However, “Bilingualism” is the heart of the animal that constantly keeps beating to circulate the “blood identity” that keeps it alive. It is like a tourniquet to supply, support life, and to keep the animal breathing. The blood identity purpose is to find not just how to keep the language alive but to find a way or possibility to communicate with others, to spread the knowledge of the cultural existence or identity that strives, and struggles to stay alive. Each survival is another seed or life. In a way, it is also a data base of not just language and culture but life in itself. The method of keeping a language alive is to utilize every tool possible to interest others so they may be able to reach out, learn the language itself, and to spread the language to others. This report is an original bilingual commentary of Ryuka or traditional Okinawan poems. The research shows how bilingualism can be used as a tool for expression and preservation. Keywords ääääääääääääääääääää Applied Sociolinguistics, Bilingualism, Ryukyu (Okinawa), Ryuka, Cultural Heritage äääääääääääääääääääää ‒ ․•‣… ࠰ உ ଐӖྸ‒ ࣖဇᅈ˟ᚕᛖ≝ܖᘙྵ⇪∞∑↗ↆ↕↝⇶⇊∐∙⇒∐⇠∆ ྺྶྺജ∑⇳⇩⇛∙⇟‒ ‟‒ ᚿႎᚐᛟ‒ “‣ ӍӴ‒ ࢀ‒ ‒ ‒ ‒ ଐஜܖܖ⇪∞⇈∑∏⇿∐ܖٻᢿ ‒ 88 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ male while the Shisa on the left is male. The Introduction female Shisa protects the inside of the house The History of Moashibi and Ryuka while the male Shisa protects the outside of the To understand poetry of another language, it is house. Both Shisa, as “one”, represents both important to understand to decipher the language genders protecting each other in equality yet with code and the background knowledge of the time different roles. They were like the Archangels it was written or used. It is also important to be or the guardian angels but in a cute protecting able to have empathy with the culture and imag- sense. The Shisa are the link to the other world. ine yourself within that target culture of interest. The Christian sense of the concept of heaven being in the sky or the firmament does not exist Therefore, imagine yourself coming off a boat th during this time. During this time, Japan also or ship landing on an island in the 18 century believed that the concept of heaven was in the without any electronics. This means you are forests or the villages and not in the sky as well. without your cellular phone and without cars or The philosophical sense or Okinawan concept of street lights. For a few hours you will overcome humanity was born from Nirai Kanai and will your addictive urge to pick up the cell phone be- return to Nirai Kanai when the time comes. cause it simply doesn’t exist during this time. very similar to the Christian concept of Ash The only thing that will support your worry is the Wednesday. nature of the ever so motherly warm sun arising mans were born from ash and die as ash. It is from the ocean’s horizon for your day or life has like the old Christian saying, “Ash to ash, dust to just begun. You have now been reborn as an dust”. Okinawan. from the knowledge about the philosophy of the It is The Christians believed that hu- As you have learned and accumulated old Ryukyu Kingdom, you will see the sun will This ocean horizon is called “Nirai Kanai” (ࢽ soon set and the night will come. ࣛ࢝ࢼ). Nirari Kanai is the heaven or spiritual paradise for all Okinawans. It was believed Photographs of Shisa: that the “Shisa” (ࢩ࣮ࢧ࣮ paired guardian dogs or lions) carried the Okinawan ancestors from Nirai Kanai to the living families during Obon (ancestor and family reunion holiday). After Obon finishes then the Shisa would return the ancestors to the paradise named Nirai Kanai. Photographed by Hirona Matayoshi Shisa were basically the guardians or the mes- During the night, the mesmerizing nature of sengers. In a way, they were like Saint Gabriel the full moon will guide your way. The island in the Christianity and in the Greek sense they is surrounded by the angelic blue florescent were like Hermes or Mercury. ocean that connects you to the vast societies that The Shisa are decorated on houses, gates, and are in every part were unknown to you at the time. of Okinawan life. The Shisa on the right is fe- sound of the waves either crashing against steep You hear the ›⁛⁓‒‿⁓⁓⁚⁛‒‚ӍӴ‒ ࢀ‛‒‒ ࣖဇᅈ˟ᚕᛖ ‒ ‒ܖᘙྵ⇪∞∑↗ↆ↕↝⇶⇊∐∙⇒∐⇠∆ྺྶྺജ∑⇳⇩⇛∙⇟ 89 cliffs or greeting your feet in welcome on the sis of phases or resurrection. white beach. You can feel the sea breeze in also a representation of a new seed to harvest in your hair and smell the fragrant blossoms sur- the garden of love. To make sure the harvest rounding you. You hear sounds of the birds, took place, both male (Adam) and female (Eve) horses, cows, goats, kittens, dogs, and nature’s learned, very quickly, the art of persuasion gift of life around you. The people greeting you through communication. with friendly smiles of gratitude will bring forth came forth an art of poetry called Ryuka (Ryukyu the language of salutation. The language is very Okinawan Poetry). different from your own language. The moon was From the Moashibi It may even will hear song and music that sounds somewhat The Ancestor Worshipping Philosophical Traditional Religion of Ryukyu familiar. The music moves you in rhythm while There were many poets who wrote about love at times sooths your emotions as you gaze to see and affection in history. Today, we have many those who are playing the “sanshin” or Ryukyu female poets who write about love. However, guitars. You are on an island called the King- the majority of the poets, in the ancient past, have dom of Ryukyu. written poetry in terms of the male perceptions of sound foreign to you. Within the language you the concept of love. Even Sappho of the ancient You have been invited to a party called Greek times (B.C), who was from the Isle of "Moashibi ẟ㐟ࡧ". This party will not be in Lesbos and who was a rare female poet, wrote the day but at night under a full moon. The poetry with a male perception as well. There- word “Mo” means “genya ཎ㔝” or wild field fore, ancient poetry has a tendency to have a one and the word “ashibi” means “asobi 㐟ࡧ"or sided view of the art of mutual understanding and play. the game of love. When you combine the words it means “field play” which also means “gokon ྜࢥࣥ” The Kingdom of Ryukyu had two artists or or “meeting party” in today’s Japanese society. poets who were female and talked about the es- In a way we could call it a beach party. During sence of the tug of war of “Love” from a wom- this era it was very simple. Men and women of an’s point of view. They were the muses of the all classes without discrimination in ranks were Ryukyu Kingdom. able to find whom they found attractive at the Moashibi. Just like today’s dance clubs, the youth would go out at night and dance under the moon, in hope, to find their future partner. Onna Nabi㸦ᜠ⣡ࢼࣅ࣮㸧 Onna Nabi was born in a village called Onna village. with She was not rich but a simple farm girl beauty and intelligence. She was The philosophy of cultures around the world self-educated and had no fear of social norms at was that the moon was considered a female god- the time. This was rare for a young girl during dess of harvest, love, and the regeneration of life. the 18th century, since the majority of young The moon soothed the hearts of the wounded and women were quickly married off at age 14 by brought forth a remedy to cure or heal to restart. their own parents without their own personal The moon was a representation of metamorpho- consent. However, Onna Nabi wanted to decide 90 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ her own destiny with the man she loved and not Neither did they have an email or a postal service the man that was appointed to her. system, during this time. Therefore, after a Moashibi, it was difficult to contact the person. The people of Ryukyu, at the time were ex- Thus, young men and women had to wait until pected to live in a designated area called Magiri the next full moon to meet their loved ones. (㛫ษ). These areas were made in villages to These were hard times to fall in love. make sure that social norms were met and to As we read her poem, we can feel and see Onna Nabi’s yearning frustration. The following is the English with the Japanese translation: control the population of villages. This control also controlled the freedom of love and Onna Nabi was not happy with this system. She wasn’t afraid of stating her opinions straight forward. She had a vision of freedom of speech and the freedom of love with compassion. In a way, she was like the Saint Joan of Arc of the Ryukyu Kingdom. She was powerful and she had a unique sense of chivalry for a woman of her time. English Translation Japanese Translation Just over the Onna mountain ᜠ⣡ᓅࡢྥࡇ࠺ My lover’s birth place exists㻌 ᙼࡢ⏕ࡲࢀࡋᓥࡀ (Yearning) to move that forest mountain far 㻌㻌㻌㻌㻌㻌 The following is her Ryuka poem (Ryukyuan traditional syllabic verse 8, 8, 8, 6) ࡑࡢ᳃ࢆᢲࡋࡢࡅ࡚ ࠶࡞ࡓࢆᘬࡁᐤࡏࡓ To pull you close to me㻌 㻌 㻌 㻌 ࠸ that she wrote in the 18th century. (Matayoshi, 2004; p. 89.) English and Japanese Translation: By Hirona Matayoshi Onna Nabi Commentary: (ཪྜྷᘯ㑣) Commentary: Okinawan Pronunciation Okinawan Language Unnadaki agata ᜠ⣡ᓅ࠶ࡀࡓ straightforwardly passionate for a woman to Satunn ga umarijima㻌 㻌 㻌 㻌 㻌 㻌 㔛ࡀ⏕ࡲࡾᓥ write at the time, and this is one of the reasons I Muin ushinukiti 㻌 㻌 㻌 㻌 㻌 㻌 㻌 㻌 ᳃ᢲࡋࡠࡁ࡚࠷ have great respect for Onna Nabi’s strength and Kugatanasana㻌 㻌 㻌 㻌 㻌 㻌 㻌 㻌 㻌 㻌 ࡃࡀࡓ࡞ࡉ࡞ poise. This Ryuka poem is outstandingly She had the urge to express herself by (Matayoshi, 2004; p. 89.) saying she wanted to move a mountain out of her Pronuncation Translation: By Hirona Matayoshi (ཪྜྷᘯ㑣) way to be able to pull her “man” to her. This is Unnadaki (today referred to as Onna Moun- an expression that is so extravagantly tain) was a fairly big mountain with jungle vege- avant-garde and radical. tation. Transportation was limited to horseback, goes against the stereotype of submissive women. carriage, riding on the back of a bull, and just She was clearly not submissive and she was just simply walking through the jungle paths and like the women of today. mountains. was not suppressed. It was very frustrating and danger- It is an expression that She demanded and Whether she may have ous to walk up a mountain to get to the next vil- been one of the first women’s liberation world lage or Magiri because the jungle was infested candidate or not, is unknown. with poisonous snakes and insects. Lovers shines upon every woman’s path toward equality. didn’t have cellular phones to contact each other. Onna Nabi is not a forgotten figure of the past. However, she ›⁛⁓‒‿⁓⁓⁚⁛‒‚ӍӴ‒ ࢀ‛‒‒ ࣖဇᅈ˟ᚕᛖ ‒ ‒ܖᘙྵ⇪∞∑↗ↆ↕↝⇶⇊∐∙⇒∐⇠∆ྺྶྺജ∑⇳⇩⇛∙⇟ 91 She is a role model for all women even today in However, Yoshiya Chiru was not as fortunate as the present. Onna Nabi. Yoshiya Chiru was a tragic heroine She’s “one of the girls” who led a linguistic revolution. She was not afraid of freely expressing herself. She had a soul of sold to be a concubine at a very young age of eight years old. She had the best education as an intellectual courtesan. steel. Her teachers taught her the art of a concubine which were social norms and expectations of men at the time. She Onna Nabi’s Soul of Steel was educated to be literate and provided economically for her duties as an “ideal woman”. Okinawan Pronunciation Okinawan Language She was beautiful and intelligent. Yukati sami anibi ࡼ࡚ࡉࡳጜ㒊 unlike Onna Nabi’s joyful freedom, Yoshiya However, Shinugushichi ashindi㻌 㻌 㻌 㻌 㻌 ࡋࡢࡄࡋࡕ㐟ࢇ࡛࠷ Chiru lived in pain and pathos of being con- Washitayu ninariba㻌 㻌 㻌 㻌 㻌 ࢃࡋࡓୡ࡞ࡾࡤ trolled. Utumisariti㻌 㻌 㻌 㻌 㻌 㻌 㻌 ࠺ࡳࡉࡾ࡚࠷ pressed woman but her pride would not be suppressed. English Translation My sisters were real lucky They could sing and play as they will㻌 㻌 㻌 She lived a life of a tormented opHowever, like Onna Nabi, she had the Japanese Translation power to say how angry she was with the ine- ࠾ጜᵝࡓࡕࠊࡼࡗ quality of the world. ࡓࡡ male Christ-figure. ḷࡗ࡚㋀ࡗ࡚㐟ࢇ࡛ When it comes to my time㻌 ⚾ࡢୡ࡞ࢀࡤ It was prohibited㻌 㻌 㻌 㻌 ⚗ࡌࡽࢀࡓࢃࡼ She may have been a feShe over turned the tables “in the churches” like Christ in rebellion of social norms and told everyone about how she was abused. (Matayoshi, 2004; p. 89.) Pronuncation Translation: By Hirona Matayoshiཪྜྷᘯ㑣㻌 She did find the love of her life. They both had that mutual freedom of affection. Unfortu- Commentary: nately, the one thing she hated the most was con- The envious Onna Nabi expresses her anger to trol and that same control and oppression took the powers above through writing this Ryuka to not just her love away but her “life” as well. her own sisters or friends of the same age. At She could not marry the man she loved because the same time due to unfortunate social norms at she was sold to another man with higher social the time, some bureaucrats thought that dancing class than her lover. and falling in love could be socially and politi- she was 18 years old with a broken soul and heart. cally dangerous. The man of her love lived for a short time after Yoshiya Chiru died when her death but also died in pathos. Yoshiya Tsuru 㸦 ྜྷ ᒇ ᛮ 㭯 Yoshiya Umuchiru㸧also referred to as (ྜྷᒇࢳ࣮ࣝ Yoshiya Chiru) She may have died extremely young, but lived every woman’s grief and pathos within those short moments of breath. She was used and abused. She was In comparison to the strong and determined neglected and sacrificed for humanity to change Onna Nabi is her opposite Yoshiya Chiru. its “unequal ways” and just like Christ, she con- Yoshiya Chiru also came from Onna village. tinues to be risen every time her Ryuka poem is 92 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ read. She is not dead but lives within the hearts of women. She is a goddess-figure. She is a Mary of Magdela who was mistreated by the Yoshiya Chiru’s Tragedy Commentary: Okinawan Language world’s reality of darkness and bias with stereotypes. Personally speaking, she is more saintly 㬆ࡕࡹࡿࡴࡠ⪺ࡠ 㬆ࡽࡴࡠ⪺ࡕࡹࡋ Things that don’t cry can be heard Until then, in spirit, she will continue to rise and roam the halls of the universe to be remembered I cannot hear things that cry than any other saint that has been canonized. She disserves respect and should get it someday. English Translation ࡃࡠୡࡽ࠶ࡠୡ I am between the two worlds in and with honor. ㏆ࡃ࡞ࡓࡽ I am getting so close Japanese Translation Okinawan Pronunciation Okinawan Language Okinawan Pronunciation ⫱࡚ࡽࡠぶࡠ Sodatiranu uyanu 㬆ࡗ࡚࠸ࡿࡢ⪺ࡇ ࡠࡼ࡛ᡃ㌟⏘ࡕࡹ࡚ Nuyudi wanmi sanchuti ࠼࡞࠸ ⰼ࠾ࡋฟࡖࡷࡕ Hanani ushi dijachi㻌 㻌 㬆ࡗ࡚࠸࡞࠸ࡢ⪺ Yusuni mumasu㻌 㻌 㻌 ࡇ࠼ࡿ 㻌 ࡇࡢୡࡽ࠶ࡢୡ Kunuyukara anuyu Japanese Translation ┤ࡄࡑࡇ Chikakunatara ࡼࡑࡶࡲࡍ English Translation Parents who cannot rear ⫱࡚࡞࠸ぶࡣࠊ Born to my world em- ࡇࡢୡ࡚⏕ࡲࢀࡿᡃ bodiment ࡀ㌟ Bloomed and sold as a ࡘࡰࡳࡽⰼࡋ࡚ᢲ flower ࡋฟࡉࢀ While others still play㻌 㻌 㻌 ࡼࡑᘝࡤࢀ (Matayoshi, 2004; p.91.) All Translations: By Hirona Matayoshi ཪྜྷᘯ㑣㻌 Commentary: Yoshiya Chiru within a single Ryuka talks She was given life by parents who didn’t take care of her, let alone, think about her. She was sold very young or as a blossom, forced to bloom as a flower, while other children had the luxury to experience normal childhood play. She had to deal with adult intensions which cannot be compared to the experience of childhood “play”. Naranunu kichushi (Ishikawa, 2004; p.198.) well about her life. Nachurumunu kikanu All Translations: By Hirona Matayoshi ཪྜྷᘯ㑣㻌 Yoshiya Chiru’s poem expresses her broken heart and soul. She was madly in love with a young Aji or, in other words, Lord Nakazato (௰㔛ᣨྖ) (Okada, 2004; p. 31). He was single and was also mutually in love with Yoshiya Chiru. She was an average girl who was sold off to become a concubine, she was well educated in the arts of anthology, and she was in love with a handsome aristocrat. Lord Nakazato and Yoshiya Chiru were both mutually madly in love with each other. They sang Ryuka with each other and dated where everyone could see their love. They were not afraid of social norms. They were willing to fight back. They were the perfect couple. In a way their match would have been a romantic Cinderella Story without any problems unfortunately, it was not so simple. ›⁛⁓‒‿⁓⁓⁚⁛‒‚ӍӴ‒ ࢀ‛‒‒ ࣖဇᅈ˟ᚕᛖ ‒ ‒ܖᘙྵ⇪∞∑↗ↆ↕↝⇶⇊∐∙⇒∐⇠∆ྺྶྺജ∑⇳⇩⇛∙⇟ 93 was a real life Romeo and Juliet story. The faYoshiya Chiru was ordered to marry another mous pop music queen Madonna’s quote best man whom she didn’t love for he bought her with represents these lovers’ experience: “Poor is the a price that Lord Nakazato could not afford. man whose pleasure depends on the permission The rich man’s name was a scary name of another.” Kuruudun ( 㯮 㞼 Ẋ meaning Lord Black (Quote from: Cloud ). http://womenshistory.about.com/od/quotes/a/mad He definitely was the dark cloud above her life and doomed her (Okada, 2004; p. 30.). onna.htm ) Yoshiya Chiru fought back by fasting. She was not going to be sold again. She chose her own future. It was her freedom of choice. The lesson that both of these fantastic Ryukyuan female authors have given us is that, She didn’t have the law to support her life and they both represent the essence of love. she didn’t have the choice of birth but she had essence is unconditional affection without control the choice of death. She wanted to determine whereas the opposite of the concept of love is her own destiny or history. Her life was “her conditional control. story or herstory” instead of the male concept of love but what we call today as “domestic vio- “history”. lence”. For love to work, we just simply need She made her own legend and she The Controlling another is not the spice of unconditional freedom to express our fought well until the end. feelings so we are not bonded by chains, shackles, Yoshiya Chiru (Chiru ࢳ࣮ࣝ) wrote this and connected to a thick heavy iron ball of social Ryuka on her death bed. According to the poem, expectations of the inequality of the eyes of she was losing her hearing due to malnutrition. measurement. The lesson is true love cannot be As we can read, in the poem, she had felt as if bought and the key of love is the unconditional death itself was pulling her to the dark side. In a mutual acceptance of another or in other words, way, death itself was that dark cloud. She was the Christian marriage vow or code of honor, dying in mind and soul. She was only a teenag- “Till death do us part”. er breathing her last breath of life. She chose to starve herself to death for she wanted the freedom of love. A photograph representing Onna Nabi and Yoshiya Chiru: Lord Nakazato tried to get her but since his mother was sick (which was the reason he couldn’t afford to pay a higher price to win against Kuruudun) he couldn’t make it on time. He lost Yoshiya Chiru forever. After her death, Lord Nakazato was haunted by the memory of Yoshiya Chiru. Just after she died, Lord Nakazato starved himself to death as well (Okada, 2004; p.31). This was the tragedy of love. It Photographed by Hirona Matayoshi Ryuka and Dance Fever 94 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ What comes after a good poem and France. Onna Nabi somehow had contact with verse is the essence of the beat. Music and the this concept or philosophy. For a young Oki- dance for music and dance is a form of ac- nawan girl from a small village, this is quite ceptance. The youth didn’t just sit around and amazing. write each other poems but they sang it to those Arc in the Ryukyuan Anthological Renaissance. She was a resistance and a Joan of who were willing to show their acceptance of Eisa Dance 㸦࢚ࢧ࣮㸧 that verbal transmission of love. To understand a culture and language, it is also Onna Nabi Fights Back For Freedom of Love important to understand the common people of that time. Okinawan Language everyday life? Well, the farmers had dances or English Translation parties like Moashibi but also they had Eisa Under the Onna Matsu ᜠ⣡ᯇୗ Dances. These dances were not just dances but Tree ⚗Ṇࡠ☃ࡠ❧ࡕࡺࡍ they were the dances that the young yearned to A sign stands participate during the summer time. forbiddening ᜊ࠸ࡋࡠࡪࡲ࡛࠷ࡠ I hope they are not hiding There are many reasons why traditional music love ⚗Ṇࡸ↓࠸ࡉࡳ How did they meet in hard times of and dance were established. Forbidding it as well 㻌 Japanese Translation Okinawan Pronunciation ᜠ⣡ᯇୗ Unna machishitani The eighteenth century didn’t have CDs, iTunes, and they didn’t have YouTube to click on for enjoyment. The only music they had was what came forth to them ⚗Ṇ௧ࡢ☃ࡀ❧ࡕᅗࡿ Chijinu hinu tachiyusu ࡲࡉᜊࡲ࡛ࡶ Kui shinubu madin nu ⚗Ṇࡍࡿ࡞ࢇ࡚ Chijiya naisami (Matayoshi, 2004; p.90) Pronunciation Translation: By Hirona Matayoshiཪྜྷᘯ㑣㻌 Commentary: Just like Beethoven on his piano creating symphonies, Ryukyuan musicians played the drums, sanshin, castanets, and flutes. The most natural instrument of sound was the vocal art of song. Uniting the art of music with the art of dance was a challenge and yet the people found that making Onna Nabi was a very freehearted libertarian. She had the heart with the beat of rock & roll. In a way, this Ryuka was amazing since she is definitely criticizing the politics, at the time, and yet she has no fear in saying what she was uneasy with. by playing instruments and feeling the groove. Reading between the lines, we can read that there were other issues that were small hand instruments would allow them to play the music while dancing. This is how the Eisa dance’s small hand drums or percussion were made. They were the drums of the beating heart. These drums communicated in rhythm while the dance communicated with others with the code of body language. forbidden but those issues were nothing compared to her anger with the forbidding of love and affection. The concept of Libertarianism came forth from Europe in the 18th century in The Eisa Dance was the dance of harvest, love, and longevity. The most handsome of all, in the villages, were chosen to dance in the summer. ›⁛⁓‒‿⁓⁓⁚⁛‒‚ӍӴ‒ ࢀ‛‒‒ ࣖဇᅈ˟ᚕᛖ ‒ ‒ܖᘙྵ⇪∞∑↗ↆ↕↝⇶⇊∐∙⇒∐⇠∆ྺྶྺജ∑⇳⇩⇛∙⇟ 95 The opposites attract. The gender is not the issue moon, in other words, enjoyed watching her but the uniting or the symbiosis of each creature seeds grow. Astronomists would count the coming together in unification realizing it is not moon phases to judge a year. This is why Ryu- control but the communicating as one as the real kyu (Okinawa) has a different Obon (a form of issue of what love is all about. In another sense, all saints day when the ancestors return to their it is the acceptance or the honoring of the other loved ones) and New Year’s Eve than the main- person’s code in communication. For the harvest goddess was the moon. land of Japan. The mainland of Japan and the rest of the world use the Sun or the Solar Calen- This concept of symbiosis or becoming of der while both Okinawa and China use the Moon “one” is very similar to the philosophy of the or the Lunar Calender. Just as much as the peo- Ryukyuan ancestor worshipping (Senzou Suhai ple love music so does the moon goddess. The ඛ♽ᓫᣏ or Ryukyu Shinto). To communicate Eisa Dance is a festival taking place during the as one people or humanity, at the time, the people summer time. The purpose was to fight off needed festivals or dances for people to partici- draughts and to bring forth great harvest so that pate with eagerness. That dance was the Eisa. everyone would be happy to have food on the It was the night to meet another in dance. The table throughout the year. It is a mutual love of men would beat their drums, or in other words, one another to come together and celebrate the hearts to the beat with the sways of the woman’s good times. It is not just the love between man dance. This was a festival for all. Not just for and woman but also the Moon and the Sun. The people but to allow the ancestors to look back Moon is female but the Sun is male. It is the down upon us, in a Christian sense, or in a love and understanding of the unification of the Ryukyuan sense the ancestors would be among universe wedded to support every living creature. the people, in dance, as well to meet again, as It is a form of symmetry of the opposites coming one people, and one culture with the heritage of together as one. The following famous Chris- the past to the present. It is very similar to the tian Christmas carol called “Joy to the World” Christian concept of the “The Holy Trinity”. consists of the best quote that represents this The Trinity is a concept that believes that human- coming of oneness: “Let Earth receive her ity as one is united through the Father (God), the It represents nature and philosophy as a Son (Jesus), and the Holy Spirit. In the philos- King”. marriage of “one” in the cosmos. ophy of ancestor worshipping, it is believed that humanity is the “being of one” with the universe. In today’s expression, we can interpret this symmetry being well portrayed in Lady Gaga’s song, “GUY”. To do this would be the concept of accepting communication with its diversity. The title of the song is an abbre- viation for the meaning “Girl or Guy Under You”. Today, Eisa is now a competition. Each vil- In the song, she sings about the coming of one of lage has their own group with the best good both genders under the equal tug of love (war) looking men competing with their percussion and the control. This coming of one is about beats with other village groups. both genders wanting to be each other because Okinawa, the youth put a lot of effort to compete Throughout 96 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ in the skill of music and dance. This culture has and use their dancing to make the crowd laugh. grown throughout Okinawa as a fad. There are They are never really handsome but they are groupies who follow or worship certain area Eisa given a place in society or a purpose to provide for their beauty and skill. Each Eisa is different us with the message that those who are unique with different historical aspects. are just as attractive as anyone else. Some are very A true in- wild masculine while others are simply beautiful dividual is one who you see behind the mask. to watch since the skill consists of pure grace. In a way, the Chondara are the heros or idols of the Eisa dance. Photograph of an Eisa Dance: Young girls have a choice of watching the handsome dancers but in reality girls are more interested and attracted to the Chondara because they always make girls snicker with a shy happy smile with their street performer charm when they perform. Photograph of Chondara in an Eisa Dance: Photographed by Hirona Matayoshi (Midori Town, Uruma City, Okinawa) Cultural Heritage and Historical Exchange through Body Language: The Identity of The Chondara 㸦ࢳࣙࣥ ࢲ࣮ࣛ㸧 Language is not just an animal that lives and dies but an animal that can find ways to communicate heritage through not just vocal Photographed by Hirona Matayoshi (Katsuren Bull Fighting Arena in Uruma City, Okinawa) communication but also through body language and gestures. A great example of vocal com- munication through body language and gestures would be the Chondara in Eisa dances in Okina- The History of the Chondara wan culture. The history of Chondara varies but according to legend, one theory is that Chondara The Chondara were street performers. was a man who came from Kyoto and the other They still can be seen in the traditional Eisa theory is that he came from the capital, Naha. Dance. While the handsome young men of the People referred to him as Kyotaro which was village dance while playing the drums as percus- pronounced as Chondara due to the Okinawan sion, the Chondara are the ones using their finger Language pronunciation. whistles to involve in the watching crowd with same. amusement and rhythm. They make gestures The meaning is the The meaning in English is “the man who ›⁛⁓‒‿⁓⁓⁚⁛‒‚ӍӴ‒ ࢀ‛‒‒ ࣖဇᅈ˟ᚕᛖ ‒ ‒ܖᘙྵ⇪∞∑↗ↆ↕↝⇶⇊∐∙⇒∐⇠∆ྺྶྺജ∑⇳⇩⇛∙⇟ 97 came from the capital”. Both Kyoto and Naha return home to Japan because they had faced that were capitals. shame, which is the casualty, or collateral dam- Therefore, the distinction in where Chondara came from is still a mystery. age of war. According to many researchers who specialize in and Japanese did cooperate with the United studying Kyotaro or Chondara say, that he came States Army, in fact, due to their empathy toward with his wife to restart his life (Kumada, 2011; the homeland of Okinawa, their intensions were p.171). Chondara worked as a performer for to save as many Okinawan civilians as possible. plays for he had to pay for his way of life In fact their duties were answered because they (Kumada, 2011; p.171). saved many Okinawan civilians. Some say that he Although, many of the Okinawans The reality is learned how to be a performer by learning from that they were multilingual in speaking English, his grandfather who specialized in the profession Okinawan, and Japanese. of arts and theater (Kumada, 2011; p.171). It is educated and knew how to be able to convince interesting that no matter how many years have the people to save their lives by surrendering. passed by, Chondara made a strong impression (http://english.ryukyushimpo.jp/2013/12/25/12649/) They were highly and the legend has been passed down by many generations after his death. His spirit roams the These brave Okinawans spoke in the Okina- summer festival of the Eisa Dance and still wan language which was banned, during the war. brings bliss to everyone. This is why he is still In the meantime, the United States also used the admired today. Navajo American Indian Language for war-time communication. It was a united code within the Migration acceptance of the code of honor in the military. Chondara may have migrated to Okinawa. They were also very successful, since the Navajo We still don’t know the real story of his back- language was an unknown language in the pacific. ground. However, Okinawans had also migrat- The reason why they used people who spoke ed to different regions and sometimes countries. Okinawan was because they knew they could Oddly speaking, Chondara’s legend is very close reach the people’s identity and share the empathy to the legend of Urashima Taro. Once the per- with the people to communicate directly to save son leaves, they leave their legends as stories. lives. Those legends today, we call history. Japanese people migrated to other countries, as After World War II, many Okinawans and well, but due to unfortunate economic circumDuring the Meiji Period, many Okinawans and Japanese from poor regions of Japan had migrated to Hawaii and the United States. stances after the war. 㸦http://www.jomm.jp/newsletter/pdf/DayoriVol33.pdf) During World War II, the American government, at the time, placed many of these people into concen- Eisa Dance in other prefectures (Domestic Migration) tration camps and used their bilingual abilities for reversed espionage purposes. Some of the Okinawans, were forced to cooperate while others were willing and knew that they could never Osaka A long time ago, people from Okinawa went to work in Osaka because of the unfortunate eco- 98 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ These people were homepage to connect with others every five years. referred to as "dekasegi ฟ✌ࡂ". The area in This network or homepage is named, “The World Osaka where people migrated into the Osaka so- Youth Uchinanchu Association”. ciety was Taisho-ku (ṇ༊). This area grew age can be accessed directly or by using the to be a town where, even today, many Okinawans Okinawa Prefecture Homepage. nomic status at the time. for generations passed down the Okinawan culture to the following generations, in repetition, to make the identity of Taisho-ku as an Okinawa Town. In Taisho-ku, there are shops with Oki- nawan foods and vegetables. (http://www.pref.okinawa.lg.jp/site/chijiko/koh okoryu/honka/15970.html) (http://yuao.org/the5thwuf/event/mainevent/w ufex/) The shops sell Okinawan books, drinks like Awamori, tea, and sweets. The homep- Okinawans from abroad meet to share their This shop is called Washita Shop. identities as Okinawans who live abroad but keep This shop ensures the connection or the link and the soul of an Uchinanchu (Okinawan) with cul- even a network data base for all Okinawans in ture and language. the Kansai region with the homeland of Okinawa. that the legacy continues. Okinawans through- (http://www.washita.co.jp/info/) out Japan participate in the Okinawa Kenjin Kai, It is a festival to make sure which is an organization that links Okinawans to Tokyo find other Okinawans in every prefecture The connection or network is the same in To- throughout Japan. There are also Okinawan kyo, there is a Washita Shop as well, to make Kenjin Kais abroad in pretty much every country. sure Okinawans don't get homesick away from These Kenjin Kai links the youth with festivals. the island taste and necessities of Okinawan lifestyles. The Washita Shops are located all throughout the mainland Japan to preserve and to (http://www.pref.okinawa.lg.jp/site/chijiko/koh okoryu/honka/10822.html) (http://www.okikenjin.org/aisatsu/) be a satellite shop to ensure that the Okinawa culture continues to strive. The shops generate The concept of coming together comes from not just the preservation of the identity but they the concept of Yuimaru (ࡺ࠸ࡲ࣮ࡿ) which also, spread the culture and ethics throughout means the sewing together of hearts. Japan. is a network of hearts. In a way, it is the average person's Yuimaru A good example of communication system to introduce and linguis- Yuimaru or the uniting of hearts would be the tically spread Okinawa's existence not just to na- King of Ryukyu. tive Okinawans but to other Japanese people as The poem reminds the Okinawan people that well (Kumada, 2011; they will always be Okinawan in the eyes of the p.230-234). His last words were a Ryuka. King who has now become part of the gods, in a Eisa Dance Abroad (International ancestor worship philosophy, Overseas Migration and networks.) honorable ancestor of all Okinawans connecting Every five years there is a World Wide Youth us as one. or is now the Uchinanchu Festival. The next festival will be in Asia in the year 2015. There is even a King Sho Tai’ s Ryuka (ᑦ ᑦὈ⋤) ›⁛⁓‒‿⁓⁓⁚⁛‒‚ӍӴ‒ ࢀ‛‒‒ ࣖဇᅈ˟ᚕᛖ ‒ ‒ܖᘙྵ⇪∞∑↗ↆ↕↝⇶⇊∐∙⇒∐⇠∆ྺྶྺജ∑⇳⇩⇛∙⇟ 99 during that specific moment, in time, society Okinawan Language Okinawan Pronunciation ᡓୡࡴ⤊࠼࡚࠷ Ikusa nu yu mu ueti didn’t have a name or label for this concept. The Sho Dynasty was established through a ࡳࢁࡃୡࡴࡸࡀ࡚࠷ Miroku yu mu yagati Ⴣࡃ࡞ࡼ⮧ୗ Nagekunayo shinka ᐆ Nuchi do takara long civil war amongst the Ryukyu warlords named “Aji ᣨྖ”. This is why Okinawa has 㻌 English Translation many old castles and castle grounds. Each castle had an Aji. Japanese Translation (Uezato, 2007; War times have finally ᡓࡢୡࡶ⤊࠼࡚ King Sho was the strongest p.14). However, since King Sho’s family knew the pains of war and how war ended hurts not just the leaders and soldiers but also the Good times have finally common people. ᖾ⚟ࡢୡࡶࡸࡀ࡚ come His personal family history taught him this and this is why he cared about his My people refrain from Ⴣࡃࡇࡣ࡞࠸⮧ୗ weeping people so much. He chose not to fight for his prestige or grandeur but to let it go. Your life is your treasure ࡇࡑᐆ In his final words, he was like a true Christ-figure who was (Itosu, 1989; p79) All Translations: By Hirona Matayoshiཪྜྷᘯ㑣㻌 Commentary: willing to be sacrificed for the humanity of Ryukyu. In exchange for his reign of the kingdom, he saved his people. His sacrifice was a teach- This Ryuka is another master piece since with just four lines the whole history of Ryukyu is condensed into one Ryuka. Each word contains the condensed moments of the history of Buddhism and (ancestor worshiping) Shamanism coming to one as one acceptance that life is the one thing that must be preserved. In a ing that the decision of war is not an answer but to live is the answer. King Sho’s final words, “Your Life is Your Treasure” was passed down by generation to save the Okinawan people during World War II as well. It is the realization and the acceptance that pride doesn’t pay to survive. The only thing that is really needed is life. way, this Ryuka shows what Kafka wanted to express in his book “Metamorphosis”. presses the concept of It ex- the peeling away of humanity’s necessities that are very conceited, narcissistic, and at times arrogant. Humanity is so entwined in politics that sometimes we get blinded and change into something that wasn’t intended. King Sho’s intentions were to save the people as a good ideal leader. He was one of the few leaders who willingly gave up and surrendered everything away, the kingdom, so that his people would survive. He may have had the concept of true democracy. It was just Many people, who remembered the King’s Ryuka or words survived and lived throughout the war and didn’t make the final sacrifice. King Sho also planted sago palm trees or “Sotetsu ࢯࢸࢶ” around the island to make sure that the people would not starve. The beauty of his legacy was that “legacy” saved many people in Okinawa, as well, during the war. Many people remembered how to prepare the Sotetsu to eat, for the plant contains poison, if it is not prepared or cooked properly (Noyama, 1993; p. 48). In a way, this legacy of the King Sho Dynasty 100 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ will always live in the hearts of the Okinawan people. In a Christian sense, you may consider Bilingual Education Domestically and Abroad life, in itself, as a form of the Holy Grail or the concept of “Your Life is Your Treasure”, which Okinawa tells us that some things are really worth protect- Many universities in Okinawa teach the Oki- ing. It is a love of life. It was also a unified nawan Language as well as the culture for the code of honor to make sure life continued to be purpose of the preservation. preserved. movement, in a way, comes from the strong urge This strong to keep the network or Yuimaru of the Okinawan “Your Life Is Your Treasure” Okinawan Overseas Migration treasure of culture alive. Hawaii South America Hawaii had also experienced migration from A long time ago, Japan had a policy to help the Okinawans find work in Brazil. This program assisted not only Okinawans but also Japanese were sent as well. The working conditions were not good but those who migrated to Brazil from Okinawa and Japan worked hard to establish their communities and identities. Okinawans Japan and Okinawa. Therefore, Hawaii University has become one of the leaders, in terms of a university abroad, that progressively teaches the Okinawan language as well as the culture to preserve the Okinawan Hawaiian population. The Okinawan Hawaiians grew up with having a strong Yuimaru mentality. continued to spread the culture and language to their next generation, as well as the Japanese, who also migrated just like the Okinawans. The Japanese also made communities and spread to preserve their identities. This procedure of preservation to plant “roots of culture and language” ensured areas in Brazil to have Okinawan language speakers as well as Japanese language speakers across the ocean away from mainland Japan. This legacy of heritage continues to strive with the connection through the body and For more information, please refer to the following homepages: University of Hawaii at Manoa Center For Okinawan Studies Homepage: (http://manoa.hawaii.edu/okinawa/wordpress/) University of Hawaii System Kapiolani Community College Homepage: (http://www.hawaii.edu/news/article.php?aId= 6505) (http://www.huoa.org/nuuzi/index.html) soul (Kumada, 2011; pp. 234-236). For more information, please refer to the fol- Societal Contribution (Domestic and International Relations) lowing homepages: (http://www.okiren.org.ar/jp/) (http://www.100nen.com.br/ja/okinawa/00016 1/20070522003388.cfm) Every year on September 4th (ࡃࡋࡢ ᪥), as a researcher and interpreter, I do volunteer work to assist Ms. Shizue Tamaki (⋢ᇛ㟼Ụඛ ⏕ ) at our lecture called “Kushinohi Chura ›⁛⁓‒‿⁓⁓⁚⁛‒‚ӍӴ‒ ࢀ‛‒‒ ࣖဇᅈ˟ᚕᛖ ‒ ‒ܖᘙྵ⇪∞∑↗ↆ↕↝⇶⇊∐∙⇒∐⇠∆ྺྶྺജ∑⇳⇩⇛∙⇟ 101 Shigata Yui Ashibi” (ࡃࡋࡢ᪥ ⨾ࡽጼ ⤖࠸ style and clothing. 㐟ࡧ) at the Okinawa Prefectural Museum & Art teers to promote traditional Ryukyuan garments Museum ( Ἀ⦖┴❧༤≀㤋࣭⨾⾡㤋). She and the traditional Ryukyuan Chignon called teaches the art of wearing the traditional Karaji Yui (ࡽࡌ⤖࠸). Every year, in joy, I Ryukyuan garments or clothing such as Bingata work as the receptionist to assist domestic and with the traditional accessories including tradi- foreign visitors through interpretation. My work tional Ryukyuan Chignon Hairstyles. The consists of explaining the traditional Ryukyuan Ryukyuan Chignon is the traditional hairstyle of Bingata, Karaji Yui, culture, and language to the the Ryukyu Kingdom. domestic and foreign visitors. I, also, compare Each hairstyle and gar- She has organized volun- Ms. Shizue and contrast Ryukyuan Bingata with Japanese Tamaki finds joy in introducing Ryukyuan (Oki- Kimono and culture. Some of the museum vis- nawan) culture and promoting Okinawan tradi- itors are from the United States Armed Forces tions such as language and culture to others. that are stationed on Okinawa and from other In the future, countries such as Norway, Germany, China, Ko- ment represents status and pride. hopefully, Ms. Tamaki Shizue may be considered to be one of Japan’s Important rea, and Iran. Tangible Cultural Property (Living National Treasure). To my knowledge, I’m the only one This year we had a young lady from Iran. researching her art and her history. My job is to She introduced herself to me, in trust, and she be a bilingual messenger and to deal with public announced that she was Muslim. service and international affairs as an interpreter. wearing her own traditional garment including She was the “Hijab” or the cloth wrapped around her head Photograph of the Okinawa Prefectural Museum & Art Museum entrance. The pink banner says “Kushinohi Chura Shigata Yui Ashibi” which means, “Comb Day: The Masquerade of Weaving the Shape of Beauty”: to cover her hair and body. She told me that she wanted to learn more about the Okinawan culture. Although, she wanted to wear the Bingata, her religion forbids her to show her hair and figure in public. She felt uncertain because there were men in the museum lecture room. At that mo- ment, I knew that this was a message or code for me to assist her in every possible way I could. This was the answer to my own vocation as a professor. I immediately made sure that she could wear the Bingata and have her hair traditionally styled. I felt that, for her, it was a mo- ment of a life time. free. Photographed by Hirona Matayoshi She had one chance to feel I asked her what she religiously needed me to change, in the room, and she taught me about her own culture as well. I knew that in Ms. Shizue Tamaki is one of the few preserva- her home country, she couldn’t do what I do tionists of traditional Ryukyuan Chignon hair- every day. I wanted to provide her with every- 102 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ thing she needed to remember this freedom of tality is the epitome of what “International Rela- expressing her beauty. She had a lot of guts to tions” is all about. entrust me with her “leap of faith”. I knew that culture and tradition can reach out and connect I had to make sure she had this single moment to, with others to be as “one” with domestic and in- like Madonna the Queen of Pop would say, “Ex- ternational world relations. The volunteer staff, press Yourself”. Therefore, I made sure no men at the museum lecture event, proved this with could see her and made sure that all her religious their effort and diligence. necessities were answered. All of the volunteer Shizue Tamaki is the bridge between civil service staff came together, in duty, in hospitality, and and hospitality with our duty for our country. Linguistically, Okinawan The effort of Ms. pride. We felt that we needed to understand and respect her culture while providing her with a memory of our own traditional cultural which is Okinawan hospitality. She asked us to take pictures when she was dressed in Bingata and her Photograph of one of my previous students from Osaka University Graduate School of Language and Culture, who is originally from Taiwan. She is wearing a traditional Ryukyu Bingata with a traditional Ryukyu Chignon Hairstyle: hair was traditionally weaved up into the ancient Ryukyuan Chignon. I still remember her smil- ing, in joy, for she was like any other woman enjoying her own beauty. One of the volunteers asked me, “Why must she hide her hair and figure amongst men?” I told the staff that our cultures are very different. The women of both Okinawa and Japan can enjoy what it means to be a woman. Unfortunate- ly, she can’t and this is why we need to make Photographed by Hirona Matayoshi sure that, at least in her memory, she can remember that specific joy of that “true” liberty of Conclusion democracy in the freedom of expression. The This connection between the body and soul to volunteer staff immediately understood what I preserve identity in culture and language is a meant and many of them cried for we all knew very natural need to make sure societies continue that for that Iranian girl this would be the best to strive in the unity of mind or Yuimaru mental- hospitality that we could provide through our ity to survive. Bilingual communication is not own culture. The Okinawan culture is a mixed just an art of language of a people but it is the culture called “Chanpuru culture” (ࢳࣕࣥࣉࣝ tool, code, or data base that connects people on ࣮ᩥ). Okinawa has accepted many changes earth as a “united single humanity with its diver- and has the power and knowledge to accept and sity”. The purpose of translating or interpreting assimilate. This was the code of honor to is the hope that, someday, another could see and communicate not just culture but a memory that accept their identity or coded message with em- would last a life time. pathy. This memory of hospi- Onna Nabi and Yoshiya Chiru were not ›⁛⁓‒‿⁓⁓⁚⁛‒‚ӍӴ‒ ࢀ‛‒‒ ࣖဇᅈ˟ᚕᛖ ‒ ‒ܖᘙྵ⇪∞∑↗ↆ↕↝⇶⇊∐∙⇒∐⇠∆ྺྶྺജ∑⇳⇩⇛∙⇟ 103 Art Museum’s lecture room: just communicating their joy and pathos but they were giving the following generations a glimpse of their times. Just like us today, they also had good times and bad times but they survived. Both Onna Nabi and Yoshiya Chiru may have had the same message or purpose in life which is to tell everyone on earth that “they were here”. They had the mentality of Nankurunaisa 㸦࡞ࢇ ࡃࡿ࡞࠸ࡉ࣮㸧which means “the way of life “ (Que sera sera in Spanish) or “what will be will Photograph of Ms. Tamaki Shizue-sensei after the event: be” or in Japanese (Nantokanaru ࡞ࢇ࡞ࡿ). Onna Nabi and Yoshiya Chiru provided us with lessons or codes about love, life, and freedom. These were the necessities or things they believed we needed to know about. This notifying code or communicating feelings is the same with migration and antenna or satellite shops for they are still communicating and Photographed by Hirona Matayoshi connecting people on the net to web or weave people together not just in one language but with bilingualism to make everyone get the message. Bilingualism itself is like the Shisa or like Saint Gabriel or even Hermes and Mercury carrying the messages back and forth to the past and present uniting another with their loved ones. It is not just Okinawans that are coming together as “one” but it is humanity’s vocation to network our identity and heritage so that it would be preserved as a world heritage to ensure our survival as human beings living on our beloved mother earth in diversity. Finally, similar to King Sho’s Ryuka, as long as Okinawa strives to network the treasure of life through Yuimaru mentality (Code of honor), the Okinawan culture and language can resurrect and become a creative inspiration for the study of Sociolinguistics and Bilingual Education. Photograph of the Okinawa Prefectural Museum & The event started early from nine in the morning to eight at night. For each and every volun- teer staff, keeping up with the schedule was everything. This year, 50 visitors made reserva- tions and ten foreign visitors wore the traditional Ryukyu garments and hairstyles. However, approximately 100 visitors visited the lecture. The volunteer staff had to dress the visitors and style their hair. You can see the exhaustion in Ms. Tamaki Shizue-sensei’s face. This is what volunteer work is all about. mination. It is about deter- 104 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ Photographs of the Karaji Yui Volunteer Staff after the event (These are the women who have the empathy and one of them is my mother): Photographed by Hirona Matayoshi Volunteer work is not easy. All of the staff put all their effort to accomplish what they believe in. Beyonce Knowles’ song, “I Was Here”, explains the vocation of volunteer work: We all “wanna leave our footprints on the sands of time” to leave something behind. Quote from: http://www.youtube.com/watch?v=i41qWJ6QjPI Works Cited Argentina Okinawan Kenjin Kai Homepage (2014. 7.1) : http://www.okiren.org.ar/jp/ Brazil Okinawan Kenjin Kai Homepage (2014. 7.1): http://www.100nen.com.br/ja/okinawa/000161/20070 522003388.cfm Hawaii United Association Homepage (2014. 7.1): http://www.huoa.org/nuuzi/index.html ›⁛⁓‒‿⁓⁓⁚⁛‒‚ӍӴ‒ ࢀ‛‒‒ ࣖဇᅈ˟ᚕᛖ ‒ ‒ܖᘙྵ⇪∞∑↗ↆ↕↝⇶⇊∐∙⇒∐⇠∆ྺྶྺജ∑⇳⇩⇛∙⇟ 105 Iha, Katuo. “Okinawa no Rekishi”. pan: Mugisha 2003. Okinawa, Ja- 7.1) http://yuao.org/the5thwuf/event/mainevent/wufex/ Ishikawa, Seiki. “Ryuka Nyumon”. pan: Niraisha 1999, p. 198. Okinawa, Ja- Tokyo Okinawan Kenjin Kai Homepage (2014. 7.1): http://www.okikenjin.org/aisatsu/ Itosu, Choukun & Nohara, Hiroki. “Ryuka Hyakei” Okinawa, Japan: Okinawa Sougou Tosho 1989, p. 79. Uezato, Takashi. “Mekara Uroko no Ryukyu Okinawashi”. Okinawa, Japan: Borderink 2007, p. 14. 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Washita Shop Homepage (2014. 7.1): http://www.washita.co.jp/info/ Women History (Madonna) Homepage: (2014 7.1) http://womenshistory.about.com/od/quotes/a/madonna .htm Matayoshi, Hirona. “A Commentary on the Muses of Ryukyu Ryuka”. The Journal of Rikkyo University Language Center No.11 2004. Tokyo, Japan: Rikkyo University 2004. ISSN: 1344-8226, pp. 89-91. World Wide Okinawan Kenjin Kai List Homepage: (2014. 7. 1) Noyama Gyoson Bunka Kyokai. “Edo Jidai Hito Zukuri Fudouki 47 Furusato no Hito to Chie Okinawa”. Tokyo, Japan: Kumimotosha: 1993, pp. 48-52. The Names of the “Kushinohi Chura Shigata Yui Ashibi” (ࡃࡋࡢ᪥ ⨾ࡽጼ ⤖࠸㐟ࡧ) Volunteer Staff : 1.᐀⠊ 2.႐℩ᖖ௵ᖌ⠊ 3 ᙜ㖭ᖖ௵ᖌ⠊ 4. ఀబᖖ௵ᖌ⠊ 5.ᐑᇛୖ⣭ᖌ⠊ 6.ᓊᮏୖ⣭ᖌ ⠊ 7.ᐑ㔛ୖ⣭ᖌ⠊ 8.㇏ぢᮏᖌ⠊ 9.㔠ᇛᖌ ⠊ 10.ᇛᖌ⠊ 11 ᒣ㔛ᖌ⠊ 12.✄ᕊᖌ⠊ 13.ᒣᇛᖌ⠊ 14.Ᏻᐩᖌ⠊ 15.Ᏹᗙᖌ⠊ 16. ◁ᕝᖌ⠊ 17. ᐩ㛫ࡺࡾ 18.ᮾỤᩍᖌ 19 ཪྜྷᩍᖌ 20.ୖ㛫ᰤᏊ 21.ྡࡕࡣࡿ They were there and so was I. 22. ཪྜྷᘯ㑣 Okada, Teruo. “Ryukyushi no Jyoseitachi”. Okinawa, Japan: Shinsei Shuppan Ltd: 2004, pp. 30-31. Okinawan American veteran used Uchinaguchi to save local residents during the Battle of Okinawa (2014. 7. 1): http://english.ryukyushimpo.jp/2013/12/25/1264 9/ Okinawa Prefecture Homepage (2014. 7.1): http://www.pref.okinawa.lg.jp/site/chijiko/kohokoryu/ honka/15970.html Takakura, Kurayoshi. “Ryukyu no Jidai – Ooinaru Rekishizo wo Motomete”. Tokyo, Japan: Chikuma Gakugei Bunko 2012. The World Youth Uchinanchu Association: (2014. http://www.pref.okinawa.lg.jp/site/chijiko/kohok oryu/honka/10822.html *࡚ࡢ┿ࡣࠊཪྜྷᘯ㑣ࡀᦠᖏࠊiPhoneࠊiPadࠊ ࣅࢹ࣓࢜࢝ࣛࡽࡶᙳࡋࠊࡉࡽࠊ㹂㹔㹂 ࢆసࡾࠊẖᖺࠊ⋢ᇛ㟼Ụඛ⏕ᡭΏࡋ࡚࠾ࡾ ࡲࡍࠋᙳࡶࠊᮏேᚲࡎ๓ࡶࡗ࡚ࠊ ᢎㅙᚓ࡚ࡽᙳࡋ࡚࠾ࡾࡲࡍࠋᡤᒓࡋ࡚࠸ ࡿᅋయ㸦⋢ᇛ㟼Ụඛ⏕⋢ᮌὶࡢ࣎ࣛࣥࢸ ࡢⓙᵝ㸦ୖࡢ㸰㸯ே㸧ࡽࡶチྍࢆྲྀࡗ࡚ ࠾ࡾࡲࡍ㸧 ࠋࢩ࣮ࢧ࣮ࡢ⿕యࡣࠊ୧᪉ࡶ ⚾≀࡛ࡍࠋ 106 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ࣖဇᅈ˟ᚕᛖ≝ܖᘙྵ⇪∞∑↗ↆ↕↝⇶⇊∐∙⇒∐⇠∆‒ ྺྶྺജ∑⇳⇩⇛∙⇟‒ ‟‒ ᚿႎᚐᛟ‒ ӍӴ‒ ࢀ≍‣‒ ⁅⁛‒ ᢰᚪ ⇶⇊∐∙⇒∐⇠∆↗↞⅚ᅕᅼႎ↙щ⇁ਤ↓⇪∞∑↖ⅱ↹⅚↝⇪∞∑↖⅚ᚕᛖ↝ٶಮࣱ⇁↙↹ܣ ⅻ↸↱⅚ෞ๒↝үೞ↚ືↆᚕᛖ⇁ဆ↺щ↱ⅱ↹↭ↈ⅛ݵɫ↓⅚ᚕᛖ፼ࢽ̬↱↖ᦆ↝܍ⅱ↺ⅺ↸ ↂ⅚ჷᜤ↝ɶ↝⇈⇊⇭∙⇬⇉⇬⇉(ʴ⅝↝)ⅱ↺ⅳ↞⅚ჷᜤ↝⇭∞⇥∞⇿∞⇟↖↱ⅱ↹↭ↈ⅛ ᚕᛖ૨҄↗ഭӪⅻᗄᖭ↝ߺ↝↷ⅵ↚⅚ᅶᢋ↝ဃ↝ɶ↚⇊∙⇥∞⇳⇩⇮↝⇌⇍⇼↝↷ⅵ↚ዻ↮ᡂ ⇂↖ⅳ↺ⅺ↸ↂ⅚⇶⇊∐∙⇒∐⇠∆⇁⇪∞∑↗ↆ↕⅚ᗄᖭ↝ߺ↝↷ⅵ↙⇌⇍⇼ɥ↖⅚⇊∙⇥∞ ⇳⇩⇮⇁ᡫↆ↕⅚ᚕᛖܖႎ↚⇈⇊⇭∙⇬⇉⇬⇉⇁ϋ↚ٳႆ̮ↆ↕ᘍⅾↂ↗↱↖ⅼ↭ↈ⅛ↆ↕⅚ ᚕᛖ↳૨҄↝ভↀ↗↙↹⅚ᚕᛖ↗૨҄ዒ১↝ૅⅷ(Code of Honor ᅈ˟˺ඥ) ↚↱↙→↕ⅳ↭ ↈ⅛ äääääääääääääääääääää ⇓∞∕∞⇯ äääääääääääääääääääää ࣖဇᅈ˟ᚕᛖ ܖȐǤȪȳǬȪǺȠ ྺྶྺജ ૨҄ᢡင Ფ ଐஜܖ ܖٻȪșȩȫǢȸȄܖᢿ NIHONBASHI GAKKAN UNIVERSITY Bulletin No.14 107 ⇚∑⇝⇙⇻≒∏∙⇔≝∈⇧⇿∞⇝∍∙↝Ўௌⅺ↸ᙸᒍᛖ⇙∅∋⇱⇗∞⇝∍∙↗ᨥྸᚐ↚᧙ↈ↺ᄂᆮ إԓ∝૰‒ ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ Motivating factors in bridging English communication and international understanding‒ Victor GORSHKOV 1 Elizabeth LANGE 2 This paper focuses on issues of motivation in bridging English communication and international understanding. By selectively, not comprehensively, examining MEXT policies toward English education, we conclude that despite the fact that MEXT policies might be regarded as “top-down”, they do incorporate both instrumental and integrative types of motivation for Japanese learners of English. We generally support the common view that elements of integrative motivation in bridging English communication and international understanding prove to be more important for L2. Instrumental motivation is easier to formulate from the policy viewpoint, but it is in a way short-sighted and lacks sustainability. Therefore, together with numerical goals, MEXT highlights the importance of integrative motivation, such as raising awareness of Japanese identity and fostering capabilities of Japanese learners of English to present their culture and traditions to English-speakers, and underlines the Olympic and Paralympic Games 2020 as a motivating factor in promoting awareness toward English education. In our empirical analysis comprised of short case studies at elementary schools in Japan and an interview survey conducted at Nihonbashi Gakkan University, we find evidence that there are numerous examples of measures by local authorities that try to incorporate integrative elements of motivation in their English educational programs. We refer to these initiatives of the local authorities as the “bottom-up” policies and conclude that they generally correspond to and complement MEXT initiatives. Keywords ääääääääääääääääääää English education, motivating factors, integrative motivation, international understanding äääääääääääääääääääää 1. Introduction Some studies reveal why students are It is generally widely accepted in the linguistic motivated or unmotivated in learning a language and socio-linguistic literature that motivation is a (I Nyoman Romangsi, 2011), while other studies very important factor in successful language analyse motivating factors by dividing them into learning, besides the widespread common idea groups, namely intrinsic and extrinsic (Brown, that special cognitive abilities predetermine 2001 - cited in I Nyoman Romangsi, 2001, p. successful language learning. 444) or external and internal (Stipek, 1998 cited in I Nyoman Romangsi, 2001, p. 444). In learning any language, students prove to be more ‒ ‒ ․•‣… ࠰ உ ․‥ ଐӖྸ‒ ∈⇧⇿∞⇝∍∙↝Ўௌⅺ↸ᙸᒍᛖ⇙∅∋⇱⇗∞⇝∍∙↗ ᨥྸᚐ↚᧙ↈ↺ᄂᆮ‒ “‣ ⇚∑⇝⇙⇻‒ ⇹⇕⇮∑‒ “․ ∏∙⇔‒ ⇎∐⇜⇿⇟‒ ଐஜܖܖ⇪∞⇈∑∏⇿∐ܖٻᢿ‒ motivated when they feel the connection with the cultural experience of the country of their study choice. Gardner and Lambert (1959) (1) have found that motivation is a strong factor in L2 (2) and distinguished two types of motivation in 108 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ “instrumental motivating factors aimed to bridge English motivation.” communication and international understanding. Harmer (2000) (3) also highlights the importance We selectively, not comprehensively, analyse of the connection or assimilation process of recent policy changes and the present condition language learners with cultural experience and of English education in Japan, and empirically argues that “integrative motivation” proves to be show that in general the policy of the Japanese more efficient than the “instrumental” type. government is a “policy from above” Instrumental motivation is in a sense learning incorporates a mixture of both (numerical) English for specific purposes (LESP), when instrumental [higher TOEFL and TOEIC scores, learners have more practical goals in learning the numerical Common European Framework of language such as getting a degree or aiming to References for Languages (CEFR) goals, lobby get a job promotion or a bonus. Learners who are of the Japan Business Federation (Keidanren) driven by integrative motivating factors learn the toward better job opportunities in global language because they have a strong interest in companies, fostering of global human resources, language learning, motivation” and namely “integrative the language and culture of the people who speak that language, i.e. they have a sort of personal affinity to L2. In short, there is a sort of consensus in the scientific literature that positive learning motivation is an effective impetus for successful L2 with integrative motivating factors having a stronger positive effect over instrumental ones. This study is a preliminary empirical work that deals with motivating factors in bridging English communication understanding. We aim and to international provide some empirical examples of “integrative motivation” in Japanese educational institutions and underline the role of integrative motivating factors in the new policy of the Japanese government towards English education. Our objectives for this research work are twofold. First, by providing a brief outline of the current system of teaching English at Japanese educational institutions and general evaluation of the new “English Education Reform Plan corresponding to Globalization” elaborated the Government by (2013) Panel on Education, we aim to identify the nature of (4) and it (5) quantitative goals in the number of Japanese exchange students studying abroad, etc.] and integrative motivations [raising awareness of Japanese identity and fostering capabilities of Japanese learners of English to present their culture and traditions to English-speakers, and the Olympic and Paralympic Games 2020 as a motivating factor in promoting the English language] for English learners. Second, we provide unique empirical data on measures of some Japanese educational institutions to introduce integrative motivation “from below” (6) and introduce some examples of motivating factors in bridging English communication and international understanding. We also provide some case studies on English education with features of integrative motivations at Japanese elementary schools (7). In addition, we present issues of Nihonbashi Gakkan University related examples (8) in relation to establishing positive motivating factors for bridging English communication and international understanding. The structure of the paper is as follows. Section 2 briefly outlines recent policy changes 109 ⇚∑⇝⇙⇻≒∏∙⇔≝∈⇧⇿∞⇝∍∙↝Ўௌⅺ↸ᙸᒍᛖ⇙∅∋⇱⇗∞⇝∍∙↗ᨥྸᚐ↚᧙ↈ↺ᄂᆮ toward English education in Japan and explains the Ministry of Education, Culture, Sports, the topicality of English education as part of a Science and Technology (MEXT) presented the national strategy. We focus on the new “English “English Education Reform Plan corresponding Education to Globalization” as a vision for English Reform Plan Globalization” (2013) (9) corresponding to and aim to identify education until 2020. The consequent connections with the motivating factors for implementation of the Plan started from 2014 Japanese 3 with the current government course curriculum introduces case studies of elementary schools in guidelines to be revised in 2018. The full Japan and related examples of experimental implementation of the plan is scheduled for 2020. measures of Nihonbashi Gakkan University with Below we briefly explain why English language integrating motivating is a very topical problem for the Japanese bridging English learners of English. factors Section features communication in and government and society. First, the topic is highly debated among international understanding. In Section 4, we scholars, teachers of English, MEXT and other provide concluding remarks. government agencies and is fuelled by the fact 2. English education as a national strategy in Japan: brief outline of recent policy that Japan has the lowest TOEFL score results developments Japan had a total score of 70 on the TOEFL iBT among Asian countries. As of January 2013, According to Campbell (n.d), the discussion test rank, while other Asian countries showed on developing English communication skills in relatively better results: Republic of Korea - 85, Japan became intensified after the 1980s. Two China - 77, Hong Kong - 83, Macao - 76, controversial opinions were expressed at that Singapore - 98, Sri Lanka – 85, Taiwan – 79, time: “pragmatism” vs. “comprehensivism,” but Bhutan – 79, Myanmar – 79, Nepal - 83. Thus, in the end the government recognized the even developing countries in the Asian region importance of developing communicating skills where some people do not have full access to and gradually started implementing shifts in the educational facilities performed better than policy directions. In 2003, an “Action Plan on Japanese examinees. (10) fostering Japanese human resources capable of Second, discussions on English education are using English” was announced and in April 2013 often focused on the content, efficiency and the Liberal Democratic Party (LDP) introduced a difficulties in the implementation of the new “Radical reform of English education” in their English education curriculum developed by proposal on fostering global human resources. In MEXT. In 2008 MEXT introduced a new course order to evaluate the practical English skills of for Japanese learners, the government recommended elementary schools and made English education introducing English mandatory for these two groups of students. In proficiency tests as numerical targets. In October March 2009, MEXT announced a new course of 2013 the government announced that English study for senior high schools to be implemented will be a compulsory subject from the fifth grade from 2013. Many studies reveal problems in the of elementary school, and on 13 December 2013 system and inform that a lot of reforms in this TOEFL and other study to fifth- and sixth-graders in 110 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ sphere are being proposed. Some researchers learning English at an earlier age might result in point to the low level of elaboration and lack of better test scores (Uematsu et. al., 2013). A simple review of the literature reveals that consistency in such government policies. The present curriculum on English education there are many problems with the new course of the study and new English curriculums at Japanese Government course curriculum guidelines for educational institutions. Some of these include: elementary schools dated March 2008. The aim simply increasing the curriculum hours without of “Gaikokugo Katsudo” (Foreign Language proper training of English communication skills Activities) is “to nurture the foundation for among teachers of English, lack of English communication in elementary schools is based on deepening the proficiency among classroom teachers, teaching language and English as a subject in elementary schools culture through foreign language experience, and requiring training of professional teachers of fostering active English which is costly and time-consuming, communication in English and learning basic lack of communication skills among teachers, English pronunciation.” training programs for all teachers which might “English Note” and “Hi, friends!” distributed by not be necessarily effective, increased demand MEXT are common teaching materials for lower for qualified ALTs, problem of consistency with grades. However, as Kikuchi (2014) argues, both junior high school and senior high school of these materials are not textbooks but a basic curriculums (The Yomiuri Shimbun, 21 February guide for teachers. Takahashi & Miura (2014) 2014, p. 3), instructors of English language from provide shows junior high to senior high schools teaching at the curriculums in Japan are considerably lower in elementary school level (The Yomiuri Shimbun, level than in the Republic of Korea when 19 December 2013, p. 35). One of the biggest systematic skills by understanding of an attitude expressions empirical towards and evidence that (11) , with the A2 level problems is the training of teachers (Yamamori, being the target for sixth-graders of elementary 2013; Wakimoto, 2013). MEXT aims to ease the schools in the Republic of Korea, while in Japan present licence system and recruit more ALTs it is equivalent to second and third-graders of and skilled human resources with international high schools. This gap might be to a great extent experience or special skills through a special explained by the larger number of English licencing system, but so far not much has been classes in the curriculum of elementary schools implemented in this direction (The Yomiuri in South Korea (third to fourth graders - 136 Shimbun, 19 June 2014, p. 34). compared using the CEFR hours annually, four times a week; fifth to sixth Empirical studies also reveal teachers’ anxiety graders - 204 hours annually, six times per week). about the new policy of the government. Hiroe & Teaching English in English (TEE) is also Hatada (2014) conducted a survey in elementary becoming popular there. Generally speaking, in schools in Nagasaki Prefecture and concluded comparison with other countries, Japan is far that many teachers show little interest in behind in introducing English classes for teaching English and pointed out such problems (12) despite the fact as insufficient teaching materials and equipment, that there are empirical studies that confirm that lack of knowledge in teaching English, poor elementary school children, ⇚∑⇝⇙⇻≒∏∙⇔≝∈⇧⇿∞⇝∍∙↝Ўௌⅺ↸ᙸᒍᛖ⇙∅∋⇱⇗∞⇝∍∙↗ᨥྸᚐ↚᧙ↈ↺ᄂᆮ 111 communication with ALTs, and insufficient and senior high schools. At the lower grades of training programs. elementary schools (third to fourth grades), In fact, similar perceptions of the new English classes are to be taught by a classroom initiative by the government are also expressed teacher once or twice a week in the form of by high school teachers and students. Yamada & intercultural activities and games aiming to Hristoskova (2011) show that Japanese teachers nurture the foundations for further development of English (JTEs) feel a lack of support for of communicative skills. Module lessons (15 changing the approach to language teaching, minutes, three times a week) are also to be while high school students are concerned about introduced in the curriculum. At the upper grades their comprehension when all English classes are (fifth to sixth grades) of elementary school, taught primarily in English. The study provides English will be introduced as an independent the survey data for senior high schools in Fukui subject conducted three times a week with the Prefecture and concludes that both JTEs and help of English teachers. By the end of students prefer to use some Japanese in the elementary school, students shall acquire basic classroom. English communication skills. In addition, the study of Matsumiya (2013) The new English curriculum for junior high deals with teaching anxiety that mainly comes school students assumes that students acquire from lack of guidance, lack of ability to organize abilities to express themselves in English and English classes under the new curriculum, and can talk about familiar topics and carry out easy generally low proficiency in English. information exchange. English classes are to be Third, the topicality of the problem is underlined by the “English Education Reform taught primarily in English including all the instructions and explanations. Plan corresponding to Globalization” presented English education in senior high schools by MEXT on 13 December 2013. The Plan was aims to foster a certain level of fluency of developed by MEXT in order to address English speakers and develop capabilities to concerns about English education and its poor understand abstract ideas on a wide range of policy elaboration. The Plan is being partially topics. In high schools, English classes are to be implemented from 2014 and will be fully held in English with a strong focus on launched in 2020 with the aim to increase developing English language proficiency when Japan is (presentations, discussions, negotiations). In expected to host the Summer Olympic and terms of CEFR the new curriculum aims are Paralympic Games. CEFR A1-A2 for junior high school students and language-related activities The Plan includes three major parts: 1. new B1-B2 after graduation from senior high school curriculum on English education in conditions of (Eiken 2 level and pre -1 level, TOEFL iBT 57 globalization; points and above) (13). 2. constructing necessary frameworks for new English education; 3. schedule for implementation (provisional). Overall, the new curriculum pursues two major goals: to foster English communication The New English curriculum is elaborated for skills by establishing study goals (CAN DO lists) all three school levels: elementary, junior high, at all school levels and to enrich education 112 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ related to the formation of Japanese national agreements with their partners overseas aiming identity with a special focus on traditional to promote specific inter-university exchange culture and history. One interesting feature of the programs, internships, academic and research Action Plan is its orientation towards the exchanges. In 2010 the government published intensification of the promotion of Japanese “The Concept of Global Human Resource culture in English. The Plan aims to facilitate the Development Focusing on the East Asian Region” introduction of Japanese culture in English by aiming to increase university exchanges with Japanese students and reinforce opportunities for countries that are significant partners of Japan in volunteer activities and international exchange the Asian region. There are also three other before projects hosting the Tokyo Olympic and aiming to support the Paralympic Games to be held in Tokyo in 2020 internationalization of Japanese universities, (14) . namely the “Project for Promotion of Global Another reason for putting English education Human Resource Development,” “Global 30 - at the center of attention of the Japanese establishing a University Network for government is the “Strategy for fostering global Internationalization,” and “Re-inventing the human resources.” “The Second Basic Plan on Japan Project” (fostering of globally competitive Promotion of Education” developed by the human resources). government panel on education and adopted by To sum up, it is possible to conclude that the Cabinet on 14 June 2013 considers English education is viewed as a national “developing human resources for a brighter strategy in Japan. The topic is a highly debated future – fostering individuals who create change one with many pros and cons as to its relevance. and new values, and who lead in each field of the The problem is particularly important at the society” as one of its four general directions of elementary school level, as English has not been reforms in the sphere of education. Officials in considered a subject at this level for many years. MEXT stress the fact that the “Japanese society Nevertheless, recent changes in the policy needs to internationalize” and that is extremely toward English education also affect curriculums important “to raise human resources that can at junior high and senior high school levels. work competently in the international society.” Simultaneously with modification of school Further promotion of English education in curriculums, the government aims to promote the Japanese schools and the stimulation of study internationalization of Japanese universities and exchange programs for Japanese students are raise the awareness of Japanese students towards given a priority in these official documents of the international education and cultural exchange. In government agencies. general, In addition, the policy towards English the characterized present as policy “top-down” might with be many education is strongly interconnected with the controversial opinions on the teaching side. For general policy of the government on the leaners of English it can be assumed that this internationalization policy of education. This is incorporates factors: many English instrumental particularly prominent at the university level motivating education is with many Japanese universities establishing highlighted as a method to obtain better TOEFL 113 ⇚∑⇝⇙⇻≒∏∙⇔≝∈⇧⇿∞⇝∍∙↝Ўௌⅺ↸ᙸᒍᛖ⇙∅∋⇱⇗∞⇝∍∙↗ᨥྸᚐ↚᧙ↈ↺ᄂᆮ scores and viewed as a pre-condition to become English education in elementary schools in Japan global human resources that could acquire better from the Yomiuri Shimbun Research Data base employment opportunities in global companies. for the period 1 January 2013 - 1 July 2014. As a Nevertheless, integrative motivating factors are general trend, the number of publications related also clearly expressed in the government policy, to English curriculum policy development on all as the government stresses the necessity of levels has significantly increased. maintaining and fostering Japanese identity, the nurturing the ability to present Japanese culture, Development Institute, an increase in English traditions, to learning hours in children’s activities is 12.5% English-speakers. In addition, the Olympic and (The Yomiuri Shimbun, 3 April 2014, p. 15). As Paralympic Games 2020 can be classified as a we mentioned earlier in this paper, English motivating factor in the promotion of English education in elementary schools is one of the language and international understanding. In our most topical issues in Japan and even at an early view, such integrative motivating factors should age it is important to motivate young learners of be given more priority in the policy development English in order to “bridge” and promote English as this might help to reduce general anxiety communication and international understanding. toward English education among JTEs, students, Empirical data presented below supports our and Japanese society as a whole. English main argument that measures for integrative education should be viewed as a sort of tool in motivation order to bridge intercultural exchange and “bottom-up” policy of Japanese educational international understanding. institutions well before the new initiative of the and way of thinking Benesse Educational were widely According to Research present in and the government toward English education. One good example of English education with 3. Case studies of Japanese educational institutions that apply English education with the features of integrative motivation elements of integrative motivation is a pilot In Section 3 we focused on the “bottom-up understanding class” is a special project which policy” of some Japanese elementary schools has been implemented for almost 30 years in and measures of Nihonbashi Gakkan University public elementary schools in Yokohama City. in for The project was launched in 1987 to promote and “international establishing bridging integrative English motivations communication project of Yokohama City. understanding” “International in Japanese international understanding. Our main argument classrooms due to the sudden increase in the here is that the “bottom-up policy” of Japanese number educational institutions also incorporates some (“kikokushijo”). integral motivating factors together with the the class to introduce their language and culture. “top-down policy” of the government. The Education Committee of Yokohama City of so-called returnee students Foreign teachers are invited to considers that, by experiencing new culture, 3.1. Elementary schools students can nurture the ability to accept For case studies on elementary schools we differences in cultural values. Foreign instructors randomly selected newspaper articles related to organize classes on international understanding 114 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ in cooperation with Japanese classroom teachers and conduct classes primarily in English with May 2014, p. 20). In addition, local governments in Nagano and some introduction of their native language. There Saitama Prefectures also show increased are about 42 foreign instructors participating in awareness of English education, establishing the project (The Yomiuri Shimbun, 30 May 2014, their own unique programs at the local level (The p. 30). Yomiuri Shimbun, 12 April 2014, p. 3). Similar activities are being implemented in On the other hand, some schools following the four other cities: Yoshitomi (Fukuoka Prefecture), instructions of MEXT put a lot of efforts into Odawara (Kanagawa Prefecture), Yuki (Ibaraki establishing new English curriculums. Daiyama Prefecture), and Moriyama (Shiga Prefecture). Elementary School in Isehara City, Kanagawa Yoshitomi Town provides free English classes Prefecture responding to the needs of MEXT “Eigo asobi” (Games in English) for infants. towards fostering global human resources in Classes are held at the town’s Children Support cooperation with Center twice a month by a native English government launched instructor. The “Eigo asobi” class is part of the curriculum for first to fourth graders (1 lesson a town’s strategy for English education aiming to week, 35 hours annually) and fifth to sixth increase children’s English experience and foster graders (1.5 times per week, 53 hours annually) their international sense. There are many other (The Yomiuri Shimbun, 23 May 2014, p. 30). the Isehara a City special local English English classes for children aged three to five Other local governments also put a lot of years old in kindergartens and nurseries around emphasis on promoting English education. For the town. example, elementary school classes in Gunma Kataura Elementary School in Odawara which Prefecture are supported by Gunma Kokusai provides small-group education classes also Academy graduates (The Yomiuri Shimbun, 6 introduces English lessons in which students can March 2014, p. 32), while Funabsashi City, freely participate (The Yomiuri Shimbun, 2 May Chiba Prefecture established a “special zone for 2014, p. 24). English education” in 2006 and introduced a Yuki City introduced special open classes consistent curriculum for both elementary (54) “Let’s enjoy English” for third to sixth graders in and junior high schools (27). The effectiveness elementary schools once a week (The Yomiuri of this project was recently confirmed by tests Shimbun, 17 May 2014, p. 26). results with students of Funabashi City showing Moriyama City launched the “Hello, English project” for first to fourth graders in nine elementary schools (initially launched in three schools in 2010). The local educational better than the average results in the Eiken tests (The Yomiuri Shimbun, 6 March 2014, p. 32). Thus, there is ample support that local authorities had shown interest towards “bridging” committee stressed the fact that there are not English communication and international enough hours for English education in the understanding well before the new policy of the present curriculum and decided to increase them government. Needless to say, the “top-down” in order to promote cultural exchange with ALTs initiative of the Japanese government will further during lunch times (The Yomiuri Shimbun, 23 promote the “bottom-up” measures of local 115 ⇚∑⇝⇙⇻≒∏∙⇔≝∈⇧⇿∞⇝∍∙↝Ўௌⅺ↸ᙸᒍᛖ⇙∅∋⇱⇗∞⇝∍∙↗ᨥྸᚐ↚᧙ↈ↺ᄂᆮ thoughtful heart and be spiritually and physically authorities. healthy.” Female students studying were educated to at 3.2. Nihonbashi Gakkan University (15) Nihonbashi In this part we provide some evidence on “Nihonbashi beauty,” having both a high level of represent integrative education, manners, and a rich humanity. motivation in the educational curriculum of Partially, Nihonbashi education aimed to foster a Nihonbashi was “ryo sai ken bo” spirit (good wife and wise mentioned in Section 2, MEXT also underlines mother) by teaching Japanese language, social the Japanese manners and Japanese traditional arts and culture. universities and intends to promote global and It was also true that female students at intercultural understanding. Below we briefly Nihonbashi were taught the Japanese traditional look at the history of Nihonbashi Gakkan way of accounting (“soroban”) using an abacus University and analyze the recent development in order to be able to help with the commerce of English education in connection with bridging business of their families. Moreover, with the English end of the “sakoku” (isolation) era in Japan, the incorporation of elements Gakkan necessity to of University. As internationalize communication and international interest in Western culture and languages grew understanding. The history of Nihonbashi education started in rapidly; therefore, Nihonbashi education was 1889 with preparations to open a new school in aimed at promoting English education among its the Nihonbashi District, Tokyo by a group of female students. Thus, the establishment of the merchants who wanted to provide high quality English education to their daughters. On 1 May 1905 Nihonbashi resulted quite naturally, since the Nihonbashi Women’s School was officially ground work for this was laid when the opened and it changed its name to Nihonbashi Nihonbashi education started. One interesting Women’s High School the following year. In feature to underline here is the fact that English 1948 Nihonbashi Women’s Junior High School education might be viewed as a tool to learn and was established and a few years later in 1987 deeply understand Western culture, i.e. it has Nihonbashi incorporated integrative elements for motivation Women’s Junior College was founded in Kashiwa City, Chiba Prefecture. and Secretarial departments at in itself since its establishment. Nihonbashi Gakkan University was established The importance of English education at as a four-year university for both men and Nihonbashi is still preserved. The university is women in 2000. Then, in 2009 it was currently reorganized into a university for liberal arts curriculum that stipulates four compulsory education, business English classes a week for the first-year students. administration, human psychology, and global All classes are taught primarily by native English and regional cultures. teachers. including studies in implementing English a new communication English and Since the beginning of its establishment, international understanding are also facilitated Nihonbashi education has been based on the through the English lounge where students are “shitsu jitsu on ken” philosophy, literally encouraged to use English. Some other activities, meaning “the importance of having a kind and including an English Speech Contest and English 116 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ Karaoke Contest are planned to be organized 4. Conclusion annually. This paper overviews recent developments in Moreover, Nihonbashi Gakkan University puts English education at Japanese educational much emphasis on the promotion of intercultural institutions. By examining the policy of the exchange and aims to establish exchange Japanese government, we conclude that, despite agreements with foreign universities in China, the fact that the MEXT policy might be regarded Indonesia, and the US in the near future. English as “top-down,” it incorporates both instrumental language study program at Monash University and integral motivation for Japanese learners of (Australia) is available for qualified students. English. We generally support the common view The University has also signed an exchange that elements of integrative motivation in agreement with Soochow University (China) and bridging on 21 July 2014 it hosted Chinese students and international understanding prove to be more organized a Japanese cultural experience for important for L2. Instrumental motivation is them. The idea of the exchange was expressed in easier to formulate from the policy viewpoint but the concept of a “bridge” as a symbol of is in a way short-sighted and lacks sustainability. connection joining the two parties. It is worth Therefore, together with the numerical goals, mentioning that exchange programs are also MEXT highlights the importance of integrative being implemented at the administrative level. motivation, in terms of raising the awareness of On 6 March 2014, the staff of Nihonbashi Japanese identity and fostering the capabilities of Gakkan University had a cultural exchange with Japanese learners of English to present their Naresuan University (Thailand). culture and traditions to English-speakers, and English communication and In addition, Nihonbashi Gakkan University using the Olympic and Paralympic Games 2020 acknowledges the initiative of MEXT to increase as a motivating factor in promoting the English international awareness among Japanese learners language. of English by facilitating their interest in the In our empirical analysis comprised of short Tokyo 2020 Olympic Games. Together with case studies of elementary schools in Japan and a more than 600 other Japanese universities, short interview survey conducted at Nihonbashi Nihonbashi an Gakkan University, we find evidence that there agreement with the Tokyo Olympic Committee. are numerous examples of measures by local These Olympic Games are viewed as an authorities that try to incorporate integrative important integrative motivating factor for elements English educational Gakkan University communication and signed international of motivation programs. in We their refer English to these understanding. In comparison with the 1964 initiatives of the local authorities as the Olympics when only universities in Tokyo were “bottom-up” policies that generally correspond asked to help with the organization of the Games, to and complement the MEXT initiatives. On the this sudden change proves the importance of the other hand, as it is also revealed in the literature Olympic Games as an integrative factor. review on English education in Japan, the MEXT initiatives encounter many problems at the stage of implementation.‒ ⇚∑⇝⇙⇻≒∏∙⇔≝∈⇧⇿∞⇝∍∙↝Ўௌⅺ↸ᙸᒍᛖ⇙∅∋⇱⇗∞⇝∍∙↗ᨥྸᚐ↚᧙ↈ↺ᄂᆮ Acknowledgments This paper is a preliminary empirical research work. We humbly use the data of the interview survey with the President of Nihonbashi Gakkan University, Mrs. Hideko Kitagaki held on 19 August 2014. We thank her for her willingness to give her time so generously and are indebted for her enthusiastic encouragement, useful critiques, and constructive suggestions of this study. All the remaining errors and omissions are the sole responsibility of the authors. Notes (1) According to http://coerll.utexas.edu/methods/modules/learner s/02/instrumental.php. Information retrieved in July 2014. (2) L2 refers to second language learning, target language for the purposes of this paper. (3) Cited in I Nyoman Romangsi, 2011, p. 446) (4) Top-down policy initiatives. (5) Keidanren strongly backs compulsory English at elementary schools, which is necessary for major Japanese corporations to expand globally. Retrieved from http://www.japantimes.co.jp/news/2010/06/29/re ference/elementary-schools-to-get-english/#.VA 0H5aOHgus in August 2014. (6) Bottom-up policy initiatives. (7) Data on case studies obtained through Yomiuri Shimbun Research Data base for the period 1 January 2013 - 1 July 2014. (8) Data on Nihonbashi Gakkan University is based on the interview with the President dated by 19 August 2014. (9) “Gurobaruka ni taiyoshita eigo kyoiku kaikaku jisshi keikaku” elaborated by MEXT. (10) Educational Testing Service (ETS), Test and Score Data Summary for TOEFL iBT, Retrieved in June 2014 from http://www.ets.org/s/toefl/pdf/94227_unlweb.pdf. (11) Japan has also developed CEFR-J achievement standards for better evaluation of academic performance. For details on CEFR-J refer to Takahashi & Yanagi (2014) and Campbell (n.d.). (12) For example, South Korea spends 200 times more budgetary spendings on English education than Japan. From 2011 third-fourth graders have two classes a week, while fifth-sixth graders have three. Taiwan and China also introduced English curriculums at elementary schools earlier than Japan (Naito&Nomoto, 2014, p. 24). (13) Quantitative (instrumental) goals of MEXT. (14) Elements of integrative motivation for Japanese learners of English (15) The data for this Section is based on the interview with the President of Nihonbashi Gakkan University, Mrs. Hideko Kitagaki held on 19 August 2014. 117 References 1. Brown, D. (2001), Teaching by Principles: An Interactive Approach to Language Pedagogy (Second Edition), New York: Longman (cited in cited in I Nyoman Romangsi, 2011). 2. Campbell, K. 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(2013), Kouritsu shyogakkou de no eigo kyoiku no genjyo to kadai [Teaching English at Public Elementary Schools and the Problems to Solve], Kobe Joban University Bulletin, No. 6, pp. 1-7. 31. Yamada, H., Hrsitoskova, G. (2011), Teaching and Learning English in English in Japanese Senior High Schools – Teachers’&Students’ perceptions, Journal of Fukui-ken Eigo Kenkyu-kai, Vol. 69, pp. 3-33. 32. Yamamori, N. (2013), Gaikokugo katsudo ni motomerareru kyoshi no kyoshitsu eigo nouryoku no wakugumi to kyouin kenshyu puroguramu no kaihatsu – riron to genjyo wo fumaete [Teachers’ Classroom English Ability for foreign Language Activities and Teacher Training: Integrating Theory and Reality], Shyogakko Eigo Kyoiku Gakkai Gakkai shi (Journal of the association on English education at elementary schools), No. 13, pp. 195-210. 33. Yuuki-shi no syougakkou de eigo no koukai jyugyou [Open English class in Yuuki city (Ibaraki prefecture)], The Yomiuri Shimbun, 17 May 2014, p. 26. ⇚∑⇝⇙⇻≒∏∙⇔≝∈⇧⇿∞⇝∍∙↝Ўௌⅺ↸ᙸᒍᛖ⇙∅∋⇱⇗∞⇝∍∙↗ᨥྸᚐ↚᧙ↈ↺ᄂᆮ 119 ∈⇧⇿∞⇝∍∙↝Ўௌⅺ↸ᙸᒍᛖ⇙∅∋⇱⇗∞⇝∍∙↗‒ ᨥྸᚐ↚᧙ↈ↺ᄂᆮ‒ ⇚∑⇝⇙⇻‒ ⇹⇕⇮∑≍‣‒ ∏∙⇔‒ ⇎∐⇜⇿⇟≍․‒ ⁅⁛‒ ᢰᚪ ஜᛯ૨↞„‒ ᒍᛖ⇙∅∋⇱⇗∞⇝∍∙↗ᨥྸᚐ↝ѣೞ˄ↀբ᫆↚ໜ⇁࢘↕↕ⅳ↺⅛ᡈ࠰⅚⇖ ∓∞⇶∑҄↚ↆࣖݣᒍᛖᏋ↚᧙ↈ↺૨ᢿᅹܖႾ↝ሊ⇁ಒᚇↆ≏↝ሊ↞Ⅴ⇮⇩⇽⇦⇌∙Ⅵ ↝ࣱ⇁ਤ←↙ⅻ↸↱⅚ଐஜʴ↝ᒍᛖܖ፼ᎍ↚↗→↕≏െႎѣೞ˄ↀ≋⁛ ⁗⁓⁞‒ ⁛⁓⁛≌ ↗ወӳႎѣೞ˄ↀ‚⁛⁗⁙⁓⁛⁗‒ ⁛⁓⁛‛ɲ૾↝∈⇧⇿∞⇝∍∙ᙲእⅻԃ↭↻↕ⅳ↺ↂ↗⇁ਦઇ ↈ↺⅛ᒍᛖ⇙∅∋⇱⇗∞⇝∍∙↗ᨥྸᚐ↝̟ᡶ↝↰↚↞ወӳႎѣೞ˄ↀ↝ᙲࣱ⇁ࢍᛦↆ≏ െႎѣೞ↔ↀ↝ᡈᙻაႎ↙ࣱ↗ਤዓӧᏡࣱ↝բ᫆⇁ଢ↸ⅺ↚ↈ↺⅛ↄ↸↚≏ወӳႎѣೞ˄ↀ ↝ᙲእ⇁ԃ↯ᨥ҄Ꮛ≏ଐஜʴ↗ↆ↕↝⇈⇊⇭∙⇬⇉⇬⇉↚᧙ↈ↺Ꮛ≏ˡወ૨҄∝ഭӪᏋ≏ ․•․• ࠰↝ிʮ⇐∐∙⇺⇩⇕↚ӼↀᒍᛖᏋ≏ᨥྸᚐ⇁̟ᡶↈ↺Ꮛ↚ɼა⇁ፗⅼ≏ܱᚰᄂᆮ ⇁ᡫↇ↕ⅵⅳ→ወӳႎѣೞ˄ↀ↝ᙲእ↞ଏ↚؏ע−⇿∑↖ᆢಊႎ↚ݰλↄ↻↕ⅳ↺ↂ↗⇁ ᄩᛐↈ↺⅛ↂ↝↷ⅵ↙Ⅴ∂⇮∆⇈⇩⇽Ⅵ↞⇼⇉⇬⇈⇝⇱⇊؏ע↝૨ᢿᅹܖႾ↝ሊ⇁ᙀ≏ↆܦ ↂ↻ⅺ↸↱ↄ↸↚ਘ↗↺ↈٻʖยↄ↻↺⅛‒ äääääääääääääääääääää ⇓∞∕∞⇯ äääääääääääääääääääää ᒍᛖᏋ ܖ፼ѣೞ ወӳႎѣೞ˄ƚ ᨥྸᚐ Ფ ଐஜܖ ܖٻȪșȩȫǢȸȄܖᢿ Ფ ଐஜܖ ܖٻȪșȩȫǢȸȄܖᢿ NIHONBASHI GAKKAN UNIVERSITY Bulletin No.14 121 ˱ʁ᧓ᅎ ‒܇Ӽʟ˲᠒≝ܖဃ↚↷↺ܖဃ↝↰↝ܖٻဃ༿Ψൢࣄׅᘍѣ⇽∏∙≋‵⁉⁄″⁂≌ܱإԓ إԓ∝૰‒ ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ܖဃ↚↷↺ܖဃ↝↰↝ܖٻဃ༿Ψൢࣄׅᘍѣ⇽∏∙ ‚‵⁓ ‒⁉⁗⁞⁞⁗‒⁄⁗⁕⁗‒″⁕⁛‒⁂⁞⁓‒‵⁉⁄″⁂‛ܱإԓ ˱ʁ᧓‒ ᅎ ‒܇1 Ӽʟ‒ ˲᠒‒ 2 äääääääääääääääääääää‒ ⇓∞∕∞⇯‒ ääääääääääääääääääää ܖٻဃ༿Ψൢࣄׅᘍѣ⇽∏∙‚‵⁓ ‒⁉⁗⁞⁞⁗‒⁄⁗⁕⁗‒″⁕⁛‒⁂⁞⁓‒‵⁉⁄″⁂‛‒ ‒ ⇟⇮−⇟∝∄⇳⇞∇∙⇮‒ ⇺⇈∝⇛∃∞⇮‒ 㸯㸬ࡣࡌࡵ ࡿࡼ࠺ࠊ⮬㌟ࡢ≧ἣྜࢃࡏࡓඖẼᅇࣉࣛ ࣥࢆ❧࡚ࠊ⮬ᕫࡢෆ㠃ࢆ࣮࣡ࢡࢆ㏻ࡋ࡚☜ㄆࡋࠊ 2013 ᖺ 8 ᭶ࠊN Ꮫᚰ⌮Ꮫ⣔Ꮫ⛉ 1㺃2 ᖺ⏕ ኟᮇྜྠࢮ࣑ࢼ࣮ࣝෆࡢ 1 ㅮ⩏ᯟ(90 ศ㛫)ࢆ ࠸ࠊྠࢮ࣑ࢼ࣮ࣝฟᖍ⪅ࢆᑐ㇟ࠊྠᏛ⛉༞ᴗ ⏕ཬࡧ 3 ᖺ⏕᭷ᚿࡀࣇࢩࣜࢸ࣮ࢱ࣮࡞ࡾࠊ Ꮫ⏕∧ඖẼᅇ⾜ືࣉࣛࣥ(Campus Wellness Recovery Action Plan: ௨ୗ CWRAP)ࢆ ᐇࡋࡓࡢ࡛ሗ࿌ࡍࡿࠋ࡞࠾ࠊᮏሗ࿌ࡣ➹⪅ࡢ ୍ேࠊCWRAP ࢆ⏬⾜ࡋࡓ༞ᴗ⏕㹋ࡢሗ࿌ ࢆ୰ᚰᵓᡂࡋࡓࠋ ࡋ࡚࠸ࡿ(⚟, 2012)ࠋ WRAP ࡸ CWRAP ࡛ࡣࠊ㺀ᕼᮃ㺁ࠊ㺀㈐௵㺁ࠊ㺀Ꮫ ࡪ㺁ࠊ㺀ᶒ㺁ࠊ㺀ࢧ࣏࣮ࢺ㺁ࡀࣜ࢝ࣂ࣮ࣜᚲせ࡞ ࣮࢟ࢥࣥࢭࣉࢺ࡞ࡿࠋ 1 ࡘ┠ࡢ㺀ᕼᮃ㺁ࡣࠊඖẼ࡞ࡾࠊඖẼࢆᣢ ⥆ࡋࠊ⮬㌟ࡢᐃࡵࡓ┠ᶆࡸክྥࡗ࡚ព㆑ࡍ ࡿࡇࠋ2 ࡘ┠ࡢ㺀㈐௵㺁ࡣࠊ⮬ศ࡛⮬ศࢆࢥ ࣥࢺ࣮ࣟࣝࡀฟ᮶ࡿࡇࠋ3 ࡘ┠ࡢ㺀Ꮫࡪ㺁ࡣࠊ WRAP ࡣ Wellness Recovery Action Plan ࡢ␎࡛ࠕඖẼᅇ⾜ືࣉࣛࣥࠖヂࡉࢀ࡚࠸ࡿࠋ ࡇࢀࡣࠊ⢭⚄ⓗᅔ㞴࡞ࡗࡓேࠎࡢࣜ࢝ࣂࣜ ࣮㸦ᅇ㸧ࡢࡓࡵࠊ⮬ࡽࡀẼศ㞀ᐖ࡛ᝎࡲࡉ ࢀࡓ⤒㦂ࢆᣢࡘ Mary Ellen Copelsnd PH.D㸬 ࡼࡗ࡚ࠊ⮬ศࡽࡋ࠸᪉ἲ࡛⮬ศࡽࡋࡉࢆྲྀࡾ ᡠࡍ᪉ἲࡋ࡚㛤Ⓨࡉࢀࡓ࣮࣡ࢡ࡛࠶ࡿ(Mary, 2008)ࠋ ⮬ᕫࢆኚࡉࡏࠊᵝࠎ࡞㑅ᢥ⫥ࢆྲྀࡾධࢀ࡚ቑ ࡸࡍࡇࡀ࡛ࡁࡿࡇࠋ4 ࡘ┠ࡢ㺀ᶒ㺁ࡣࠊ ⮬ศࡗ࡚ᚲせ࡞ࡇษ࡞ࡇࡢᙇ࡛࠶ ࡿࠋ5 ࡘ┠ࡢ㺀ࢧ࣏࣮ࢺ㺁ࡣ࠸༠ຊࡋᨭ࠼ ࠶ ࡿ ⎔ ቃ ࢆ స ࡿ ࡇ ࡛ ࠶ ࡿ (Mary. 2008) ࠋ WRAP ࡲࡓࡣ CWRAP ࢆᐇࡍࡿ㝿ࡇࢀࡽ ࣮࢟ࢥࣥࢭࣉࢺព㆑ࢆྥࡅࡿࡇࡼࡾࠊཧ ຍ⪅ࡀᐇࡋࡓᚰቃ࡞ࡾࠊࡇࢀࢆ⏕άࡢሙ㠃 ㏆ᖺ WRAP ࡣ⢭⚄⛉㡿ᇦࢆጞࡵࠊᴗࠊ Ꮫ࡞࡛ᑟධࡉࢀࠊᗈࡀࡾࢆぢࡏ࡚࠸ࡿࠋ CWRAP ࡣࡑࡢᏛ⏕∧ࡋ࡚㛤ⓎࡉࢀࠊᏛ ⏕ࡀᐇࡋࡓᏛ⏕⏕άࢆ㏦ࡾ⢭⚄ⓗᐇ࡛ࡁ ‒ ࿘ᅖ⮬ᕫࡢ㛵ࢃࡾ᪉ࢆⓎぢࡍࡿࡇࢆ┠ⓗ ‒ ․•‣… ࠰ ‣• உ ․ ଐӖྸ‒ A Practice report of Campus WRAP≋טCampus Wellness Recovery Action Plan≌≐ peer support for university students≐ *1 Yuko SAKUMA ଐஜܖܖ⇪∞⇈∑∏⇿∐ܖٻᢿ *2 Yusuke MUKAI ଐஜܖܖٻʴ૨ኺփܖᢿҡಅဃ‒ ࡛ࡶ⏕ࡏࡿࡼ࠺࡞ࡿࡇࢆ┠ᣦࡍࠋ ࡉࡽ WRAP ࡛ࡣࠊே⏕࠶ࡿ≧ែࡢ 6 ࡘ ࡢࣉࣛࣥࢆタᐃࡍࡿࠋ1.ࠕ᪥ᖖ⏕ά⟶⌮ࣉࣛࣥࠖࠊ 2.ࠕᘬࡁ㔠࡞ࡿฟ᮶ᑐฎࡍࡿࣉࣛࣥࠖ ࠊ3. ࠕὀពࢧࣥᑐᛂࡍࡿࣉࣛࣥࠖ ࠊ4.ࠕㄪᏊࡀᝏ ࡃ࡞ࡗ࡚ࡁ࡚࠸ࡿࡁࡢࣉࣛࣥࠖ ࠊ5.ࠕࢡࣛࢩ ࢫࣉࣛࣥࠖ ࠊ6.ࠕࢡࣛࢩࢫࢆ⬺ࡋࡓࡁࡢࣉࣛ ࡛ࣥࠖ࠶ࡿࠋࡇࢀࡽࣉࣛࣥࡑࢀࡒࢀࡢ≧ែࢆグ 122 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ㏙ࡋࠊࡑࡢᑐᛂࡋ࡚ࠕඖẼᙺ❧ࡘ㐨ල⟽ࠖ ศࡀࡼࡃ࡞ࡿࡲ࡛ẖ᪥ࡍࡿࡇ㸼࠾࠸࡚ࠕㄡ ࠸࠺ྛ⮬ࡢࢡࢩࣙࣥ㸦⾜ື㸧ࢆ⪃࠼ࠊグ㏙ ヰࢆ⪺࠸࡚ࡶࡽ࠺ࠖ)ࡸඹឤࡋࡓ≧ἣ(㸺ඖ ࢆຍ࠼ࡿࠋࡑࢀࡼࡾࠊⰋ࠸ឤࡌࡢࠊእ࠶ࡿ Ẽ࡛࠶ࡿࡓࡵẖ᪥ࡋ࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࡇ㸼 ࠸ࡣෆ࡛ఱࡀ㉳ࡇࡿࡁࠊ⮬ศࡢ㐨ල⟽ࢆ ࠾࠸࡚ࠕኪ᭦ࡋࢆࡋ࡞࠸ࠖ࡞)ࢆ㑅ᢥࡍࡿࠋ ࡗ࡚ᑐฎ᪉ἲࢆ⾜ື⛣ࡋࠊඖẼࢆᅇࡍࡿࠋ ࡑࡋ࡚ࠊྛࠎࡢࢢ࣮ࣝࣉᖍᡠࡾࠊࢢ࣮ࣝࣉෆ ࡇࢀࡀ WRAP ࡢ⤌ࡳ࡛࠶ࡿ㸦ቑᕝ, 2014㸧ࠋ ࡛ሗࢆඹ᭷ࠊࢹࢫ࢝ࢵࢩࣙࣥࢆ⾜ࡗࡓࠋࡑ CWRAP ࢆ N Ꮫ࡛ᐇࡍࡿ⮳ࡗࡓฟⓎ ࡢᚋࠊࢢ࣮ࣝࣉෆ࡛ฟࡓឤࢆ 1 ᯛࡢ⏝⣬ࡲ Ⅼࡣࠊ2012 ᖺ 3 ᭶ 11 ᪥ࠊN ᏛᏛ⏕࡛࠶ࡗࡓ ࡵࠊ᭱ᚋྛࢢ࣮ࣝࣉ௦⾲⪅ 1 ྡࡀࡑࢀࢆⓎ ➹⪅㹋ࡀ᪥ᮏᏛᰯ࣓ࣥࢱࣝ࣊ࣝࢫᏛ➨ 15 ᅇ ⾲ࠊሙࡢཧຍ⪅య࡛ඹ᭷ࡋࡓࠋ ࠖ ࣉࣟࢢ࣒ࣛࠊᮾிᏛⱁᏛࢢ࣮ࣝࣉദࡢ ࡇࡢ࣑ࢽ࣮࣡ࢡࢩࣙࢵࣉࡢ┠ⓗࡣࠊCWRAP ࣑ࢽ࣮࣡ࢡࢩࣙࢵࣉࠕᏛ⏕∧ CWRAPࠖཧ ࢆ㏻ࡋ࡚ࠊᏛ⏕ࡀᝎࡳࡸᏳࢆಶே࡛ᢪ࠼ࡿࡢ ຍࡋࡓ⤒㦂࡛࠶ࡗࡓࠋ ࡛ࡣ࡞ࡃࠊྠࡌᝎࡳࡸᏳࢆᢪ࠼ࡓே࠶ࡿ࠸ࡣ ࡑࡢ㝿ࡢ㹋ࡢయ㦂ࢆࡲࡵࡿࠋ ࡑ࠺࡛࡞࠸ேࡢ౯್ほ࣭ᝎࡳ࣭Ᏻࡢᑐฎ᪉ἲ ࠕCWRAP ࡛ࡣᏛ⏕ࢫࢱࢵࣇࢆྵࡴᮾிᏛⱁ ࡸゎỴ᪉ἲࢆཧຍ⪅య࡛ඹ᭷ࡋࠊ⮬㌟࠶ࡗ Ꮫࢢ࣮ࣝࣉࡀࣇࢩࣜࢸ࣮ࢱ࣮ࢆົࡵࠊᏛ⏕ ࡓᑐ⟇ࡸ᪉ἲࢆ྾ࡋࠊ⏕άࡢሙ࡛ᐇ㊶ࡋ࡚࠸ ࡀཧຍ⪅࡞ࡾ࣮࣡ࢡࡀ㛤ጞࡉࢀࡓࠋࡲࡎࠊཧ ࡁࠊᏛ࠸࠺ሙࡢᒃᚰᆅឤࢆᐇࡉࡏࡼ࠺ ຍ⪅ဨࡀࠊ⮬ศࡀࢇ࡛ࡶࡽ࠸ࡓ࠸ࢽࢵࢡࢿ ࡍࡿࡇ࡛࠶ࡗࡓࠋCWRAP ࡣᏛ⏕ࡦࡾࡦ ࣮࣒ࢆ࣮࢝ࢻグྡࡋࠊ㌟ࡘࡅࡿࡇࡽጞ ࡾࡢ⏕άࡸே⏕ࡀࡼࡾ㇏࡞ࡿࡇࢆ┠ᣦ ࡲࡗࡓࠋ࣑ࢽ࣮࣡ࢡࢩࣙࢵࣉ୰ࡣࡇࡢࢽࢵࢡࢿ ࡋࠊㄒࡾྜ࠸ࡢ࡞࡛ඖẼࡢ㘽ࡸ⏕άࡢᕤኵࠊ ࣮࣒࡛ࡧྜ࠺ࡇࢆ⩏ົࡅࡽࢀࡓࡀࠊࢽࢵ ࢹࢆඹ᭷ࡋࡋ࡚࠸ࡃࡢ࡛࠶ࡿ(⚟ ࢡࢿ࣮࣒ࡀᛮ࠸ࡘ࡞࠸ሙྜࡣ⾲グࡣ⮬⏤࡛࠶ , 2012)ࠋ ࡗࡓࠋࢽࢵࢡࢿ࣮࣒ࢆ࠺Ⅼࡣࠊ࠸ࢆࢽࢵ CWRAP ࢆయ㦂ࡍࡿࡇࡼࡾࠊ᪥ᖖࡢᵝࠎ ࢡࢿ࣮࣒࡛ࡧྜ࠺ࡇࡼࡗ࡚ᒃᚰᆅࡢࡼ࠸ ࡞ሙ㠃࠾࠸࡚ཧຍࡋࡓဨࡀࡑࢀࡒࢀࡢ⏕ά ✵㛫ࢆಖᣢࡋࠊ≉ᐃከᩘࡢேࠎࡢὶ࡛⏕ࡎ ࡢᕤኵࡸ≧ἣࢆඹ᭷ࡋࠊ⮬ࡽࡢ⏕άࡢሙ㠃࡛ᐇ ࡿ⥭ᙇឤࢆ㍍ῶࡍࡿࡢࡇ࠶ࡿࡉࢀࡿ ㊶ࡍࡿࡇࡀྍ⬟࡞ࡿ(⚟, 2012)ࠋࡘࡲࡾࠊ (⚟, 2012)ࠋ ࢢ࣮ࣝࣉෆࡢ௰㛫ྠኈ᳨࡛ウࡍࡿࡇࡼࡾࠊ ሙ࡛ࡣࢧࣈࣇࢩࣜࢸ࣮ࢱ࣮ࡤࢀࡿ ⫯ᐃⓗゎỴ⤖ࡧࡘࡁࠊᮍ᮶ࡢᣦྥᛶࡀษࡾ Ꮫ⏕ࢫࢱࢵࣇࡢෆᚑ࠸ᣦᐃࡢࢢ࣮ࣝࣉࢃ 㛤ࡅࡿ࠸࠺⤖ᯝࡀ⏕ࡲࢀࡿࠋࡑࡋ࡚ࠊCWRAP ࢀࡓࠋ ࡣᵝࠎ࡞ேࠎࡢ౯್ほࡸ⪃࠼᪉ࢆぢ࡚⪺࠸࡚ ࡇࡇ࡛ࡣ WRAP ࡢࣉࣛࣥࢆᇶࡋࡓ 6 ࡘࡢ ሗࡸయ㦂ࢆඹ᭷ࡍࡿࡇ࡛ࠊཧຍ⪅ࡢẼᣢࡕ ࣉࣛࣥࡀタᐃࡉࢀࡓࠋሙෆタ⨨ࡋ࡚࠶ࡿࣈ ࡀᴦ࡞ࡿ࡞ㄆ▱ാࡁࡅࡿㄆ▱⾜ື⒪ἲ ࣮ࢫẖ 6 ࡘࡢࣉࣛࣥࡢᑐฎἲࢆグ㏙ࡍࡿࢩ࣮ ⓗ࡞ഃ㠃ࡀ࠶ࡾࠊ⪅ࡢࢫࢺࣞࢫᑐฎࢆཧ⪃ ࢺ㸦ᶍ㐀⣬㸧ࡀ⏝ពࡉࢀࡓࠋࢢ࣮ࣝࣉෆྛࠎࡀ ⮬ࡽࡢᑐฎἲࢆ☜ㄆࡍࡿ࠸࠺ࢫࢺࣞࢫ࣭࣐ ᛮ࠸ࡘ࠸ࡓࣉࣛࣥࡢᑐฎἲࢆ㡰ᗎࡸ᪉ྥ࡞ ࢿࢪ࣓ࣥࢺࡢഃ㠃ࢆᣢࡘࠋ ࡢỴࡲࡾࡶ࡞ࡃ⮬⏤グ㏙ࡍࡿࢫࢱ࡛ࣝࠊࢧ ࡇࡢ࣑ࢽ࣮࣡ࢡࢩࣙࢵࣉࡀ㛤ദࡉࢀࡓ 2012 ࣈࣇࢩࣜࢸ࣮ࢱ࣮㞧ㄯࡋ࡞ࡀࡽ⤊ጞ✜ࡸ ᖺ 3 ᭶ 11 ᪥Ⅼ࡛ࠊദࡢᮾிᏛⱁᏛෆ࡛ 4 ࡞㞺ᅖẼࡢ୰グධࡋ࡚࠸ࡗࡓࠋࢩ࣮ࢺࣉࣛࣥ ࢡ࣮ࣝΏࡾ⥅⥆ⓗ CWRAP ࡀᐇࡉࢀ࡚࠾ ࢆグධᚋࠊྛࣉࣛࣥグධࡉࢀࡓཧຍ⪅ࡢグ㏙ ࡾࠊࡇࢀࡲ࡛ཧຍࡋࡓᏛ⏕ࡣࠊ⮬ศ࠾ࡼࡧ ࡢ࡞ࡽ⮬㌟ྜࡗࡓゎỴ᪉ἲ(ࣉࣛࣥ㸺Ẽ ⪅ࡢಙ㢗ឤࡢྥୖࠊᏳࡢ㍍ῶ࡞ࡀࡳࡽࢀࠊ ˱ʁ᧓ᅎ ‒܇Ӽʟ˲᠒≝ܖဃ↚↷↺ܖဃ↝↰↝ܖٻဃ༿Ψൢࣄׅᘍѣ⇽∏∙≋‵⁉⁄″⁂≌ܱإԓ 123 㸰㸬᪉ἲ Ꮫ⏕άࡢ㠃࠾࠸࡚ࡶࠊᤵᴗࡢฟᖍ⋡ࡸྲྀᚓ ༢ᩘࡢቑຍࡀㄆࡵࡽࢀ࡚࠸ࡿ(⚟, 2012)ࠋ ࡇࡢࡼ࠺ࠊCWRAP ࡣᏛ⏕ࡢᏛ㐺ᛂ 㸰㸬㸯ཧຍ⪅ᐇ㛫 ࡶᮇᚅ࡛ࡁࡿࡶࡢ࡛࠶ࡿࠋᏛ⏕ࡢᏛᰯ㐺ᛂ 2013 ᖺ 8 ᭶⾜ࢃࢀࡓ N Ꮫᚰ⌮Ꮫ⣔Ꮫ⛉ ⢭⚄ᗣᗘࡀ㛵㐃ࡍࡿࡇࡀ᥎ ࡉࢀ࡚࠾ࡾ ࡢ 1㺃2 ᖺ⏕࠾ࡅࡿኟᮇྜྠࢮ࣑ࢼ࣮ࣝࢆཷㅮ 㸦బஂ㛫, 2010㸧ࠊᤵᴗࡢ㛗ᮇḞᖍࡸఇᏛࠊ㏥ Ꮫ࡞Ꮫᰯ㐺ᛂࡢண㜵ᑐ⟇ࡋ࡚ࠊ CWRAP ࡢຠᯝࡀᮇᚅࡉࢀࡿࠋ N Ꮫᚰ⌮Ꮫ⣔Ꮫ⛉࡛ࡣࠊᖺኟᮇఇᬤࡢ 2 ᪥㛫ᤵᴗᯟ 6 ࢥ࣐ࢆࡗ࡚ࠊ1࣭2 ᖺࢮ࣑ࢼ࣮ࣝ ኟᮇྜྠ㞟୰ࢢ࣮ࣝࣉ࣮࣡ࢡࢆ⾜ࡗ࡚࠸ࡿࠋࡇ ࡋࡓࠊ47 ྡ(⏨ᛶ 23 ྡࠊዪᛶ 24 ྡ)ࡢᏛ⏕ࢆᑐ ㇟ㅮ⩏ᐊ࡚ᐇࡋࡓࠋཧຍ⪅ࡣࡑࢀࡒࢀࢮ ࣑ࢼ࣮ࣝᡤᒓࢆࡋ࡚࠾ࡾࠊࢮู࣑ࡢ 1 ᖺ⏕ࠊ 2 ᖺ⏕ΰྠ 4 ࢢ࣮ࣝࣉ(A ࢮ࣑ࢼ࣮ࣝࠊB ࢮ࣑ࢼ ࣮ࣝࠊC ࢮ࣑ࢼ࣮ࣝࠊD ࢮ࣑ࢼ࣮ࣝࠊ௨ୗࢢࣝ ࣮ࣉ⾲グࡍࡿ)ࢃࢀࡓࠋ ࢀࡣࠊᤵᴗࡢ୍⎔࡞ࡀࡽࠊኟᮇఇᬤ୰࠸࠺ẚ యࡢࢫࢣࢪ࣮ࣗࣝࡢෆヂࡋ࡚ࠊ1 ᯟ 90 ศ ㍑ⓗࣜࣛࢵࢡࢫࡋࡓ㛫ࡢ୰࡛ࠊᚰ⌮Ꮫࡢ⯆ ࡢ ࠺ ࡕ ࠊ ࣈ ࣮ ࢫ ࡢ タ Ⴀ ‽ ഛ ๓ ༙ 30 ศ ࠊ 㛵ᚰࢆᗈࡆ῝ࡵࡿࡇࠊᏛ⏕ྠኈࡢ㛵ಀᛶࢆ CWRAP ᐇ㛫ᚋ༙ 60 ศࢆ࡚ᐇࡋࡓ ῝ࡵࡿࡇ࡞ࢆ┠ⓗࠊᵝࠎ࡞ࢥ࣑ࣗࢽࢣ࣮ (⾲ 1)ࠋ ࢩ࣮ࣙࣥ࣡ࢡࡸࢤ࣮࣒ࢆྲྀࡾධࢀࡓࢢ࣮ࣝࣉ࣡ ࣮ࢡࠊ࣓ࣥࢱࣝ࣊ࣝࢫࡢ⥔ᣢྥୖࡶ㛵㐃ࡍࡿ 㸰㸬㸰 ⏝ࡋࡓᩍᮦᮦᩱ ᚰ⌮⮫ᗋⓗ₇⩦࡞ࢆ⾜ࡗ࡚࠸ࡿࡶࡢ࡛࠶ࡿࠋ 2013 ᖺᗘࡢࣉࣟࢢ࣒ࣛᯟ 1 ࢥ࣐ 90 ศࢆࡇࡢ CWRAP ⏝ࡍࡿグ㏙ࢩ࣮ࢺࡣࢣࣥࢺ⣬ CWRAP ࠶࡚ࠊᐇࡋࡓࠋ ࢆ⏝ࡋࡓࠋグ㏙ࢩ࣮ࢺࡢࢧࢬࡣ 1091 ᮏሗ࡛ࡣࠊᮾிᏛⱁᏛࢢ࣮ࣝࣉദࡢ࣑ࢽ 788㸸4/6 ุุࠊ1 ᯛࢧࣈࣉࣛࣥ 1㹼2 㡯┠ ࣮࣡ࢡࢩࣙࢵࣉ࡛ࡢ➹⪅㹋ࡢయ㦂ࢆཧ⪃ࠊN ࡛ィ 16 ᯛࢆ⏝ࡋࡓࠋCWRAP ࡢࣔࢹࣝ(⚟, Ꮫ࠾࠸࡚Ꮫ⏕㸦CWRAP ᐇࡣ➹⪅ M ࡣ 2012.:Mary, 2008.)ࢆᘬ⏝ࡋࠊసᡂࡋࡓࠋ ༞ᴗ⏕㸧⮬㌟ࡀࣇࢩࣜࢸ࣮ࢱ࣮࡞ࡾᐇࡋ ࡓ CWRAP ࢆሗ࿌ࡍࡿࠋ 㸰㸬㸱 グ㏙ࢩ࣮ࢺࡢෆヂ ᮏሗࡢ┠ⓗࢆ௨ୗ♧ࡍࠋ 㸯㸬ඛ㍮Ꮫ⏕࣭༞ᴗ⏕ࡀࣇࢩࣜࢸ࣮ࢱ࣮࡞ ࡾࠊᚋ㍮Ꮫ⏕ࡀ CWRAP ࢆయ㦂ࡍࡿࡇࡼࡗ ࡚ࠊᏛ⏕ࡢ࣓ࣥࢱࣝ࣊ࣝࢫࡢࡼ࠺࡞ຠᯝࢆ ࡶࡓࡽࡍࡢࠊࡑࡢᚰቃࡢࡼ࠺࡞ኚࡀぢ ࡽࢀࡿࢆࠊᏛ⏕ࡓࡕࡢグ㏙ࡸ⾜ືࢆほᐹࡍࡿ ࡇࡽ᫂ࡽࡋࠊࡑࡢྍ⬟ᛶࢆྵࡵ᳨࡚ウ ࡍࡿࠋ 㸰㸬Ꮫ࣒࢝ࣜ࢟ࣗࣛ࠾ࡅࡿࢮ࣑ࢼ࣮ࣝࡢᯟ ࢆ࠸ࠊᏛ⏕ࡀయ࡞ࡿ⮬ⓗᏛ⩦࣭άືࢆ ᩍဨࡀᨭ࠼ࡿ࠸࠺ᵓ㐀ࢆࡿࡇࡼࡾࠊᏛ ⏕㞟ᅋయࡢయᛶࢆ่⃭ࡋࠊ⮬ⓗ࡞Ꮫ⩦࣭ άືࡢ㍯ࡀᗈࡀࡿྍ⬟ᛶࢆ᳨ウࡍࡿࠋ CWRAP ࣑ࢽ࣮࣡ࢡࢩࣙࢵࣉྠᵝࠊ1ࠕ᪥ ᖖ⏕ά⟶⌮ࣉࣛࣥࠖࠊ2ࠕᘬࡁ㔠࡞ࡿฟ᮶ ᑐฎࡍࡿࣉࣛࣥࠖࠊ3ࠕὀពࢧࣥᑐฎࡍࡿࣉ ࣛࣥࠖࠊ4ࠕㄪᏊࡀᝏࡃ࡞ࡗ࡚ࡁ࡚࠸ࡿࡁࡢࢧ ࣥࣉࣛࣥࠖࠊ5ࠕࢡࣛࢩࢫࣉࣛࣥࠖ ࠊ6ࠕ⥭ᛴ ≧ἣࢆ⬺ࡋࡓࡁࣉࣛࣥࠖࡢ 6 ࡘࡢࣉࣛࣥࢆタ ᐃࡋࡓࠋ ྛࣉࣛࣥࡢෆヂࡣ௨ୗࡢ㏻ࡾ࡛࠶ࡿࠋ 1.ࠕ᪥ᖖ⏕ά⟶⌮ࣉࣛࣥࠖࡢࢧࣈࣉࣛࣥࡣࠊձ 㸺ᬑẁࡢ⚾ࡘ࠸࡚㸼ࠊղ㸺ඖẼ࡛࠶ࡿࡓࡵ ẖ᪥ࡋ࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࡇ㸼ࠊճ㸺ᖾࡏ ࡞Ẽศ࡛࠸ࡿࡓࡵࠊࡣࡋࡓ࠺ࡀࡼ࠸ ࡇ㸼࡛࠶ࡿࠋࡇࡢࣉ࡛ࣛࣥࡣࠊඖẼࢆ⥔ᣢ 124 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ࡍࡿࡓࡵࡣ࠺ࡍࢀࡤࡼ࠸ࡢࢆព㆑ࡋ࡚ 5.ࠕࢡࣛࢩࢫࣉࣛࣥࠖࡢࢧࣈࣉࣛࣥࡣࠊձ㸺 ࢩ࣮ࢺグ㏙ࡋࠊࡑࢀࢆ⪅ඹ᭷ࡍࡿࡇ ᬑẁࡢ⚾ࡘ࠸࡚㸼ࠊղ㸺≧ࡘ࠸࡚㸼ࠊ ࡀ┠ⓗ࡞ࡿࠋ ճ㸺ࢧ࣏࣮ࢺࡋ࡚ࡶࡽ࠺ຓࡅ࡞ࡿࡇ㸼ࠊ 2.ࠕᘬࡁ㔠࡞ࡿฟ᮶ᑐฎࡍࡿࣉࣛࣥࠖࡢ մ㸺ࢧ࣏࣮ࢺࡋ࡚ࡶࡽࢃ࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࡇ ࢧࣈࣉࣛࣥࡣࠊձ㸺ㄪᏊࢆᔂࡍࡁࡗࡅ࡞ 㸼ࠊյ㸺ຓࡅ࡞ࡽ࡞࠸ࡇ㸼ࠊն㸺⤊ ࡿࡶࡋࢀ࡞࠸ࡇ㸼ࠊղ㸺ᘬࡁ㔠࡞ࡿฟ ࡢࢧࣥ㸼࡛࠶ࡿࠋ ᮶ࡀ㉳ࡁࡓࠊࡾษࡿࡓࡵࡸࡗ࡚࠸ࡿ 6.ࠕ⥭ᛴ≧ἣࢆ⬺ࡋࡓࡁࣉࣛࣥࠖࡢࢧࣈࣉࣛ ࡇ㸼࡛࠶ࡿࠋࡇࡢࣉ࡛ࣛࣥࡣࠊㄪᏊࡀᝏࡃ ࣥࡣࠊձ㸺⥭ᛴ≧ἣࢆ⬺ࡋࡓࡢឤࡌ㸼ࠊղ ࡞ࡿࡁࡢẼ࡙ࡁࢆࡶᑐᛂࡍࡿᖜࢆᗈࡆ 㸺ࡇࡢᮇࢧ࣏࣮ࢺࢆࡋ࡚ࡃࢀࡿே㸼ࠊճ ࡚࠸ࡃࡇࡀ┠ⓗ࡞ࡿࠋ 㸺ᐙᡠࡗ࡚ࡍࡄࡋ࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࡇ 3.ࠕὀពࢧࣥᑐฎࡍࡿࣉࣛࣥࠖࡢࢧࣈࣉࣛ 㸼࡛࠶ࡿࠋࡇࡢࣉ࡛ࣛࣥࡣࠊඖẼ࡞ࡁࢡ ࣥࡣࠊձ㸺⮬ศ࡛Ẽࡀࡘ࠸࡚࠸ࡿὀពࢧࣥ ࣛࢩࢫࣉࣛࣥࡍ࡞ࢃࡕ༴ᶵ≧ែ㝗ࡗࡓ㝿 㸼ࠊղ㸺Ẽศࡀࡼࡃ࡞ࡿࡲ࡛ẖ᪥ࡍࡿࡇ㸼ࠋ ࡸᅇࡋࡓ㝿࿘ᅖࡋ࡚ࡋ࠸ࢧ࣏࣮ࢺࡸ ࡇࡢࣉ࡛ࣛࣥࡣࠊ⮬ศ⮬㌟ࡀⓎぢࡋࡓὀពࢧ ᑐฎࢆࠊ࠶ࡽࡌࡵ᳨ウࡋ࡚࠾ࡃࡇ࡛༴ᶵ ࣥࢆࡶࠊయㄪࡀᝏࡃ࡞ࡿ๓Ẽᣢࡕࡸ ≧ែ࡛ࡶ⮬ᕫࡢ㈐௵ࢆಖᣢࡋࠊᑐฎ⾜ືࢆ ⾜ືࢆࡽࡆࡿࡇࡀ࡛ࡁࡿࡇࢆ┠ⓗࡍ ㎿㏿⾜ື࡛ࡁࡿࡼ࠺ಁࡍࡇࡀྍ⬟࡞ࡿ ࡿࠋ ࡇࢆ┠ⓗࡍࡿࠋ 4.ࠕㄪᏊࡀᝏࡃ࡞ࡗ࡚ࡁ࡚࠸ࡿࡁࡢᑐฎࣉࣛ ࣥࠖࡢࢧࣈࣉࣛࣥࡣࠊձ㸺≧ែࡀᝏࡃࠊ⥭ᛴ ሙ࡛ࡣࣉࣛࣥࡈࣈ࣮ࢫࢆタࡅࠊグ㏙ࢩ ࣮ࢺࢆィ 16 ᯛタ⨨ࡋࡓࠋ ែ㏆࠸ࡇࢆពࡍࡿẼศࡸ⾜ືࣜࢫࢺ 㸼ࠊղ㸺ㄪᏊࡀᝏࡃ࡞ࡗࡓࡁࡢᑐฎࣉࣛࣥ 㸰㸬㸲 CWRAP ࢆᐇࡍࡿ๓ 㸼࡛࠶ࡿࠋࡇࡢࣉ࡛ࣛࣥࡣࠊㄪᏊࡀᝏࡃ࡞ࡿ ≧ែࢆᐈほⓗᢕᥱࡍࡿࡇ࡛ࡑࡢࡼ࠺࡞≧ ែ㝗ࡗࡓ㝿⮬ศࡢࡓࡵ᭱㝈⾜ືࢆࡍ ࡿࡇࡀ࡛ࡁࠊᝏࢆᮍ↛㜵ࡄࡇࡀྍ⬟ ࡞ࡿࡇࢆ┠ⓗࡍࡿࠋ CWRAP ࢆᐇࡍࡿ࠶ࡓࡾࠊཧຍ⪅ཬࡧ ࣇࢩࣜࢸ࣮ࢱ࣮ࡣ࠶ࡽࡌࡵ 10cm ࡢᕸ ࢸ࣮ࣉ࡛ࢽࢵࢡࢿ࣮࣒ࡢྡᮐࢆసࡾࠊぢ࠼ࡸࡍ ࠸⨨㈞ࡗࡓࠋ ˱ʁ᧓ᅎ ‒܇Ӽʟ˲᠒≝ܖဃ↚↷↺ܖဃ↝↰↝ܖٻဃ༿Ψൢࣄׅᘍѣ⇽∏∙≋‵⁉⁄″⁂≌ܱإԓ 125 ཧຍ⪅ཬࡧྛࢢ࣮ࣝࣉ࣓ࣔ⏝⣬ࢆ㓄ᕸࡋࠊ ཧຍ⪅ࡣࠊࢢ࣮ࣝࣉࢆ㉸࠼࡚ྛࣈ࣮ࢫࢆ⮬⏤ CWRAP ࡘ࠸࡚ࡢࢢ࣮ࣝࣉෆ࡛ࡢឤࡸពぢ ⛣ືࡋࠊ┤ឤⓗẼ࡞ࡿࣉࣛࣥࡢࢩ࣮ࢺ ࢆ⮬⏤グ㏙ࡋ࡚ࡶࡽࡗࡓࠋ ⮬⏤グ㏙ࡋ࡚ࡶࡽ࠺ᙧࡋࡓࠋ 㸰㸬㸳 ᮏάື࠾ࡅࡿ⌮㠃ࡢ㓄៖ 㸰㸬㸴㸬㸱 Ẽ࡞ࡿ࣮࣮࢟࣡ࢻᑐฎἲࡢྲྀᚓ ⾲ մ㸧 ᮏάືࢆᐇࡍࡿ๓ࣇࢩࣜࢸ࣮ࢱ࣮ࡼࡾ ཱྀ㢌࡛ࠊ⌮㠃ࡢ㓄៖ࡋ࡚ࠊᮏάືࢆࡲࡵ Ꮫ⣖せ➼ሗ࿌ࡍࡿணᐃ࡛࠶ࡿࡇࠊάື୰ ࡢᙳࡸྛ⮬ࡀグ㏙ࡋࡓሗࡣಶேࡀ≉ᐃࡉࢀ ࡞࠸ᵝ㓄៖ࡍࡿࡇࠊཬࡧάືሗ࿌ࢆసᡂࡍࡿ ࡇ௨እࡣ୍ษ⏝ࡋ࡞࠸ࡇࢆఏ࠼ࠊཧຍ ⪅ဨࡼࡾᣄྰࡀ࡞࠸ࡇࢆ☜ㄆࡋࡓࠋ CWRAP ᚋࠊྛࢩ࣮ࢺグධࡉࢀࡓከࡃࡢ ゝⴥࡽࠊẼ࡞ࡗࡓゝⴥࡸྛேࡗ࡚࣮࢟ ࣮࣡ࢻᛮࢃࢀࡿゝⴥࢆ࠶ࡽࡌࡵ㓄ᕸࡋࡓಶ ே⏝ࡢ࣓ࣔ⏝⣬グධࡍࡿࡼ࠺࣓ࣥࣇࢩ ࣜࢸ࣮ࢱ࣮ࡼࡾཱྀ㢌࡛ㄝ᫂ࡋࠊཧຍ⪅ࡗ࡚ ᪥ᖖ㉳ࡇࡾ࠺ࡿᵝࠎ࡞≧ἣࡸ≧ែࢆ⪃࠼࡚ࡶࡽ ࠸ࠊ᪥ᖖࡢ⏕άྲྀࡾධࢀࡸࡍ࠸ゎỴ᪉ἲࢆࢩ ࣮ࢺࡢ࡞ࡽ㑅ᢥࡋ࡚ࡶࡽࡗࡓࠋ 㸰㸬㸴 CWRAP ࡢయࡢὶࢀ㸦࣓ࣥࣇࢩࣜ ࢸ࣮ࢱ࣮࡛࠶ࡿ➹⪅㹋ࡢሗ࿌㸧 㸰. 㸴. 㸯 ࣓ࣥࣇࢩࣜࢸ࣮ࢱ࣮ࢧࣈࣇ ࢩࣜࢸ࣮ࢱ࣮ࡢᙺࡘ࠸࡚ ྖ㐍⾜ࢆົࡵࡿ࣓ࣥࣇࢩࣜࢸ࣮ࢱ࣮ࡣ ༞ᴗ⏕࡛࠶ࡿ➹⪅㹋ࡀᢸᙜࡋࠊࡑࡢࡑࡢ ⿵ຓࡋ࡚ࢧࣈࣇࢩࣜࢸ࣮ࢱ࣮3 ྡ㸦ྠᏛ⛉ ᭷ᚿ 3 ᖺ㸧ࢆ㓄⨨ࡋࡓࠋ ࡣࡌࡵࠊ࣓ࣥࣇࢩࣜࢸ࣮ࢱ࣮ࡀ CWRAP ཬࡧᙜ᪥ࡢάືࡢᴫせࡘ࠸࡚ࠊࣃ࣡ ࣮࣏ࣥࢺ㓄㈨ᩱࢆ⏝ࡋ࡚ㄝ᫂ࢆ⾜ࡗࡓ 㸰㸬㸴㸬㸲 ࢢ࣮ࣝࣉෆ࡛ࡢࡾ㏉ࡾ⾲ յ ࣓ࣥࣇࢩࣜࢸ࣮ࢱ࣮ࡢᣦ♧ࡼࡾࢢ࣮ࣝ ࣉࡶࡾࠊCWRAP ࢆయ㦂ࡋ࡚ឤࡌࡓ༳㇟ࡸ ឤࠊ࣓ࣔグධࡋࡓ࣮࣮࢟࣡ࢻࢆࢢ࣮ࣝࣉෆ ࡛ඹ᭷ࡋࠊᥦฟ⏝ࡢ࣓ࣔ⏝⣬ CWRAP ࡘ࠸ ࡚ࡢឤࢆグධࡋ࡚ࡶࡽࡗࡓࠋ 㸰㸬㸴㸬㸳 ྛࢢ࣮ࣝࣉࠊ௦⾲⪅Ⓨ⾲(⾲ 1,ն) ྛࢢ࣮ࣝࣉ௦⾲⪅ 1 ྡࢢ࣮ࣝࣉෆࡢពぢࢆ ࡲࡵ࡚Ⓨ⾲ࡋ࡚ࡶࡽࡗࡓࠋ (⾲ 1.ղ)ࠋグ㏙ࢩ࣮ࢺࡘ࠸࡚ࡣࠊ㞴ࡋࡃ⪃࠼ 㸱 ⤖ᯝ ࡎ┤ឤⓗグ㏙ࡋ࡚ࡶࡽ࠺ࡼ࠺ཱྀ㢌࡚ㄝ᫂ࡋ ࡓࠋ CWRAP ୰ࡢ 30 ศ㛫ࡣ࣓ࣥࣇࢩࣜࢸ࣮ ࢱ࣮ࡣయࡢ㐍⾜ࢆぢࡘࡘࠊཧຍ⪅ࡢ⾜ືほᐹ 㸦࣓ࣥࣇࢩࣜࢸ࣮ࢱ࣮࡛࠶ࡿ➹⪅㹋ࡢሗ࿌㸧 㸱㸬㸯 Ꮫ ⏕ ࢧ ࣈ ࣇ ࢩ ࣜ ࢸ ࣮ ࢱ ࣮ ࡢ ື ࡁ CWRAP యࡢᵝᏊࡘ࠸࡚ ㉁ᛂ⟅ࢆ⾜ࡗࡓࠋࢧࣈࣇࢩࣜࢸ࣮ࢱ࣮ࡣ άືグ㘓ಀ 1 ྡࠊ 2 ྡࡣ࣓ࣥࣇࢩࣜࢸ࣮ CWRAP ㄝ᫂୰ࡣࠊ࣓ࣥࣇࢩࣜࢸ࣮ࢱ࣮ ࢱ࣮ඹࠊཧຍ⪅ヰࡋ࡞ࡀࡽࢧ࣏࣮ࢺ ࡸࢧࣈࣇࢩࣜࢸ࣮ࢱ࣮ࡀཧຍ⪅ࡢከࡃᏛ⏕ ᚑࡋࡓࠋ࡞ࢧ࣏࣮ࢺࡢෆᐜࡣࠊཧຍ⪅ࡀࣜ ྠኈࡢ㢦ぢ▱ࡾ࠸࠺ࡇࡶ࠶ࡾࠊཧຍ⪅య ࣛࢵࢡࢫࡋ࡚ྲྀࡾ⤌ࡵࡿࡼ࠺ཧຍ⪅ࡽヰ ࡀࣜࣛࢵࢡࢫࡋࡓ㞺ᅖẼ࡛࠶ࡗࡓࠋࡋࡋࠊ ࢆࡋࠊྛࣉࣛࣥࡢ᫂࡞Ⅼࡢ㉁ᛂ⟅ࡸ᭩ࡁ CWRAP 㛤ጞ┤ᚋ࡛ࡣࠊཧຍ⪅ࡢ⾲ࡀሀࡃ⥭ ᪉ࡢᥦࢆ⾜ࡗࡓࠋ ᙇࡋࡓᵝᏊ࡞ࡾࠊ㛤ጞ 10 ศ㛫ࡣグ㏙ࢩ࣮ࢺ ࡢ๓࡛ࡓࡔ═ࡵ࡚࠸ࡓࡾࠊグධࡢ᪉ᡞᝨ࠺ 㸰㸬㸴㸬㸰 CWRAP ࡢᐇ㸦⾲ 1.ճ㸧 ᵝᏊࡀぢࡽࢀࡓࠋ 126 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ࡑࡇ࡛࣓ࣥࣇࢩࣜࢸ࣮ࢱ࣮ࢧࣈࣇࢩ ࡇ࠼ࡿࡼ࠺࡞ࡾࠊཧຍ⪅ࡢ⾲ࡶᰂࡽࡃ࡞ ࣜࢸ࣮ࢱ࣮ࡀࠊࣉࣛࣥࡈࡢࣈ࣮ࢫ❧ࡕᐤࡾࠊ ࡗࡓࠋ ࣈ࣮ࢫ㏆ࡃࡢཧຍ⪅ࢽࢵࢡࢿ࣮࣒࡛ࡧྜ࠸ Ꮫ⏕ࡓࡕࡢ⾜ືࡣḟ➨⥭ᙇࡋࡓሀ࠸ືࡁ ヰࢆࡋ࡞ࡀࡽグධࢆಁࡋࡓࠋヰࡢෆᐜࡋ ࡽࠊ⮬Ⓨⓗ࡞⮬⏤࡞⾜ືኚࢃࡗ࡚࠸ࡗࡓࠋグ ࡚ࡣࠊグ㏙ࡢ᪉ࡢᥦࠊࡲࡓࡣ CWRAP ࡘ ㏙ࢩ࣮ࢺࡣࡃグ㏙ࡋ࡞࠸ࡶࡢࡢ࿘ᅖࡢཧຍ ࠸࡚ࡢ㉁ᛂ⟅࡛ᑓ㛛⏝ㄒ(e.g.ࢡࣛࢩࢫࣉࣛ ⪅Ꮫᖺࢆၥࢃࡎὶࢆᅗࡿ⪅ࠊ㯲ࠎグ㏙ࢩ ࣥࡣ)࡞ࡢㄝ᫂ᚑࡋࡓࠋάືࡢሙ࡛㉁ ࣮ࢺグධࡍࡿ⪅ࠊࡓࡔグ㏙ࢩ࣮ࢺࢆ═ࡵ࡚ࡲ ᛂ⟅ࡸ CWRAP ࡢᑓ㛛⏝ㄒࡘ࠸࡚⿵㊊ࡍࡿࡇ ࢃࡿ⪅࡞ࡶぢࡽࢀࡓࠋάືࡣཧຍࡏࡎሙ ࡣ࣑ࢽ࣮࣡ࢡࢩࣙࢵࣉೌࡗࡓࠋࡑࡢᚋࠊࢧ ࡢ㝮࡛ேྠኈヰࡋ࡚࠸ࡿ⪅ࡶぢࡽࢀࡓࠋ ࣈࣇࢩࣜࢸ࣮ࢱ࣮⮬ࡽࡀࢩ࣮ࢺグ㏙ࡋ࡚ࡳ CWRAP ࡞ࡽ࡛ࡣࡢ⮬⏤࡞άືෆᐜࡔࡽࡇࡑ ࡏࡿࠊࡑࢀ⥆࠸࡚ḟ➨ཧຍ⪅ࡢ⮬Ⓨⓗ࡞ ㉳ࡁࡿ⌧㇟࡛࠶ࢁ࠺ࠋ✚ᴟⓗグ㏙ࢩ࣮ࢺグ グ㏙ࡀࡳࡽࢀࡿࡼ࠺࡞ࡗࡓࠋCWRAP 㛤ጞ 15 ධࡋ࡚࠸ࡿ⪅ࡣᴦࡋࢇ࡛࠸ࡿጼࡀከࡃぢࡽࢀ ศᚋࡣሙయࡀ㈰ࡸࠊ➗࠸ኌ࡞ࡶ⪺ ࡓ㸦┿ 1㸧ࠋ 㸱㸬㸰 ࢩ࣮ࢺࡈࡢグ㏙ෆᐜཬࡧㄒᙡᩘ ࡓࠋ௨ୗࠊࢩ࣮ࢺࡈグධࡉࢀࡓグ㏙ෆᐜ ㄒᙡᩘࢆ♧ࡍࠋ ᩥᏐࡣゅᗘࠊࡁࡉࠊⰍ࡞⮬⏤グ㏙ࡉࢀ ࡓࠋࡲࡓࠊࡢேࡢグ㏙ࢥ࣓ࣥࢺࢆධࢀࡿ࡞ ࠊࢩ࣮ࢺୖ࡛ࡢࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࡶぢࡽࢀ ձ ࠕ᪥ᖖ⏕ά⟶⌮ࣉࣛࣥ 1ࠖ㸺ᬑẁࡢ⚾ࡘ࠸ ࡚㸼࣏ࢪࢸࣈࠊඖẼࠊ➗㢦ࠊࣂࢺࠊࢿ ࢞ࢸࣈ࡞ࠊグ㏙ᩘ 12ࠋ ˱ʁ᧓ᅎ ‒܇Ӽʟ˲᠒≝ܖဃ↚↷↺ܖဃ↝↰↝ܖٻဃ༿Ψൢࣄׅᘍѣ⇽∏∙≋‵⁉⁄″⁂≌ܱإԓ ղ ࠕ᪥ᖖ⏕ά⟶⌮ࣉࣛࣥ 2ࠖ㸺ඖẼ࡛࠶ࡿࡓࡵ 127 նࠕὀពࢧࣥᑐฎࡍࡿࣉࣛࣥ 1ࠖ㸺⮬ศ࡛ ẖ᪥ࡋ࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࡇ㸼㐠ືࠊࡡ Ẽࡀࡘ࠸࡚࠸ࡿὀពࢧࣥ㸼↓⾲ࠊࣛ ࡿࠊࢲ࢚ࢵࢺࠊ㡢ᴦࢆ⫈ࡃࠊࢻ࣒ࣛ㸟ࠊ ࣛࣛࠊ⑂ࢀࠊࢸࣥࢩࣙࣥࡀୖࡀࡿࠊࡡ ➗㢦࡛࠸ࡿ࡞ࠊグ㏙ᩘ 30ࠋ ࢀ࡞࠸࡞ࠊグ㏙ᩘ 23ࠋ ճ ࠕ᪥ᖖ⏕ά⟶⌮ࣉࣛࣥ 3ࠖ㸺ᖾࡏ࡞Ẽศ࡛࠸ շࠕὀពࢧࣥᑐฎࡍࡿࣉࣛࣥ 2ࠖ㸺Ẽศࡀ ࡿࡓࡵࠊࡣࡋࡓ࠺ࡀࡼ࠸ࡇ㸼 ࡼࡃ࡞ࡿࡲ࡛ẖ᪥ࡍࡿࡇ㸼㐩㐃⤡ࠊ 㐩ࡸᐙ᪘୍⥴ࡍࡈࡍࠊᮏࢆㄞࡴࠊࡺࡵ 㣗ࠊᬯࡃ࡞ࡿࡲ࡛㐟ࡪࠊ᫂ࡿࡃ࡞ࡿࡲ࡛ ࢆࡶࡘࠊ╧╀ࠊዶ࡞ࠊグ㏙ᩘ 25ࠋ ṇᗙࠊኪᐷ࡞࠸࡞ࠊグ㏙ᩘ 25ࠋ մ ࠕᘬࡁ㔠࡞ࡿฟ᮶ᑐฎࡍࡿࣉࣛࣥ 1ࠖ ոࠕㄪᏊࡀᝏࡃ࡞ࡗ࡚ࡁ࡚࠸ࡿࡁࡢᑐฎࣉࣛ 㸺ㄪᏊࢆᔂࡍࡁࡗࡅ࡞ࡿࡶࡋࢀ࡞࠸ ࣥ 1ࠖ㸺≧ែࡀᝏࡃࠊ⥭ᛴែ㏆࠸ࡇ ࡇ㸼ࡢۑۑㄢ㢟ࠊࣂࢺࠊ⑂ࢀࠊኳẼࠊ ࢆពࡍࡿẼศࡸ⾜ືࣜࢫࢺ㸼ఱ࠺ Ꮨ⠇ࡢኚࢃࡾ┠ࠊ㔠Ḟࠊே㛫㛵ಀ࡞ࠊグ ࡲࡃ࠸࡞࠸ࠊ⮬ศࡢࡍࡿࡇࡍ࡚ࡀࡔ ㏙ᩘ 30ࠋ ࡵࡔᛮ࠺Ћࡼࡃࢃࡿࠊ╀Ẽࡀቑࡍࠊ㢌 յࠕᘬࡁ㔠࡞ࡿฟ᮶ᑐฎࡍࡿࣉࣛࣥ 2ࠖ 㸺ᘬࡁ㔠࡞ࡿฟ᮶ࡀ㉳ࡁࡓࡁࡾ ③࡞ࠊグ㏙ᩘ 17ࠋ չࠕㄪᏊࡀᝏࡃ࡞ࡗ࡚ࡁ࡚࠸ࡿࡁࡢᑐฎࣉ ษࡿࡓࡵࡸࡗ࡚࠸ࡿࡇ㸼↓ᚰࠊࢫ࣮ࣝࠊ ࣛࣥ 2ࠖ㸺ㄪᏊࡀᝏࡃ࡞ࡗࡓࡁࡢᑐฎࣛ ㌟㏆࡞ே┦ㄯࠊࡀࡲࢇࠊ⌧ᐇ㏨㑊࡞ࠊ ࣥ㸼ࡓࡃࡉࢇᐷࡿࠊ᪑⾜⾜ࡃࠊ㉮ࡿࠊ㣗 グ㏙ᩘ 23ࠋ ࠊⴠࡕࡿࡇࢁࡲ࡛ⴠࡕࡿ࡞ࠊグ㏙ᩘ 23ࠋ 128 պࠕࢡࣛࢩࢫࣉࣛࣥ 1ࠖ㸺ᬑẁࡢ⚾ࡘ࠸ ࡚㸼 ࡡࡴ࠸ࠊࡣࡽࡇࠊ㐠ື㊊ࠊάᏐ ㊊ࠊ㔠Ḟ࡞ࠊグ㏙ᩘ 26ࠋ ջࠕࢡࣛࢩࢫࣉࣛࣥ 2ࠖ㸺≧ࡘ࠸࡚㸼 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ࡤࢁ࠺㸟㸟ࠊ↓㔜ຊឤࠊࡗࡍࡿࠊࡩ࣮ࠊ ࡪࡗࡣ࣮࡞ࠊグ㏙ᩘ 16ࠋ տࠕ⥭ᛴ≧ἣࢆ⬺ࡋࡓࡁࡢࣉࣛࣥ 2ࠖ㸺ࡇࡢ ᮇࢧ࣏࣮ࢺࡋ࡚ࡃࢀࡿே㸼ぶࠊᜊேࠊጒࠊ Ⓨ⇕ࠊ㢌③ࠊྤࡁẼࠊඖẼ࡛ࡍࠊ⏕ࡁࡿࡇ ࡗࡢㄡ㸽ࡑࢇ࡞ே࠸࡞࠸㸟࡞ࠊグ㏙ ⑂ࢀࡿࠊࡡࡴ࠸࡞ࠊグ㏙ᩘ 24ࠋ ᩘ 23ࠋ ռࠕࢡࣛࢩࢫࣉࣛࣥ 3ࠖ㸺ࢧ࣏࣮ࢺࡋ࡚ࡶࡽ րࠕ⥭ᛴ≧ἣࢆ⬺ࡋࡓࡁࡢࣉࣛࣥ 3ࠖ㸺ᐙ ࡗ࡚ຓࡅ࡞ࡿࡇ㸼ᏛᴗࠊᏛ㈝ࠊ㔠࡞ࠊ ᡠࡗ࡚ࡍࡄࡋ࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࡇ㸼ᨺᚰࠊ グ㏙ᩘ 10ࠋ ᡭὙ࠸ࠊ࠺ࡀ࠸ࠊᐷࡿࠊㄢ㢟ࠊ㒊ᒇࡢᤲ㝖࡞ 㸺ࢧ࣏࣮ࢺࡋ࡚ࡶࡽࢃ࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࡇ ࠊグ㏙ᩘ 25ࠋ 㸼Ꮫ㈝ࠊ㔠ࠊࡇࡢୡ⏺ࠊ᪥ᮏࡢᨻ࡞ࠊグ ㏙ᩘ 14ࠋ 㸱㸬㸱 ྛࢢ࣮ࣝࣉࡢឤ սࠕࢡࣛࢩࢫࣉࣛࣥ 4ࠖ㸺ຓࡅ࡞ࡽ࡞࠸ࡇ 㸼ྠࠊࠊឡࠊክࠊᕼᮃ࡞ࠊグ㏙ ᩘ 15ࠋ 㸺⤊ࡢࢧࣥ㸼ẼศࡀⰋࡃ࡞ࡿࠊ⬺ຊឤࠊ ࠶ࡃࡧ࡞ࠊグ㏙ᩘ 5ࠋ վࠕ⥭ᛴ≧ἣࢆ⬺ࡋࡓࡁࡢࣉࣛࣥ 1ࠖ㸺⥭ᛴ ≧ἣࢆ⬺ࡋࡓࡁࡢឤࡌ㸼ࡼࡋ㸟ḟࡣࡀࢇ ࢩ࣮ࢺཬࡧྛ⮬ࡢ࣓ࣔࡢグධᚋࢢ࣮ࣝࣉ ᡠࡾࠊࢱ࣒ࢸ࣮ࣈࣝᚑ࠸(⾲ 1,մ,յ)ࠊྛࢢ ࣮ࣝࣉෆ࡛グ㏙ࢩ࣮ࢺࡢ࡞࡛Ẽ࡞ࡗࡓゝⴥ ࡸ CWRAP ࡢឤ࡞ࢆࣇ࣮ࢻࣂࢵࢡࡋ࡚ࡶ ࡽࡗࡓ㸦┿ 3㸧 ࠋࡇࢀࢆ௨ୗࡲࡵࡓࠋ ˱ʁ᧓ᅎ ‒܇Ӽʟ˲᠒≝ܖဃ↚↷↺ܖဃ↝↰↝ܖٻဃ༿Ψൢࣄׅᘍѣ⇽∏∙≋‵⁉⁄″⁂≌ܱإԓ 129 㸱㸬㸱㸬㸯 㸿ࢢ࣮ࣝࣉࡢឤ ࡣ㺁ࠊ㺀ᅔࡗࡓࡽࣞࢵࢻࣈࣝ࠸࠺ேࡀ࠸࡚ࠊ 㺀Ẽศࡀ㍍ࡃ࡞ࡗࡓࠋ㺁ࠊ㺀1 ࡘࡢ㡯┠࡛ࡶⰍࠎ ࡑࡢẼᣢࡕඹឤ࡛ࡲࡋࡓࠋඖẼ࡞ࡿࡽࡀ ࡞ࡀ᭩࠸࡚࠶ࡗ࡚㠃ⓑࡗࡓࠋཧຍࡶ࡞ࡗ ࢇࡤࢀࡿࠋ㺁ࠊ㺀࣏ࢣࣔࣥ㢖ฟ⋡ࡢ㧗ࡉᡓុࠋ㺁ࠊ ࡓࠋ㺁ࠊ㺀ࡢேࡢࢧࣥࡸᑐฎἲࢆ▱ࡾࠊ⮬㌟ 㺀ࡸࢇ࡛ࡿேࡀ࠸ࡓࠋ㺁ࠊ㺀③ࢇ࡛࠸ࡿேࡀ࠸ࡓࠋ㺁ࠊ ࡢ⏕άྲྀࡾධࢀ࡚࠸ࡅࢀࡤ࡞ᛮ࠸ࡲࡋࡓࠋ㺁ࠊ 㺀ពእྠࡌࡇࢆ᭩࠸࡚ࡿேࡀఱே࠸ࡓࠋ㺁 㺀Ⰽࠎ࡞⪃࠼᪉ࡀ࠶ࡿࡢࡔឤࡌࡓࠋேࡽ࠼ ࡞ࠊ13 ྡ୰ 8 ྡࡢឤࡀ࠶ࡆࡽࢀࡓࠋࠊ㺀㟁 ᪉ࡶ㐪࠺ࡢ࡛ࡑࢀࢆゝ࠸ྜ࠺ࡢࡶᴦࡋࡗࡓࠋ㺁ࠊ ㌴ࡢ୰ࡢ⭡③㺁ࠊ㺀ᩍဨࡢㄢ㢟㺁ࠊᖾࡏ࡞ࡿࡓࡵ 㺀ࡡࡴࡿࠊ㣗࡞୍⯡ⓗ࡞ࡶࡢࡢࠊ⮬ศࡣ ࡋ࡚㺀ዶ㺁ࠊຓࡅ࡞ࡽ࡞࠸ࡇࡋ࡚㺀ྠ ᛮ࠸ࡘ࡞࠸᪉ἲࡶ࠶ࡾࠊ࠾ࡶࡋࢁ࠸ឤࡌ 㺁ࠊẼศࡀࡼࡃ࡞ࡿࡇࡋ࡚㺀ᐷࡿࡇ㺁࡞ࡢ ࡓࠋ㺁ࠊ㺀᪥ᖖ⏕ά⟶⌮ࣉࣛࣥࡢࠗᭀࢀࡿ࠘࠸ ᅇ⟅ࡀࡳࡽࢀࡓࠋ ࠺ࡢࡀ༳㇟ⓗࡔࡗࡓࠋ㺁ࠊ㺀ࢧ࣏࣮ࢺࡋ࡚࠺ ࡋ࡞ࡁࡷ࠸ࡅ࡞࠸ࡢࡣ᪥ᮏࡢᨻࡔᛮࡗ 㸱㸬㸱㸬㸲 㹂ࢢ࣮ࣝࣉࡢឤ ࡓࠋ㺁ࠊ㺀ከࡃࡢேࡀࠗᭀࢀࡿ࠘ࡼࡗ࡚ࠊࢫ 㺀ࡢேࡢពぢ࡞ࡀศࡾ㠃ⓑࡗࡓ࡛ࡍࠋ ࢺࣞࢫࢆⓎᩓࡋ࡚࠸ࡿࡼ࠺࡛ࠊ≀㦁࡞ୡࡢ୰ࡔ ᙺ❧ࡘࡇࡀ࠶ࡿ࠸࠸࡛ࡍࠋ࠶ࡾࡀ࠺ࡈ ᛮ࠺ࠋ㺁ࠊ㺀Ⰽࠎ࡞ពぢࡀࡳࢀ࡚ᴦࡋࡗࡓ㺁ࠊ ࡊ࠸ࡲࡋࡓࠋ㺁ࠊ㺀ேࡑࢀࡒࢀࠊ⪃࠼᪉ࡀ㐪ࡗ࡚ 㺀࡞࠶ࡗࡓࡁࡸࠊẼศࢆⰋࡃࡍࡿࡁࡢᑐ 㠃ⓑࡗࡓࠋࢢࢳࡀ࠸ࡗࡥ࠸᭩࠸࡚࠶ࡗࡓࡋࠊ ฎἲࡣఱࡽ≉ู࡞ࡶࡢ࡛ࡣ࡞ࡃࠊ᪥ᖖⓗ࡞࠶ࡑ ⮬ศࡶ᭩ࡅ࡚ᑡࡋࡍࡗࡁࡾࡋࡓࠋ㺁࡞ࠊ12 ྡ ࡧ࡞ࡀᙜ࡚ࡣࡲࡿឤࡌࡓࠋࡑࡢ୰ࡣࠊ㊃ ୰ 2 ྡࡢឤࡀ࠶ࡆࡽࢀࡓࠋࡇࡢࢢ࣮ࣝࣉࡣࠊ ࡢᮏࢆㄞࡴࡇ࡞ࡢࡶࡢࡣࠊࡍ࡛ᐇ⾜࡛ ឤࡢᩘ⮬యࡣᑡ࡞࠸ࡀࠊ㺀࠾࠼ࡾ㺁ࠊ㺀࣓ࢩࢆ ࡁࡿࡢ࡛࡞࡞Ⰻ࠸ᛮ࠺ࠋ㺁࡞ 11 ྡ୰ 10 㣗࠺㺁ࠊ㺀┠ࡢ๓࠾ⰼ⏿ࡀぢ࠼ࡿ㺁ࠊ㺀㐠ື㊊㺁ࠊ ྡࡢឤࡀ࠶ࡆࡽࢀࡓࠋ 㺀୍ே᪑㺁ࠊ㺀ᐷࡿ㺁ࠊ㺀ࡓࡔ࠸ࡲ㺁ࠊࡣࡋࡓ᪉ ࡀ࠸࠸ࡇࡋ࡚㺀୍ே᪑㺁ࠊ㺀ᭀࢀࡿ㺁ࢆグධࡋ 㸱㸬㸱㸬㸰 㹀ࢢ࣮ࣝࣉࡢឤ ࡚࠸ࡿࠋࠊຓࡅ࡞ࡿேࡋ࡚㺀୧ぶ㺁ࠊࢧ࣏ 㺀࠸ࢁ࠸ࢁ࡞ᑐฎἲࡀ▱ࢀ࡚Ⰻࡗࡓࠋ㺁ࠊ㺀ࢿ ࣮ࢺ࡞ࡿࡇࡘ࠸࡚ࡣ㺀Ꮫ㈝㺁ࡢグ㏙ࡀ࠶ࡾࠊ ࢱࡀከᑡ࠶ࡗࡓࠋ㺁ࠊ㺀ྠࡌࡼ࠺࡞ᑐฎἲࡀከࡃ ⥭ᙇ≧ែࡢࡢ⾜ືࡋ࡚㺀ᡭὙ࠸࠺ࡀ࠸㺁ࠊㄪ ࠶ࡿᡤࡶ࠶ࡗࡓࡢ࡛ࠊ⪃࠼ࡿࡇࡣ࠶ࡲࡾ㐪 Ꮚࡀᝏࡃ࡞ࡗࡓࡢᑐฎࣉࣛࣥࡋ࡚ࠊ㺀ⴠࡕࡿ ࠸ࡣ࡞࠸࡞ᛮࡗࡓࠋ㺁ࠊ㺀Ⰽࠎ࡞౯್ほࡸᑐฎ ࡇࡲ࡛ⴠࡕࡿ㺁࡞ࡢグ㏙ࡀࡳࡽࢀࡓࠋ ἲ࡞ࡀ࠶ࡗ࡚ࠊ࡚ࡶ࠾ࡶࡋࢁࡗࡓࠋ㺁ࠊ㺀ᑐ 㸲. ⪃ᐹ ฎࡀἑᒣ࠶ࡗࡓࡢࡀࡍࡈࡗࡓࠋ㺁ࠊ㺀ேࡑࢀࡒ ࢀࡢከᵝ࡞⪃࠼᪉ࡀ࠶ࡿࡢࡔᛮࡗࡓࠋ㺁ࠊ㺀ᴦ ࡋࡗࡓࡼ㹼ࠋ㺁ࠊ㺀Ⰽࠎ࡞⪃࠼᪉ࡢேࡀ࠸ࡿ࡞ ᛮ࠸ࡲࡋࡓࠋ㺁ࠊ㺀⥭ᙇࡋࡓࠋ㺁ࠊ㺀࠾ࡶࡋࢁ࠸ ⪃࠼ࡢேࡀ࠸࡚ᴦࡋࡗࡓࠋ㺁ࠊ㺀Ⰽࢇ࡞ពぢࡸ ⪃࠼ࡀࡳࢀ࡚࠾ࡶࡋࢁࡗࡓࠋ㺁࡞ࠊ11 ྡ ဨࡢឤࡀ࠶ࡆࡽࢀࡓࠋ 㸲㸬㸯 ࣓ࣥࣇࢩࣜࢸ࣮ࢱ࣮࡛࠶ࡿ➹⪅㹋 ࡼࡿ⪃ᐹ 㸲㸬㸯㸬㸯 㹁㹕㹐㸿㹎ᐇᚋࡢྛࢢ࣮ࣝࣉࡢឤ ࡽ CWRAP ࡢయ㦂ࢆ㏻ࡋ࡚ࠊ⪅ࡢ⪃࠼᪉ࡸࡶ ࡢࡢぢ᪉ࡘ࠸࡚⫯ᐃⓗࡘඹឤⓗ࡞ពぢࡀከ 㸱㸬㸱㸬㸱 㹁ࢢ࣮ࣝࣉࡢឤ 㺀㔠Ḟ᭩࠸࡚࠶ࡿࡢࡀከࡃ࡚ࠊဨ࠾㔠ࡀḧ ࡋ࠸ࢇࡔ࡞ᛮ࠸ࡲࡋࡓࠋ㺁ࠊ㺀⊂ⓗ㺁ࠊ㺀⮬ศ ࡃぢࡽࢀࡓࠋ ཧຍ⪅ࡀグ㏙ࢩ࣮ࢺ⮬⏤ゝⴥࢆグධࡋࠊ ྠ㐍⾜࡛᭩ࢀࡿ⪅ࡢゝⴥࢆᐈほⓗぢࡿ 130 ࡇࢆࡋ࡚ࠊࡢཧຍ⪅ࡢከᵝ࡞ゎỴἲࡸ౯ ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ࠸࠼ࡿࠋ ್ほࠊឤࡌ᪉Ẽ࡙ࡁඹ᭷ࡋࠊࡲࡓࠊࡑࡢ㢮ఝ ᛶࡸከᵝᛶࢆ▱ࡿࡇࡼࡾࠊཧຍ⪅ྠኈࡀ 㸲㸬㸯㸬㸱㸬ᮏάືࡢ㝈⏺ᚋࡢᒎᮃ ࠸ࢆࡼࡾⰋࡃ▱ࡾࠊ㛵ಀᛶࡀ῝ࡲࡿຠᯝࡀᚓࡽ 㸲㸬㸯㸬㸱㸬㸯 グ㏙ࢩ࣮ࢺࡑࡢᑓ㛛⏝ㄒࡢㄝ᫂ ࢀࡓᛮࢃࢀࡿࠋࡉࡽࠊཧຍ⪅⮬ࡽࡀ⮬ศ⮬ ࡘ࠸࡚ ㌟࠶ࡗࡓᑐฎἲẼ࡙ࡁࠊឤࢆ᭩ࡁ㎸ࡳࡑ グ㏙ࢩ࣮ࢺࡢグ㏙ࡢ᪉ࡸࡑࡢ⏝ㄒࡘ࠸ ࡢゝⴥࡢ⪅ࡢᛂࢆᚓࡿࡇ࡛ࠊ࢝ࢱࣝࢩ ࡚ㄝ᫂㊊ࡀྰࡵ࡞࠸Ⅼࡀ࠶ࡾࠊάື୰ཧຍ ࢫࢆᚓ࡚ࠊࡉࡽ⮬ࡽࢆᐈほどࡍࡿࡇࡘ࡞ ⪅ࡀᡞᝨ࠺ࡇ࠶ࡗࡓࡓࡵࠊCWRAP άື୰ ࡀࡾࠊ⤖ᯝࠊẼศࡢᨵၿࡀࡳࡽࢀࡓ⪅ࡶ࠸ࡓ ࣓ࣥࣇࢩࣜࢸ࣮ࢱ࣮ࢧࣈࣇࢩࣜࢸ࣮ࢱ ⪃࠼ࡿࠋ ࣮ࡽ㝶ཱྀ㢌࡚⿵㊊ㄝ᫂ࢆ⾜ࡗࡓࠋ ࡇࡢⅬࡘ࠸࡚ࡣࠊཱྀ㢌ࡔࡅ࡛ࡣ࡞ࡃࠊ⏝ㄒ 㸲㸬㸯㸬㸰 యⓗ⪃ᐹ ᮏሗ࿌࡛ࡣࠊᏛ⏕㸦࠶ࡿ࠸ࡣ༞ᴗ⏕㸧ࡀࣇ ࢩࣜࢸ࣮ࢱ࣮࡞ࡾࠊᚋ㍮Ꮫ⏕ࡀ CWRAP ࢆయ グ㏙ࡢ᪉㛵ࡍࡿ㈨ᩱࡢ㓄ᕸࡸࠊࡼࡾࢃ ࡾࡸࡍ࠸ㄝ᫂ࡢ᪉ࡘ࠸࡚ࡢ᳨ウ࡞ࠊᨵၿ ࡋ࡚࠸ࡃᚲせࡀ࠶ࡿࠋ 㦂ࡍࡿࡇࡼࡗ࡚ࠊᏛ⏕ࡢ࣓ࣥࢱࣝ࣊ࣝࢫ ࡢࡼ࠺࡞ࣉࣛࢫࡢຠᯝࢆࡶࡓࡽࡍࡢࠊࡑࡢ ᚰቃࡢࡼ࠺࡞ኚࡀぢࡽࢀࡿࢆࠊᏛ⏕ࡓ ࡕࡢグ㏙ࡸ⾜ືࢆほᐹࡍࡿࡇࡽࠊࡑࡢྍ⬟ ᛶࢆྵࡵ᳨࡚ウࡍࡿࡇࢆ┠ⓗࡋࡓࠋ ከࡃࡢᏛ⏕ࡀྛࣉࣛࣥ┤ឤⓗグ㏙ࡋࠊᚋ ㍮ࡢ⣲ࡢゝⴥࢆࣇࢩࣜࢸ࣮ࢱ࣮ࡋ࡚⪺ࡃࡇ ࡀ࡛ࡁࡓࠋ࣏ࢪࢸࣈ࡞ゝⴥࡸࢿ࢞ࢸࣈ࡞ ゝⴥࠊࢃࡉࢀࡿពぢࡸヰ࡞ࠊᐇ㝿ሙ ᒃྜࢃࡏ࡚ྛࣉࣛࣥグ㏙ࡉࢀࡓሗྠᵝ ࡑࡢሙ࡛グ㏙ࡉࢀ࡞࠸ヰࡼࡿゝⴥࡢࡸࡾྲྀ ࡾࡸཧຍ⪅ࡓࡕࡢ⾜ືࢆぢࡿࡇࡀ࡛ࡁࡓࠋ✚ ᴟⓗάືཧຍࡢពḧࢆࡳࡏࡿ⪅ࠊάືࡣ ཧຍࡏࡎ㝮࡛Ẽࡢ▱ࢀࡓே㞧ㄯࢆࡍࡿ⪅ࠊ グ㏙ࡣཧຍࡏࡎࠊࡦࡓࡍࡽヰࡼࡿὶࢆ ᅗࡿ⪅࡞ࠊᯟࡽࢃࢀ࡞࠸ࠊࣇࢩࣜࢸ࣮ ࢱ࣮ཧຍ⪅ࡀ㢦ぢ▱ࡾࡢᏛ⏕ྠኈ࡛࠶ࡿࣜࣛ ࢵࢡࢫࡋࡓ㛵ಀᛶࡢࡶࠊCWRAP ࡞ࡽ࡛ࡣࡢ 㸲㸬㸯㸬㸱㸬㸰ࣇࢩࣜࢸ࣮ࢱ࣮ࡢᩍ⫱ࡘ࠸࡚ ࣇࢩࣜࢸ࣮ࢱ࣮ࡣဨ๓ CWRAP ࢆయ 㦂ࡋࠊCWRAP ࡢࡸࡾ᪉ࡸᴫせࢆ⌮ゎࡋࡓࠋࡲ ࡓࠊάືᙜ᪥ࡢཧຍ⪅ࡽࡢ㉁ᛂ⟅ᑐᛂ࡛ ࡁࡿࡼ࠺カ⦎ࡋࡓࠋࡋࡋࠊᚋ CWRAP ࢆ ࡼࡾຠᯝⓗ⾜࠺ࡣࠊWRAP ࡢṇᘧ࡞ࣇࢩ ࣜࢸ࣮ࢱ࣮㣴ᡂㅮᗙࡢཧຍࡼࡗ࡚ࠊࡼࡾᑓ 㛛ᛶࢆ㧗ࡵࡿ࡞ WRAP ࡢࡉࡽ࡞ࡿ⌮ゎࡸ ⤒㦂ࡢ✚ࡳ㔜ࡡࡀᚲせ࡞ࡿ࡛࠶ࢁ࠺ࠋ 㸲㸬㸯㸬㸱㸬㸱 ᐇᅇᩘࡘ࠸࡚ 1 ᅇ㝈ࡾࡢᐇ࡛ࡣཧຍ⪅ࡢຠᯝࡣ㝈ᐃⓗ ࡛࠶ࡾࠊᏛ⏕⏕ά࠾࠸࡚ CWRAP ᮏ᮶ࡢຠ ᯝࢆ༑ศⓎࡍࡿࡣ⥅⥆ⓗ࡞άືཬࡧ⥅⥆ ⓗࡘᐈほⓗ࡞ຠᯝᣦᶆࡢ ᐃࡶᚲせ࡛࠶ࡿ ⪃࠼ࡽࢀࡿࠋ ⮬⏤࡞ࣉࣟࢢ࣒ࣛࡀ⾜ࢃࢀࡓࡇࡼࡾ㉳ࡁࡓ ⌧㇟࡛࠶ࢁ࠺ࠋ ࡘࡲࡾࠊCWRAP ᚋࡢឤࡽࡶࢃࡿࡼ࠺ ࠊᮏάື࠾࠸࡚ࡣࠊࡦࡾࡦࡾࡢ⏕άࡸ ே⏕ࡀࡼࡾ㇏࡞ࡿࡇࢆ┠ᣦࡋࠊㄒࡾྜ࠸ ࡢ࡞࡛ࡳࢇ࡞ࡢඖẼࡢ㘽ࡸ⏕άࡢᕤኵࠊ ࢹࢆඹ᭷ࡋࡋ࡚࠸ࡃ(⚟, 2012)࠸ ࠺ࠊCWRAP ࡢ┠ⓗἢࡗࡓ⤖ᯝࡀᚓࡽࢀࡓ 㸲㸬㸰 ᩍဨࡢどⅬࡽ ᅇࠊ༞ᴗ⏕࡛࠶ࡿ➹⪅㹋ࢆ୰ᚰᮏሗ࿌ࡢ ᇳ➹ࢆ㐍ࡵࡓࠋ ᮏάືࡣࠊ3㸪4 ᖺ⏕ࡀᡤᒓࡍࡿࢮ࣑ࢼ࣮ࣝࡢ ◊✲άືࡢ୍⎔ࡋ࡚ࠊ2012 ᖺ 1 ᭶᪥ᮏᏛᰯ࣓ ࣥࢱࣝ࣊ࣝࢫᏛᏛ⏕ࡀ௵ព࡛ཧຍࡋࡓ ˱ʁ᧓ᅎ ‒܇Ӽʟ˲᠒≝ܖဃ↚↷↺ܖဃ↝↰↝ܖٻဃ༿Ψൢࣄׅᘍѣ⇽∏∙≋‵⁉⁄″⁂≌ܱإԓ 131 ࡇࡣࡌࡲࡿࠋᵝࠎ࡞ࣉࣟࢢ࣒ࣛࡢ୰ࠊ ⪃࠼ࡿࠋࡋࡋࠊࡇࡢከࡃࡣ⪅ࡢど⥺ࡸ♫ Ꮫ⏕ࢆᑐ㇟ࡋࡓᮾிᏛⱁᏛࢢ࣮ࣝࣉࡼ ⓗ౯್ほᢲࡉ࠼㎸ࡲࢀ࡚ᚰࡢ୰ࡲࡾ ࡿ CWRAP ⯆ࢆᣢࡗࡓᩘྡࡢᏛ⏕ࡀࡇࡢ࣑ ⮬ぬࡉࢀࡎࠊࡑࡢࡓࡵ᪥ᖖ⏕ά࡛ᅔ㞴ࢆᢪ࠼ࠊ ࢽ࣮࣡ࢡࢩࣙࢵࣉཧຍࡋࠊᏛ⏕ࡀࣇࢩࣜࢸ ࢫࢺࣞࢫ࣭࣐ࢿࢪ࣓ࣥࢺࡀ࠺ࡲࡃ࠸ࡎᝎࡳ ࣮ࢱ࣮ຍࢃࡿ⮬⏤࡞㞺ᅖẼࡢ୰ࠊᵝࠎ࡞⯆ ࢆᣢࡕࠊ⤖ᯝࠊ࣓ࣥࢱࣝ࣊ࣝࢫࡢపୗࢆ᮶ࡍࡶ ῝࠸య㦂ࢆᚓࡓࡼ࠺࡛࠶ࡿࠋᏛ⤊ᚋࡍࡄ ࡢࡶከ࠸ࠋ WRAP ࡢᩥ⊩◊✲ࢆࡣࡌࡵࠊᖺᗘࡀࢃࡗࡓ 4 ཧຍ⪅ࡣ CWRAP ࢆ㏻ࡋ࡚ࠊᩍဨࡸᑓ㛛ᐙ ᭶ࠊ4 ᖺ࡞ࡗࡓ➹⪅㹋ࡀࣇࢩࣜࢸ࣮ࢱ࣮ ᑟࡢ࠶ࡿពሀ࠸࣮࣡ࢡࡣ㐪࠺ࠊྠ⣭⏕ࡸඛ ࢆົࡵࡿࡓࡕ࡛ࠊ࣓ࣥࢱࣝ࣊ࣝࢫࢆࢸ࣮࣐ ㍮ᚋ㍮࠸࠺ࣆࡢࣜࣛࢵࢡࢫࡋࡓ㛵ಀᛶࡢሙ ࡍࡿᡤᒓ 3,4 ᖺࢮ࣑ࢼ࣮ࣝෆ࡛ࠊ᪂ࢮ࣑⏕ࢆྵ ࡛⮬⏤ᛮ࠸ࡸゎỴἲࡀ᭩ࡁฟࡉࢀࡿ୰࡛ࠊ ࡵ࡚ CWRAP ࢆヨ⾜ࡋࡓࠋࡇࡇ࡛ࠊཧຍ⪅ࡽ ⪅ฟ࠸ࠊ⮬ศ⮬㌟ࡢゎỴἲࢆ⮬ぬࡋ᪂ࡓ࡞ Ẽศ≧ែࡢᨵၿ࡞ࠊ⫯ᐃⓗࡘዲពⓗ࡞ឤ Ⓨぢࢆࡋࡓࠋࡉࡽࡇࢀࡣࠊㄆ▱⾜ື⒪ἲࡢㄆ ࡀᚓࡽࢀࡓࡓࡵࠊࡇࡢάືࢆᗈࡆࡿࡃ‽ഛࢆ ▱ᵓᡂἲ࠾ࡅࡿṍࢇࡔㄆ▱ࡢᵓᡂࡸࢫࢺ ⾜࠸ࠊ㹋ࡀᏛࢆ༞ᴗࡋࡓᚋࡢ 2013 ᖺ 8 ᭶ࠊ ࣞࢫ࣭࣐ࢿࢪ࣓ࣥࢺࡋ࡚ࡢഃ㠃ࡽࡶࠊᏛ ᅾᏛ⏕ࢆࢧࣈࣇࢩࣜࢸ࣮ࢱ࣮ࡋ࡚ᕳࡁ㎸ࡴ ⏕ࡢ࣓ࣥࢱࣝ࣊ࣝࢫࡢண㜵ⓗຠᯝࠊ⥔ᣢྥୖࡀ ࡓࡕ࡛ࠊᚋ㍮Ꮫ⏕ 1㸪2 ᖺࢆᑐ㇟ᩍဨࡢࢧ ᮇᚅࡉࢀࡿࡶࡢ⪃࠼ࡽࢀࡿࠋ ࣏࣮ࢺࡢඖᐇࡋࡓࡢࡀࡇࡇ࡛ሗ࿌ࡋࡓ CWRAP ࡛࠶ࡿࠋ ࡓࡔࡋࠊᩍဨࡣࢧ࣏࣮ࢺゝࡗ࡚ࡶࠊ㛫ᯟ ᚋࠊᏛ⏕ࡼࡿᏛ⏕ࡢࡓࡵࡢ⮬ⓗ࡞࣓ࣥ ࢱࣝ࣊ࣝࢫάືࡸᏛ⩦ࢆࠊᚋ㍮Ꮫ⏕ࡀᘬࡁ⥅ࡄ ࡇࢆᮇᚅࡋࡓ࠸ࠋ ࡢᥦ౪ࠊᙜ᪥ᚲせ࡞≀ရࡢ‽ഛࠊ⪅ࡢධ ⓗ࡞ゝືࡸ༴㝤࡞⾜ືࡀ࡞࠸㊥㞳ࢆ⨨ࡁࡘࡘ ㅰ㎡ ⮫ᗋⓗどⅬ࡛㓄៖ࢆ⾜࠸࡞ࡀࡽࡢほᐹࠊᐇ ᮏሗ࿌࠾ࡅࡿ CWRAP ࢆᐇࡍࡿ࠶ࡓࡾ ྥࡅ࡚ࡢ⡆༢࡞ࢻࣂࢫ࡞ࠊ࠶ࡃࡲ࡛ࡶᏛ ༠ຊࡋ࡚ࡃࡔࡉࡗࡓ N Ꮫᚰ⌮⣔Ꮫ⛉ྛࢮ࣑ࢼ ⏕⮬㌟ࡢ⮬ⓗ࡞⾜ືࢆ㠃ᨭᣢࡍࡿࡇ ࣮ࣝࡢඛ⏕᪉ࠊ✚ᴟⓗࢧࣈࣇࢩࣜࢸ࣮ࢱ࣮ ᚭࡋࡓࡢࡳ࡛࠶ࡿࠋࡲࡓࠊࡇࢀࡣ༞ᴗ◊✲࡞ࠊ ࡋ࡚ࡢ༠ຊࢆ⏦ࡋฟ࡚ࡃࡔࡉࡗࡓḈᒣரࠊ㔝 ࠶ࡿព⩏ົࡢ࠶ࡿᏛ⩦࡛ࡣ࡞ࡃࠊᏛ⏕⮬㌟ࡢ ⏣㈗அࠊᒣ⏣⪔ᖹࡢ 3 ྡឤㅰ⮴ࡋࡲࡍࠋ ⯆㛵ᚰࡼࡿ⮬ⓗ࡞Ꮫ⩦࣭◊✲࡛࠶ ࡲࡓࠊᮏάືࡢཧຍ⪅࡛࠶ࡿ N ᏛᏛ⏕ࡢⓙ ࡿࡇࢆࡅຍ࠼ࡓ࠸ࠋᅾᏛ⏕ࡀ CWRAP ࢆయ ᵝࠊཧຍ࠸ࡓࡔࡁឤㅰ⮴ࡋࡲࡍࠋ࠶ࡾࡀ࠺ࡈ 㦂ࡋࠊ‽ഛ◊✲࣭ணഛ⾜ࢆ⾜࠸ࠊࡑࢀࢆᩍဨ ࡊ࠸ࡲࡋࡓࠋ ࡀᨭᣢࡋࠊᐇࡢࢧ࣏࣮ࢺࢆ⾜࠺࠸࠺ᵓ㐀ࡣࠊ ࢮ࣑ࢼ࣮ࣝ࠾ࡅࡿᏛ⏕ࡼࡿ⮬Ꮫ⩦ࠊࡍ࡞ ࢃࡕࢡࢸࣈ࣮ࣛࢽࣥࢢᆺࡢᩍ⫱ᐇ㊶࠶ࡓ ࡿࠋࡑࡢάືࡀ่⃭࡞ࡾࠊᏛ⏕㞟ᅋయࡢ⮬ ⓗᏛ⩦ࡢࣔࢳ࣮࣋ࢩࣙࣥࢆ㈿άࡍࡿ࠸࠺࣏ ࢪࢸࣈ࡞ᚠ⎔ࢆ⏕ࡳฟࡍྍ⬟ᛶࡶ࠶ࡿࡔࢁ࠺ࠋ ᮏάືࡣᏛ⏕ࡼࡗ࡚Ꮫ⏕ࡢࡓࡵᐇࡉࢀ ࡓࠊࣆ࣭ࢧ࣏࣮ࢺࡢഃ㠃ࢆᣢࡘࠋཧຍ⪅࡛࠶ ࡿᏛ⏕⮬㌟ࠊ⮬ࡽࡢ୰ࠊ᪥ᖖ㉳ࡇࡾ࠺ࡿᵝࠎ ࡞ၥ㢟ᑐࡍࡿ⮬ศࡽࡋ࠸ゎỴἲࢆᣢࡗ࡚࠸ࡿ ᘬ⏝ᩥ⊩ Mary Ellen Copeland㸸2008㸪㺀ඖẼᅇ⾜ືࣉࣛࣥ WRAP㺁㸪WRAP ◊✲㸪⚟ᒸ. Mary Ellen Copeland㸸2008㸪㺀ࣜ࢝ࣂ࣮ࣜࢺࣆࢵࢡ WRAP Recovery Topic㺁㸪WRAP ◊✲㸪⚟ᒸ. ⚟㔛Ụ㸸2012㸪㺀࢟ࣕࣥࣃࢫ WRAP㸫Ꮫ⏕୍ேࡦ ࡾࡢ⏕άࡸே⏕ࡢᐇࢆࡵࡊࡋ࡚㸫㺁,ࠗ᪥ᮏᏛᰯ ࣓ࣥࢱࣝ࣊ࣝࢫᏛ➨ 15 ᅇࣉࣟࢢ࣒ࣛ㺃ᢒ㘓 㞟࠘ 㸪27 㡯㸬 ⚟Ụ㔛Ụ㸪┒ࡾ⨾†㸪ቑᕝࡡ࡚ࡿ㸸2012㸪 ࠕ࢟ࣕࣥ ࣃࢫ WRAP㸫Ꮫ⏕ྥࡅඖẼᅇࣉࣛࣥయ㦂㸫ࠖ 㸪 ࠗᏛᰯ࣓ࣥࢱࣝ࣊ࣝࢫ࠘㸪Vol.15(2)㸪213-215 㡫㸬 132 బஂ㛫♸Ꮚ㸪 ᰘཎᐅᖾ㸪 ᮧୖ༓㭯Ꮚ㸸2010㸪 ࠕᏛ ⏕ࡢᏛᰯ㐺ᛂ㐣⛬㛵ࡍࡿ⦪᩿ⓗ◊✲㸦㸯㸧㸫 ᏛධᏛᏛ 1 ᖺ๓ᮇࡢ⢭⚄ᗣᗘ㸫ࠖ 㸪 ࠗ᪥ᮏ ᶫᏛ㤋Ꮫ⣖せ࠘9 ྕ,63-70.. ࣓࣮࣭࢚࣭ࣜࣞࣥࢥ࣮ࣉࣛࣥࢻ㸸2011㸪ඖẼᅇ ⾜ືࣉࣛࣥ WRAP Wellness Recovery Action Plan㸪㐨ල⟽㸪ឡ▱. ቑᕝࡡ࡚ࡿ㸸2014㸪 ࠕWRAP࠺ࢁࡔࢇ࡞ࡣט㸫 ࡢయ㦂ࢆ㏻ࡋ࡚㸫ࠖ,ࠗ⢭⚄⛉┳ㆤ࠘263 ᕳ㸪41 ྕ㸪 14-20 㡫. ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ‒ ɤᅵ҅≝܇ʮܖٻᨥܼܖᄂᆮؕעɼ͵↝ᨥܖᎍ˟ᜭ↚Ӌьↆ↕ 133 ↝˂‒ ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ҅ʮܖٻᨥܼܖᄂᆮؕעɼ͵↝ᨥܖᎍ˟ᜭ↚Ӌьↆ↕‒ ‒ ɤ‒ ᅵ‒‣≍܇ 㸯ࡣࡌࡵ 2014ᖺ㸷᭶㸯᪥ࡼࡾ㸳᪥ࡲ࡛ࠊ୰⳹ேẸඹᅜ ிᏛ࡚ᅜ㝿₎Ꮫ⪅㆟ࡀ㛤ദࡉࢀࡓࠋࡇࡇ ࡑࡢཧຍሗ࿌ࢆ⾜࠸ࡓ࠸ࠋ ࡲࡎ㆟ࢆദࡋࡓࠕிᏛᅜ㝿₎Ꮫᐙ◊✲ ᇶᆅࠖࡘ࠸࡚ࡢ⤂ࠊḟཧຍ฿ࡿࡲ࡛ࡢ⤒ ⦋ࠊ᭱ᚋཧຍሗ࿌ࡢ㡰㐍ࡵ࡚࠸ࡃࡇࡍࡿࠋ 㸰ிᏛᅜ㝿₎Ꮫᐙ◊✲ᇶᆅࡘ࠸࡚㸦1㸧 ղ୰ᅜࡢ⤒ࡸ୰ᅜᅜෆࡢඃࢀࡓᏛ⾡ㄽᩥཬࡧ ⴭ᭩➼ࡢ⩻ヂ ⌧ᅾࡢᡤࠗ୰⳹ᩥ᫂ྐ࠘ࡢ⩻ヂࣉࣟࢪ࢙ࢡࢺࢆ ⾜ࡗ࡚࠸ࡿࠋࡇࡢⴭ᭩ࡣிᏛᅜᏛ◊✲㝔࡚ 㸴ᖺࡢṓ᭶ࢆ㈝ࡸࡋ࡚᭩ࡁୖࡆࡽࢀࡓᏛ⾡᭩࡛ ࠶ࡿࠋ2007ᖺ࣓ࣜ࢝ࡢ࣡ࢩࣥࢺࣥᏛᗣ㐩⥔ ᩍᤵ㸦Prof. David R. Knechtges㸧ࢆࡣࡌࡵከࡃ ࡢᏛ⪅ࡼࡾⱥㄒ⩻ヂࡉࢀࠊ2012ᖺࢣࣥࣈࣜ ࢵࢪᏛࡽฟ∧ࡉࢀࡓࠋࡑࡢᚋࠊ᪥ᮏㄒ࣭ࣟࢩ ிᏛᅜ㝿₎Ꮫᐙ◊✲ᇶᆅ㸦᪥ヂ㸸ிᏛ ㄒ⩻ヂࣉࣟࢪ࢙ࢡࢺࡀጞࡲࡾࠊ᪩✄⏣Ꮫࡢ✄ ᅜ㝿₎Ꮫ⪅◊✲ᡤ࣭␎⛠㸸IACS㸧ࡣࠊ2009 ᖺ ⏿⪔୍㑻ᩍᤵࠊࣟࢩ⛉Ꮫ㝔ᮾ᪉ᩥ⊩◊✲ᡤᡤ ᏍᏊᏛ㝔ிᏛ࡛❧ࡕୖࡆࡓᏛ⾡◊✲ 㛗࣭St. Petersburg State Universityᮾ᪉Ꮫ⣔ࡢ ᶵ㛵࡛࠶ࡿࠋIACS ࡣிᏛேᩥᏛ㒊௵࣭୰ ἼἼጿᩍᤵ㸦Prof. Irina F. Popova㸧ࡽࡀ୰ᚰ ኸᩥྐ◊✲㤋㤋㛗ࡢ⿁⾜㟉ᩍᤵࡀ௵ࢆົࡵࠊ ࡞ࡾࡑࢀࡒࢀ㐍ࡵ࡚࠸ࡿࠋ ிᏛࡢᩥ࣭ྐ࣭ဴ࣭⪃ྂᏛ⛉➼ᡤᒓࡍࡿ◊✲ ճᅜእ᭩⡠➼ࡢ㞟⟶⌮ ⪅ࡀጤဨࡢᇳ⾜ጤဨ࡞ࡾࠊ୰ᅜㅖእᅜࡢ ୰ᅜᅜእࡢ₎Ꮫ⪅ࡢ◊✲ㄽᩥࡸⴭ᭩ࠊ୰ᅜᅜእ Ꮫ⾡࣭ᩥὶ➼ࡢಁ㐍ࢆ⾜ࡗ࡚࠸ࡿࠋ2009 ᖺ ఏࢃࡾ⌧Ꮡࡍࡿ₎Ꮫ㛵ࡍࡿ᭩⡠ࢆ㞟ࡋࠊᅜ ᡂ❧௨᮶ࡢ࡞άືࡣ௨ୗࡢ㏻ࡾ࡛࠶ࡿࠋ 㝿₎Ꮫᅗ᭩㤋ᡤⶶࡋ⟶⌮ࡋ࡚࠸ࡿࠋ ձᾏእ₎Ꮫ⪅ࡢᣍ⪸ ࡇࢀࡲ࡛ᾏእࡢ₎Ꮫ⪅ 14 ྡࢆࠕㅮᗙᩍᤵࠖ ࡋ࡚ᣍࡁࠊ㸯ࣨ᭶ࡽ㸱ࣨ᭶㛫◊✲ࡸㄪᰝࢆ⾜࠺ ࡶࠊᏛ㝔⏕ྥࡅࡢㅮᗙࢆ⾜ࡗࡓࠋࡇࡢ ẖᖺ 30 ྡࡢᾏእࡢ₎Ꮫ⪅ࢆࠕゼၥᏛ⪅ࠖࡋ ࡚㸯ࣨ᭶ࡽ㸱ࣨ᭶㛫◊✲ᡤᣍࡁ◊ಟࢆ⾜ࡗ ࡓࠋ 2014 ࠰ 9 உ 21 ଐӖྸ Participation Report about International Academy for China Studies (IACS) of Peking University *1 Hideko SAIGUSA ଐஜܖܖ⇪∞⇈∑∏⇿∐ܖٻᢿ մᏛ⾡㞧ㄅࡢ⦅⧩ฟ∧ ࠗᅜ㝿₎Ꮫ◊✲㏻イ࠘ࡣIACSᑟࡼࡿ⥲ྜ ห⾜≀࡛ࠊ2010ᖺࡼࡾ༙ᮇẖห⾜ࡋ࡚࠸ࡿࠋࡲ ࡓࠊIACSࣜࣀᏛ࣮ࣂࢼ࣭ࢩ࣮ࣕࣥ࣌ ࣥᰯ୰ᅜリḷᩥㄽቭඹྠ⦅㞟ࢆ⾜࠸ ࠗJournal of Chinese Literature & Culture㸦␎ ⛠JCLC㸧ࢆࢻ࣮ࢡᏛࡼࡾ2014ᖺⓎ⾜ࡍࡿ ணᐃ࡛࠶ࡿࠋ յ◊✲ࡢၨⓎಁ㐍 ᅜ㝿ⓗ࡞Ꮫ⾡ᅋయࢆ⤌⧊ࡋࠊࠕ࣐ࣝࢥ࣏࣮ࣟ◊ ✲ࠖࠕᅜእ₎⡠ᩥ⊩ྀ㞟ࠖࠕ୰ᅜᩥධ㛛ྀ᭩ࠖ 134 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ ࠕᅜ㝿₎Ꮫ⪅ሗࢹ࣮ࢱ࣮࣮࣋ࢫࠖ࡞ࡢ◊✲ࣉ 14:00-17:45 ㆟ウㄽὶ ࣟࢪ࢙ࢡࢺࢆ⾜ࡗ࡚࠸ࡿࠋࡲࡓ౯್ࡢ࠶ࡿᏛ⾡◊ 18:30-20:00 Ḽ㏄ᬌ㣶㸦ிᏛ༤㞞ᅜ㝿 ࣍ࢸࣝ㸧 ✲㈨㔠ࡢຓࢆ⾜ࡗ࡚࠸ࡿࠋࡍ࡛ࠗிᏛ ᅜ㝿₎Ꮫᐙ◊ಟᇶᆅᏛ⾡ྀห࠘ࢆฟ∧ࡋࡓࠋ 9᭶3᪥㸸⤊᪥㆟ウㄽὶ ிᏛⱥഔὶࢭࣥࢱ࣮᭶ග࣮࣍ࣝ նᅜ㝿₎Ꮫࡘ࠸࡚ࡢㅮᗙࡸᏛ⾡ሗ࿌ࠊᅜ㝿Ꮫ 9:00-12:00 ㆟ウㄽὶ ⾡ウㄽࡢ㛤ദ 12:00-13:30 㣗㸦ிᏛ༤㞞ᅜ㝿࣍ࢸࣝ㸧 2013ᖺᮎࡲ࡛ࠊࡍ࡛ⓒవࡾࡢᅜ㝿₎Ꮫࡘ ࠸࡚ࡢㅮᗙࢆ⾜࠸ࠊᩘ༑వࡾࡢᏛ⾡ሗ࿌ࢆ⾜ࡗ 14:00-16:00 ㆟ウㄽὶ ࡓࠋ 16:00-16:30 㛢ᖥᘧ 18:30-20:00 ኤ㣗㸦⪹ᚨ㸧 㸱ཧຍ฿ࡿࡲ࡛ࡢ⤒⦋ ሗ࿌⪅㸦୕ᯞ࣭௨ୗ┬␎㸧ࡣ 1995 ᖺ 9 ᭶ࡼࡾ ୰⳹ேẸඹᅜிᏛ୰ᩥ⣔㸦2㸧㧗⣭㐍ಟ⏕ ࡢ㌟ศ࡚㸰ᖺ㛫▷ᮇ␃Ꮫࡋࡓࠋࡑࡢ㝿ࡢᣦᑟᩍ ᤵࡀ⌧ IACS ௵࡛࠶ࡿ⿁⾜㟉ᩍᤵ࡛࠶ࡗࡓࠋ ᖺࡢ㸱᭶ 25 ᪥ࠊIACS ࡽᮏᏛᐄ࡚ᙜ ㆟ࡢᣍᚅ≧ࡀᒆ࠸ࡓࠋᣍᚅ≧ࡢ᭱ᚋࡣ⿁⾜㟉ᩍ ᤵࡢࢧࣥࡀ᭩ࢀ࡚࠶ࡗࡓࠋᣦᑟᩍᤵࡢ⿁⾜㟉 ඛ⏕ࡀദ࠶ࡽࡤࠊཧຍࡋ࡞࠸ࢃࡅ࠸࡞࠸ ᛮ࠸ཧຍࢆᢎㅙࡋࡓࠋࡑࡢᚋࠊ㸴᭶ 18 ᪥➨ 㸰ᅇ┠ࡢ㏻▱ࡀᒆࡁࠊ㸶᭶㸯᪥ࡲ࡛Ⓨ⾲ཎ✏ 㸦୰ᅜㄒ㸧␃Ꮫ௦ࡢ┿ࢆ㸯ࠊ㸰ᯛ࣓࣮ࣝ ࡚㏦ಙࡍࡿࡇ᭩ࢀ࡚࠶ࡗࡓࠋ㸶᭶ 18 ᪥ ➨㸱ᅇ┠ࡢ㏻▱ࡀᒆࡁࠊᙜ㆟ࡢ᪥⛬࠾ࡼࡧ᪑⾜ ㈝⏝➼ࡢヲ⣽ࡘ࠸࡚グࡉࢀ࡚࠶ࡗࡓࠋΏ⯟㈝⏝ 9᭶4᪥㸸ிᕷෆᩥどᐹ࣭ி㚷㈹ 9:00-12:00 ᅜᏊ┘࣭㞥ᐑどᐹ 12:00-13:00 㣗㸦㰓㌺㸧 14:00-16:30 ிᏛ༤㞞ᅜ㝿࣍ࢸࣝᡠ ࡾఇᜥ 17:30-19:00 ኤ㣗㸦๓㛛㣤ᗑ㸧 19:30-21:00 ி㚷㈹㸦ᅬሙ㸧 9᭶5᪥㸸⮬⏤⾜ື 9᭶6᪥㸸ᖐᅜ 㸨㛫ࡢ๓ᚋࡣ࠶ࡗࡓࡀᴫࡡணᐃ㏻ࡾ㐍ࢇࡔࠋ 㸨ሗ࿌⪅ࡣ㸲᪥༗๓ࡢࠕᅜᏊ┘࣭㞥ᐑどᐹࠖࡣ ཧຍ࡚ࠊிᏛᑐእ₎ㄒᩍ⫱Ꮫ㝔㝔㛗ࡢ ᙇⱥඛ⏕ࢆ⾲ᩗゼၥࡋࡓࠋ 㸨ሗ࿌⪅ࡣ㸴᪥ࡲ࡛ᅾࡏࡎࠊ㸳᪥ᖐᅜࡋࡓࠋ ཬࡧᅾ୰ࡢᐟἩ࣭㣧㣗㈝ࡣிᏛࡽᨭᡶࢃ ࢀࡿࡢࡇ࡛࠶ࡗࡓࠋ 㸦㸰㸧㆟ウㄽὶࡢሗ࿌ ᮏ㆟ウㄽὶࡢཧຍ⪅ࡣிᏛ␃Ꮫ 㸲ཧຍሗ࿌ 㸦㸯㸧᪥⛬㸦ദ⪅ഃࡀᥦ♧ࡋࡓࡶࡢࢆሗ࿌⪅ࡀ ⩻ヂࡋᘬ⏝ࡋࡓ㸧 9᭶1᪥ 㸸᪥ᮏࡽி⛣ື ிᏛ༤㞞ᅜ㝿࣍ࢸ࡚ࣝ฿╔ሗ࿌ 9᭶2᪥㸸⤊᪥㆟ウㄽὶ ிᏛⱥഔὶࢭࣥࢱ࣮᭶ග࣮࣍ࣝ 9:00 㛤ᖥᘧ࣭グᛕ┿ᙳ 10:30-11:45 ㆟ウㄽὶ 12:00-13:30 㣗㸦ிᏛ༤㞞ᅜ㝿࣍ࢸࣝ㸧 ࡋࡓ⤒㦂ࡀ࠶ࡾ⌧ᅾࡶ₎Ꮫࢆ◊✲ࡶࡋࡃࡣ ࡢᑐ㇟ࡋ࡚࠸ࡿ᪉ࠎ࡛࠶ࡗࡓࠋཧຍᅜࡣࠊ࣓ ࣜ࢝ࠊࢻࢶࠊࣇࣛࣥࢫࠊࢠࣜࢫࠊࢫ࣌ࣥࠊ ࢫࣟࣂ࢟ࠊ᪥ᮏࠊࢽ࣮ࣗࢪ࣮ࣛࣥࢻࠊࣔࣥࢦࣝࠊ 㡑ᅜࠊࢱࡢ 11 ࣨᅜཬࡧࠊཧຍ⪅ࡣ㒔ྜ 30 ྡ࡛࠶ࡗࡓࠋ㸦ཧຍேᩘࡣிᏛⓎ⾲ࡼࡿࠋ 33 ྡཧຍࡢணᐃ࡛࠶ࡗࡓࡢࡇ࡛࠶ࡿ㸧 ᪥ᮏࡽࡣࠊᵽཱྀẶ㸦౯Ꮫ㸧࣭✄⏿⪔୍ 㑻Ặ㸦᪩✄⏣Ꮫ㸧 ࣭బ➉ಖᏊẶ㸦ᮾᏛ㸧 ࣭ すඞஓẶ㸦ᮾிᏛ㸧࣭ᒣ⏣␃㔛ᏊẶ㸦㛗ᓮእᅜ ㄒᏛ㸧 ࣭㟷ᮌ㝯୍Ặ㸦᳃࣭℈⏣ᯇᮏἲᚊົᡤ㸧 ࣭ ‒ ɤᅵ҅≝܇ʮܖٻᨥܼܖᄂᆮؕעɼ͵↝ᨥܖᎍ˟ᜭ↚Ӌьↆ↕ 135 ሗ࿌⪅㸦୕ᯞ⚽Ꮚ࣭᪥ᮏᶫᏛ㤋Ꮫ㸧࣭㐨ᆏᘅ ࡅ࡚Ṕྐ⣔㸦4㸧ဴᏛ⣔␃Ꮫࡉࢀ࡚࠸ࡓࠋẶࡣ Ặ㸦ி㒔Ꮫ㸧࣭㎞ᔱ㟼ᚿẶ㸦౯Ꮫ㸧࣭▮ᔱ ẟἑᮾࡀࡇࡢୡࢆཤࡿ๓ᚋࡢ୰ᅜࡢኚࢆ┠ ⨾㒔ᏊẶ㸦ள⣽ளᏛ㸧ࡢ㒔ྜ 10 ྡࡀཧຍࡋ 11 ࡢᙜࡓࡾࡍࡿࡇࡀ࡛ࡁࡓ࠸࠺ࠋࡲࡓࠊẶࡣࠊ ࣨᅜ୰᭱ከᩘࡢཧຍ࡛࠶ࡗࡓࠋ 㸦Ⓨ⾲㡰㸧 ⏨ᏊᏛ⏕ᐟ⯋ࡢ㐃⤡⏝㯮ᯈࠕ㐠ືࠖࡢᗈ࿌ࡀ࠶ Ⓨ⾲ࡢࢸ࣮࣐ࡣࠕᅜ㝿₎Ꮫ◊✲அᅇ㢳๓▚Ɇ ࡾఱࡢయ⫱ࡢࠕ㐠ືࠖሗ࿌ᛮ࠸ཧຍࡋࡓ ᡃⓗ₎Ꮫஅ㊰Ɇ㸦᪥ヂ㸸ᅜ㝿₎Ꮫ◊✲ࡢᅇ㢳▚ ᡤࠊࡑࢀࡣᐇࡣᨻࠕ㐠ືࠖࡢሗ࿌࡛࠶ࡗࡓ ๓Ɇ⚾ࡢ₎Ꮫࡢ㐨Ɇ㸧ࠖ⛠ࡋࠊⓎ⾲⪅⮬㌟ࡢ₎ ࠸࠺ࡇࡢ௦࡞ࡽ࡛ࡣࡢయ㦂ࢆࡍࡿࡇࡀ࡛ࡁ Ꮫ◊✲ࢆᚿࡋࡓືᶵࠊ₎Ꮫࡢ◊✲ᡂᯝࠊ⌧ᅾ◊✲ ࡓࡑ࠺ࡔࠋ ୰ࡢࢸ࣮࣐࠾ࡼࡧෆᐜࠊிᏛ␃Ꮫࡢᛮ࠸ฟ࡞ ༗ᚋࡢ㒊ࡣ 14 ࡽ 15 ༙ࡲ࡛ࡢࢢ࣮ࣝࣉ ẚ㍑ⓗ⮬⏤࡞ࡶࡢ࡛࠶ࡗࡓࠋ 15 45 ศࡽ 17 30 ศࡲ࡛ࡢࢢ࣮ࣝࣉ࡚⾜ ㆟ウㄽὶࡣࠊ༗๓ཬࡧ༗ᚋࡢ㒊ศࢀࠊ ࢃ ࢀ ࡓ ࠋ ࡑ ࡢ ୰ ࡛ 㡑 ᅜ ࡢ ᷄ ᅜ Ꮫ ᩍ ᤵ AHN ༗๓ࡢ㒊ࠊ༗ᚋࡢ㒊ඹ㸯㛫༙ࡽ㸰㛫㛫㝸 Hei-jin㸦Ᏻ⇊⌋㸧Ặࡼࡿ㡑ᅜ࠾ࡅࡿ₎Ꮫ୰ ࡛⾜࠸ࠊ㛫ఇ᠁㛫 15 ศࡀタࡅࡽࢀࠊࡲࡓ⥆ ᅜㄒᩍ⫱ࡢ⌧≧ࡘ࠸࡚ࡢሗ࿌ࡣ࡚ࡶ⯆῝ ࡅ࡚㸯㛫༙ࡽ㸰㛫㛫㝸࡚⾜ࢃࢀࡓࠋࡘࡲ ࠸ࡶࡢ࡛࠶ࡗࡓࠋ㡑ᅜࡣṔྐⓗᆅ⌮ⓗ࡞ᙳ㡪ࡶ ࡾࠊ༗๓ࡢ㒊ձ࣭ղࠊ༗ᚋࡢ㒊ձ࣭ղ࠸࠺ලྜ ࠶ࡾ୰ᩥ⣔ࡢᩍ⫱ࡀ┒ࢇ࡛࠶ࡿࠋ୰ᩥ⣔ࡣ⌧௦୰ ࡛࠶ࡿࠋ㸯ࢢ࣮ࣝࣉ㸲ྡࡽ㸶ྡࡎࡘศࡅࡽࢀࠊ ᅜㄒྂ௦ᩥᏛࡢ⛉┠ࡼࡾ⦅ᡂࡉࢀࠊ㡑ᅜࡢ 㸯ே 15 ศࡢⓎ⾲㛫ࡀ࠼ࡽࢀࠊᣢே㸦᪥ヂ㸸 206 Ꮫ୰ 59㸣ࡢ 122 Ꮫ୰ᩥ⣔ࡀ⨨ࢀ࡚ ྖ⪅㸧ࡢྖ㐍⾜ࡢࡶ㐍ࢇ࡛࠸ࡗࡓࠋ ࠸ࡿࠋẶࡣ୰ᩥ⣔ࢆ⨨࠸࡚࠸ࡿᏛࡢᤵᴗෆᐜࢆ ➨㸯᪥┠ࡢ༗๓ࡢ㒊ࡣ㛤ᖥᘧࡀ⾜ࢃࢀࡓ㛵ಀ ศᯒࡋࡓࠋ≉ྂ⛉┠⌧௦⛉┠ࡢẚ⋡ࡘ࠸ ୖࠊ༗๓ࡢ㒊ࡣ㸲ྡࡢⓎ⾲࡛࠶ࡗࡓࠋࡇࡢࢢ࣮ࣝ ࡚ᏛẖศᯒࡋࠊᏛ⾡ⓗඃࢀࡓᏛྂ ࣉࡣ 1958 ᖺࡽ 1960 ᖺࡅ࡚ிᏛ୰ᩥ ⛉┠ࡢẚ⋡ࡀ㧗࠸ࡇࢆሗ࿌ࡋࡓࠋࡇࢀࡽ㡑ᅜ ⣔␃Ꮫࡉࢀ࡚࠸ࡓࢫࣟࣂ࢟ே₎Ꮫ⪅ࡢ ࡛ࡶ 18 ṓேཱྀࡀῶᑡࡍࡿഴྥ࠶ࡾࠊᑗ᮶ࡣከ Marián GALIK㸦㧗ඞ㸧Ặࢆࡣࡌࡵࠊ1970 ᖺ ࡃࡢᏛࡀ⤒Ⴀ㞴┤㠃ࡋ࡚࠸ࡃࡇࡀணࡉ ௦␃Ꮫࡋ࡚࠸ࡓ₎Ꮫ⪅ࡢⓎ⾲ࡀ⥆࠸ࡓࠋᙜࢢࣝ ࢀࡿࡑ࠺࡛࠶ࡿࠋࡇࡢࡼ࠺࡞♫ࡽࠊ୰ᩥ ࣮ࣉࡢ₎Ꮫ⪅ࡢ␃Ꮫᮇࡣ᪥ᮏ୰ᅜࡢᅜ᩿ ⣔ࡢᤵᴗෆᐜࢆぢ┤ࡋ♫ࡢ㟂せ࠶ࡗࡓෆᐜ ⤯ᮇ࠶ࡓࡿࠋሗ࿌⪅ࡣᙜࡢ୰ᅜࡢ≧ἣࢆࡇࢀ ኚ࠼࡚࠸ࡃᚲせࡀ࠶ࡿ㏙࡚࠸ࡓࠋ ࡲ࡛ヲ⣽⪺ࡃࡇࡀ࡞ࡗࡓࠋࡑࢀࢆᣏ⫈࡛ࡁ ➨㸰᪥┠༗๓ࡢ㒊ሗ࿌⪅ࡣⓎ⾲ࡋࡓࠋࡇࡢࢢ ࣮ࣝࣉࡣ๓㏙ࡢ AHN Hei-jin㸦Ᏻ⇊⌋㸧Ặࡀྖ ࡿዲᶵ࡛࠶ࡗࡓࠋ ࡇࡢ௦ࡢ୰ᅜࡣ᪥ᮏேࡗ࡚ᅜ᩿⤯ᮇ 㐍⾜ࢆົࡵࠊ㡑ᅜࡢ₎Ꮫ⪅ࡢ SHIN Ha-yoon㸦⏦ ࡛࠶ࡗࡓࡓࡵ㏆ࡃ࡚㐲࠸Ꮡᅾ࡛࠶ࡗࡓࡀࠊすḢே ኟ㛨㸧Ặࡀ᭱ึⓎ⾲ࡋࡓࠋẶࡣሗ࿌⪅ྠࡌ⿁ ࡗ࡚ࡣ㐲ࡃ࡚㐲࠸Ꮡᅾ࡛࠶ࡗࡓࠋࣇࣛࣥࢫே ᩍᤵࡢࡶ␃ᏛࡋிᏛ࡛༤ኈྕࢆࡾ⌧ ₎Ꮫ⪅ࡢ Joël BELLASSEN㸦ⓑᴦ᱓㸧Ặࡣ 1974 ᅾ㡑ᅜࡢⰼዪᏊᏛᩍᤵࢆࡵ࡚࠸ࡿࠋ◊✲ศ ᖺࡽ 75 ᖺࡅ࡚ဴᏛ⣔ 㔝ࡣሗ࿌⪅ྠࡌ୰ᅜྂリḷ࡛࠶ࡿࠋẶࡣඃ⚽ 㸦3㸧 ␃Ꮫࡉࢀ࡚࠸ࡓࠋ ᙜࡢ୰ᅜࡣࡲࡿ࡛ࠕ᭶ࠖࡢࡼ࠺㐲ࡃᮍ▱࡞ࡿ ࡞₎Ꮫ⪅࡛ⰼ࡚ࠕඃ⚽ᩍᤵ㈹ࠖࢆᗘཷ㈹ Ꮡᅾࡔࡗࡓ࠸࠺ࠋࣇࣛࣥࢫࡽ୰ᅜࡢ┤⾜౽ ࡋࡓࡢࡇ࡛࠶ࡿࠋ࠾ࡼࡑ 20 ᖺࡪࡾࡢࢆ ࡀ࡞ࡃఱᗘࡶ㣕⾜ᶵࢆࡾ⥅ࡂ࠾ࡼࡑ୍᪥ࢆ ࠾࠸႐ࡧࠊゼ୰୰ࡣ࠸ࡢ㏆ἣࡸᛮ࠸ฟヰࢆࡋ ࡅ࡚ࡸࡗ㎺ࡾ╔࠸ࡓࡑ࠺ࡔࠋ ࡓ ࠋ ⥆ ࠸ ࡚ ࠊ ࣔ ࣥ ࢦ ࣝ ࡢ ₎ Ꮫ ⪅ Nasanbat ࢻ ࢶ ࡽ ᮶ ୰ ࡋ ࡓ ₎ Ꮫ ⪅ Harro von TUMUR㸦㑣࣭ᅗᮌ∞㸧Ặࠊࡑࡋ࡚ሗ࿌⪅⥆ࡁࠊ SENGER㸦㞞ᚊ㸧Ặࡣ 1975 ᖺࡽ 77 ᖺ ࢢ࣮ࣝࣉࡢ᭱ᚋࡣࢱࡢ₎Ꮫ⪅ KANOKPORN 136 ଐஜܖܖٻኔᙲ‒ ᇹ ‣… ӭ≋․•‣‧≌‒ Numtong㸦࿋⎟㸧ẶࡀⓎ⾲ࡋࡓࠋࠊࢱ࡛ ࡇࡀ࡛ࡁࡿࠋ᪤ᏑࡢᏛၥࢆ㞟⤖ࡋࠊ᪂ࡓ࡞Ꮫၥ ୰ᅜᴗᑐࡍࡿࢹࣔࡀ㉳ࡇࡗࡓࢽ࣮ࣗࢫࡀ᪥ ศ㔝ᐃࡵ࡚࠸ࡿᡤࠊᮇᚅࡑࡋ࡚㐪ឤ ᮏ࡚ሗ㐨ࡉࢀࡓࡀࠊẶࡼࡿࢱ࡛ࡣ୰ᅜㄒ ᵝࠎ࡞ឤࢆᣢࡕࡘࡘࠊᙜ㆟ཧຍࡋࡓࠋᅇ Ꮫ⩦⪅ࡀቑ࠼ࠊ୰ᅜㄒࡢࡳ࡞ࡽࡎ₎Ꮫ◊✲ࡶࡇࢀ ദࡉࢀࡓࡇࡢࡣୡ⏺ྛᆅࡽࠊࠕ₎Ꮫࠖࢆ◊✲ ࡽࡲࡍࡲࡍ┒ࢇ࡞ࡗ࡚࠸ࡃࡢࡇ࡛࠶ࡿࠋ ࡋ࡚࠸ࡿࠕ₎Ꮫ⪅ࠖ㐩ࡀிᏛ㞟ࡲࡗࡓࠋ᪤ ሗ࿌⪅ࡢⓎ⾲㢟ྡࡣࠊࠕᡃⓗ≹Ꮫஅ㊰㸫㝡`᫂ Ꮡࡢศ㔝ཬࡧᅜࡢᇉ᰿ࢆ㣕ࡧ㉺࠼࡚⾜ࢃࢀࡓࡇ 䈇ḷకᡃ“≹Ꮫ”ᡂ䮯㸫㸦᪥ヂ㸸⚾ࡢ₎Ꮫ◊✲ࡢ㐨 ࡢࡣࠊࠕ₎Ꮫࠖࡢ⛠ྠࡌࡃࠊࡇࢀࡲ࡛࡞ 㸫㝡ῡ᫂ࡢリᩥඹ㸫㸧࡛ࠖ࠶ࡿࠋⓎ⾲ෆᐜࡣࠊ ࡗࡓ᪂ࡋ࠸ヨࡳ࡛࠶ࡗࡓ࠸࠺ࡇࡀ࡛ࡁࡿࠋ ձ᪥ᮏ࠾ࡅࡿ₎Ꮫᩍ⫱ղிᏛ␃Ꮫࡢᛮ࠸ ࠕ₎Ꮫࠖࢆ◊✲ࡍࡿேࠎࡢᅜࡢᇉ᰿ࡸ␃Ꮫࡢ ฟճሗ࿌⪅⮬㌟ࡢ◊✲ෆᐜ࡛࠶ࡿࠋ⡆༢ࡑࢀࡽ ᮇࡑࡋ࡚ศ㔝ࢆ㉺࠼ࡓὶࡣᏛ⾡㠃࠾࠸࡚ ࡘ࠸࡚㏙ࡿࠊ᪥ᮏ࠾ࡅࡿ₎Ꮫᩍ⫱ࡣࠊ₎ ࡚ࡶ㈗㔜࡛ᚓࡿࡶࡢࡀከࡗࡓࠋྛᅜࡢ₎Ꮫ⪅ ᏐࢆᏛࡪࡇࡽࡍ࡛ጞࡲࡗ࡚࠸ࡿ࠸࠺ࡇ ࡢฟ࠸ࡣᚓ㞴࠸ዲᶵ࡛࠶ࡾࠊࡇࢀࢆᶵࡇࢀ ࡀ࡛ࡁࡿࠋሗ࿌⪅ࡣ₎Ꮠࢆ⩦ࡗࡓⅬ࡛ࡣ₎Ꮠ ࡽࡶᙼࡽࡢὶࢆ⥅⥆ࡋࡉࡽ῝ࡵ࡚࠸ࡁ ࢆ␗ᅜࡢᩥᏐㄆ㆑ࡋ࡚࠸࡞ࡗࡓࠋ୰Ꮫᰯ࣭㧗 ࡓ࠸ࠋ ➼Ꮫᰯࡢᅜㄒ⛉ࡢ୰ࡢ₎ᩥࡢᤵᴗ࡚୰ᅜࡢྂ ᪥ᮏࡽཧຍࡋࡓ 10 ྡࡢ₎Ꮫ⪅ࡣ 11 ཧຍᅜࡢ ࡩࢀࡓࡇࡀ₎Ꮫᩍ⫱ࡢጞࡲࡾ࡛࠶ࡗࡓࠋ₎ ෆ᭱ከ࡛࠶ࡗࡓࠋࡑࡢከࡉࡢ⌮⏤ࡣࠊ᪥ᮏࡣྂࡃ ᩥࡢᤵᴗ࡛Ꮫࢇࡔࠗ㡑㠀Ꮚ࠘ࡢࠕ▩┪ࠖ࡞ࡢᨾ ࡽ୰ᅜ㛵ಀࡀ࠶ࡾࠊࠕ₎Ꮫࠖࡀ┒ࢇ࡛࠶ࡗࡓ ࡸ㝡ῡ᫂ࡢリᩥ⯆ࢆᣢࡕࠊᏛ࡚ᑓ㛛ⓗ Ṕྐࡀ࠶ࡿࡽ࡛࠶ࡿࠋ᪥ᮏࡣࠕ₎ᏛࠖࢆᏛࡪᶵ ୰ᅜᩥᏛ㸦₎ᩥ㸧ࢆᏛࡪࡇࢆᚿࡋࡓࠋᏛ㐍 ᜨࡲࢀ࡚࠸ࡿᩥⓗ⎔ቃ࠶ࡿࡇࢆࡇࡢ Ꮫ∗ࡽ㉗ࡽࢀࡓࠗ㝡ῡ᫂ఏ 㸦5㸧 ࠘ࢆࡁࡗ ࡅ༞ᴗㄽᩥࡢࢸ࣮࣐ࢆࠕ㝡ῡ᫂ࡢṚ⏕ほࠖᐃ ཧຍࡋࡓࡇࡼࡾㄆ㆑ࡍࡿࡇࡀ࡛ࡁ ࡓࠋ ࡵᇳ➹ࡋࠊࡑࡢᚋࠊᏛ㝔㐍Ꮫࡋ࡚ࡽࡶ㝡ῡ ᡃࡀᅜ࡛ࡣࠊ୰Ꮫ࣭㧗➼Ꮫᰯ࡛ࠕ₎ᩥࠖࡢᤵᴗ ᫂ࡢリᩥࢆ୰ᚰ◊✲ࢆ㐍ࡵࡓࠋிᏛ࡛ࡣ㝡 ࡀጞࡲࡿࡀࠊࡑࢀࡼࡾࡶ๓ࠕ₎Ꮠࠖࢆ⩦࠺ࡇ ῡ᫂◊✲ࡢ➨୍ே⪅࡛࠶ࡿ⿁⾜㟉ඛ⏕ࡢࡈᣦᑟ ⮬యࡀࠕ₎ᏛࠖࢆᏛࡪ➨୍Ṍ࡛ࡶ࠶ࡿࠋୡ⏺ࡢ₎ ࡢࡶ␃Ꮫࡋࠊඛ⏕᪉ࡸேࡢฟ࠸ࡸὶࢆ Ꮫ⪅㐩ࡢⱞ㞴ẚࡿࡇࡢ⎔ቃࡣ㠀ᖖᜨࡲ ㏻ࡋ࡚୰ᅜᑐࡍࡿ༳㇟ࡀኚࢃࡗࡓࠋࡑࡢ༳㇟ࡢ ࢀ࡚࠸ࡿࠋࡇࢁࡀࠊᡃࡀᅜࡢ୰࣭㧗ࡢᩍ⫱ ኚࡀ◊✲ࢸ࣮࣐ࡢኚ⧅ࡀࡾࠕ㝡ῡ᫂ࡢリ ⌧ሙ࡛ࡣࠊ ࠕ⌧ᅜࠖ ࠕྂᩥࠖࡢᤵᴗᩘࡼࡾࡶࠕ₎ᩥࠖ ᩥ࠾ࡅࡿᛌᴦ⾲⌧ࠖࢆ◊✲ࡋࠊࡑࡢᚋࠗࡓࡢࡋ ࡢᤵᴗᩘࡀᅽಽⓗᑡ࡞ࡃ࡞ࡗ࡚࠸ࡿࠋ⏒ࡔࡋࡁ ࡳࢆャ࠺㝡ῡ᫂㸦6㸧࠘ࢆฟ∧ࡍࡿ⮳ࡗࡓࠋࡉࡽ ࡣ㧗ᰯ௦ࠕ₎ᩥࠖࢆᮍ⩦࠸࠺Ꮫ⏕ࡲ࡛ࡶ࠸ ⌧ᅾ⾜ࡗ࡚࠸ࡿࠕ၈௦࠾ࡅࡿ㝡ῡ᫂ࡢリᩥࡢ ࡿ≧ែ࡛࠶ࡿࠋࠕ₎Ꮫࠖ◊✲ࡢᅵྎࡀᩚࡗ࡚࠸ࡿ ᙳ㡪ࠖࡘ࠸࡚ࡢᴫせࢆヰࡋࡓࠋࡇࢀࡲ࡛ࡢ₎Ꮫ ⎔ቃ࡛࠶ࡿࡢㄔჃࢃࡋ࠸ࠋ ◊✲ࡢ㐨ࢆࡾ㏉ࡿࠊ㝡ῡ᫂ࡀሗ࿌⪅ࢆ୰ᅜ ࠕ₎Ꮫࠖ࠸࠺ࡇࡢᏛၥศ㔝ࡀࡇࢀࡽୡ⏺ࡢ ࡑࡋ࡚◊✲ࡢ㐨ᑟ࠸࡚࠸ࡓࡇࢆ㏙ࡓࠋ ୰࡛ࡢࡼ࠺࡞Ⓨᒎࢆࡋ࡚࠸ࡃࡢࠋࡑࡢⓎᒎࡣ ᡃࡀᅜࡢࠕ₎ᩥࠖᩍ⫱ࡢ⌧≧ᙳ㡪ࢆ࠼࡚࠸ࡃ 㸳࠾ࢃࡾɆཧຍࢆ⤊࠼࡚Ɇ ࠕ₎Ꮫࠖࡣࡇࢀࡲ࡛࠶ࡲࡾ⪥ࡍࡿࡇࡀ࡞ ࡗࡓ⛠࡛࠶ࡿࠋ ࠕ₎Ꮫࠖࡣ୰ᅜࡢᩥᏛ࣭ྐᏛ࣭ ဴᏛ࣭⪃ྂᏛ➼ࢆྵࡴᏛၥ࡛࠶ࡿࠋࠕ୰ᅜᏛ࡛ࠖ ࡣ࡞ࡃࠕ₎Ꮫࠖ⛠ࡍࡿࡇࡣ᪂ࡓ࡞ヨࡳ࠸࠺ ࡇ࡞ࡿࡢࠋᅇࡢࡇࡢཧຍࡋ࡚࠸ࡿ㛫ࠊ ᵝࠎ࡞ᮇᚅࢆᢪࡁᛮ࠸ࢆᕠࡽࡏࡓࠋ ிᏛ࡛ࠕ₎ᏛࠖࢆᏛࡧࠊୡ⏺ྛᆅ࡛࡞࠾ ά㌍ࡍࡿከࡃࡢ₎Ꮫ⪅ࡢ୰ࡽࠊࡇࡢᣍᚅࡉ ࢀⓎ⾲ࢆࡍࡿᶵᜨࡲࢀࡓᖾ㐠ሗ࿌⪅ࡣ㠀ᖖ ‒ ɤᅵ҅≝܇ʮܖٻᨥܼܖᄂᆮؕעɼ͵↝ᨥܖᎍ˟ᜭ↚Ӌьↆ↕ ឤㅰࡋ࡚࠸ࡿࠋ㸲ᖺᚋࡢ 2018 ᖺிᏛࡣ ❧ 120 ࿘ᖺࢆ㏄࠼ࡿࡑ࠺࡛࠶ࡿࠋࡑࡢ㝿➨㸰 ᅇ┠ࡢᅜ㝿₎Ꮫ⪅㆟ࢆ㛤ദࡍࡿィ⏬ࡀ࠶ࡿ ࡢࡇࠋሗ࿌⪅ࡣࡑࢀࡲࡓᣍᚅࡉࢀࡿࡼ࠺ࡇࢀ ࡽࡶࠕ₎Ꮫࠖࡢ◊✲⢭㐍ࡋࡓ࠸ࠋ ㆟ウㄽὶࡢㇺ㸦2014.9.3 ⴭ⪅ᙳ㸧 ද 㸦㸯㸧➨㸯ḟᣍᚅ≧ῧࡢ ࠕிᏛᅜ旭㯱Ꮫᐙ ◊ಟᇶᆅ䬨ࠖࢆሗ࿌⪅ࡀ⩻ヂࡋࡑࢀࢆせ⣙ ࡋࡓࠋ 㸦㸰㸧ࠕ୰ᩥ⣔ࠖ᪥ᮏㄒヂ㸸୰ᅜᩥᏛ⛉ 㸦㸱㸧ࠕဴᏛ⣔ࠖ᪥ᮏㄒヂ㸸୰ᅜဴᏛ⛉ 㸦㸲㸧ࠕṔྐ⣔ࠖ᪥ᮏㄒヂ㸸୰ᅜṔྐᏛ⛉ 㸦㸳㸧ࠗ㝡ῡ᫂ఏ࠘ୖ⏣Ṋⴭ,1987 ᖺ,Ữྂ᭩㝔࣭ᮾ ி 㸦㸴㸧ࠗࡓࡢࡋࡳࢆャ࠺㝡ῡ᫂࠘ᣋⴭ,2005 ᖺ,Ữྂ ᭩㝔,ᮾி ‒ 137 138 ᩍ⫱◊✲ᴗ⦼୍ぴ䚷䠘㻞㻜㻝㻠ᖺ㻝᭶䡚㻝㻞᭶䠚 >ᩍᤵ@ ᩍဨྡ ✀ู ࢚ࢵࢭ ࠕⱝࡁ᪥ࡢస᭤ᐙࡓࡕ㹼࣮ࣚࢮࣇ࣭ࣁࢻࣥࠖ㸪ࠗ㡢ᴦ⌧௦࠘㸪516ྕ㸪ⱁ⾡⌧௦♫㸪 pp.66-67㸪2014.4.1. ࢚ࢵࢭ ࠕ㹁㹂ࡢ⋢ᡭ⟽ࠖ㸪ࠗྂᴦ㞧ㄅࣥࢺࣞ࠘㸪2014.1/2ྜేྕ㹼12᭶(7/8㸧ྜేྕ㐃㍕㸪 ࣥࢺࣞ⦅㞟㒊㸪2013.1-12. ࢚ࢵࢭ ࠕᑠ⃝ᚁ∞ᣦࠉỈᡞᐊෆ⟶ᘻᴦᅋ₇ዌࠖ㸦₇ዌᢈホ㸧㸪ࠗ㡢ᴦ⌧௦࠘㸪515ྕ㸪ⱁ ⾡⌧௦♫㸪p4㸪2014.3.1. ㅮᗙ ࠕࣁ࣒ࣞࢵࢺ㡢ᴦࠖ㸪᪥ᮏᶫᏛ㤋Ꮫබ㛤ㅮᗙ㸪༓ⴥ㸪2014.10.7. ሗ࿌࣭㈨ᩱ㸦ඹ㸧 ࠗᩍ⫱㛵ࡍࡿົࡢⅬ᳨ホ౯࠘㸪᯽ᕷᩍ⫱ጤဨ㸪ࠕ➨4㒊ࠉᏛ㆑⤒㦂⪅ពぢࠖ㸪pp.5764㸪2014.8. ሗ࿌࣭㈨ᩱ㸦༢㸧 ࠗࠕ␗ୡ௦㛫ࡢࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥㅮᗙࠖࡢᡂᯝㄢ㢟࠘㸦ホ౯ศᯒ⤖ᯝ㸧㸪᯽ᕷ♫ ᩍ⫱ጤဨ㸪2014.12. ㅮᗙࠉ ࠕ␗ୡ௦㛫ࡢࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥㅮᗙࠖ㸦⏬࣭㐠Ⴀ࣭⥲ᣓ➼㸪᯽ᕷ♫ᩍ⫱ጤဨ㸪 ᯽ᕷ୰ኸබẸ㤋㸪༓ⴥ┴㸪2014.11.10࣭17㸪12.1. ㅮ₇ ࠕ㢳ᐈ‶㊊ࢆ⏕ࡳฟࡍࢥ࣑ࣗࢽࢣ࣮ࢩ࣮ࣙࣥ㠀ゝㄒ࣓ࢵࢭ࣮ࢪࡢά⏝ࠖ㸦ᑂᰝဨ࣭ㅮ ホࢆᢸᙜ㸧㸪SPC JAPAN ࣞࢭࣉࢩࣙࢽࢫࢺࢥࣥࢸࢫࢺ(㢳ᐈᛂᑐࢥࣥࢸࢫࢺ㸧㸪 㸺ձྡྂᒇ㸪ྡྂᒇᕷ㸪2014.6.30. ղᮾி㸪ᮾி㸦⏣༊㸧㸪2014.7.29. ճ㜰 㸪㜰ᕷ㸪2014.8.25. մ)᪥ᮏ㸪ᮾி㸦㇂༊㸧㸪2014.9.29.㸼 ㄽᩥ㸦༢㸧 ࠕ⚾❧Ꮫ࠾ࡅࡿ㠀ᖖㅮᖌࡢ㞠⏝ၥ㢟㛵ࡍࡿヨㄽⓗ⪃ᐹ -USRࡢどⅬࡽ-ࠖ㸪ࠗ᪥ ᮏ⤒Ⴀ⌮Ꮫㄅ࠘㸪➨21ྕ㸪pp.117-127㸪2014.3. ᏛⓎ⾲㸦༢ ࠕዪᛶࡢⓏ⏝ᰴ౯ࠖ㸪᪥ᮏ⤒Ⴀ⌮Ꮫ➨22ᅇ◊✲Ⓨ⾲㸪㟷ᒣᏛ㝔Ꮫ㸪ᮾி㸪 2014.6.22. ᏛⓎ⾲㸦༢ ࠕዪᛶࡢⓏ⏝ᰴ౯ࣃࣇ࢛࣮࣐ࣥࢫࡘ࠸࡚ࡢᐇド◊✲ࠖ㸪ᅜ㝿⤒Ⴀᡓ␎◊✲Ꮫ ➨7ᅇ ᅜ㸪୰ኸᏛ㸪ᮾி㸪2014.9.14. ㅮ₇➼༢㸧 ࠕ᪥ᮏᶫᏛࠥ᪥ᮏᶫࡢᇶ♏▱㆑ࠥࠖ㸪ᖹᡂ26ᖺᗘ᯽ᕷᑠ୰Ꮫᰯᩍ⫋ဨᏛ㐃ᦠㅮᗙ㸪᪥ᮏ ᶫᏛ㤋Ꮫ㸪༓ⴥ㸪2014.8.6㸬 ㅮ₇➼༢㸧 ࠕࣥࢱ࣮ࢿࢵࢺࡢ᫂ᬯࠖ㸪୕㮚ᕷᩍ⫱ጤဨ㸪୕㮚ᕷ♫ᩍ⫱㤋㸪ᮾி㸪 2014.12.13㸬 ㄽᩥ㸦༢㸧 ࠕὠᓥభᏊࠗ㐂㨱≀ㄒ࠘ࡢࠕࡇࢃࡉࠖࡣ࡞ɆɆࠕ୕ࢶ┠ࠖࢆ୰ᚰɆɆࠖ㸪᪥ᮏᶫᏛ 㤋Ꮫࠕ⣖せࠖ㸪➨13ྕ㸪pp.96-108㸪2014.3. ࢚ࢵࢭ ࠕ㏆ࡈࢁᛮ࠺ࡇࠖ㸪ࠗ᭷ᓥṊ㑻◊✲ࠉሗ࠘㸪➨54ྕ㸪p.1㸪2014.5.1. ㅮᗙ ࠕ୰㧗ᖺࡢᕷẸᏛࠉࡲ࡞ࡧᒇࠉ➨㸰㸮㸯ᅇࠕ㇂ᓮ₶୍㑻ࠗⶑ႞ࡩ࠘ࢆㄞࡴࠖ㸪㹌㹎㹍 ἲேࣃ࣮ࢺࢼ࣮࠺ࡘ㸪᪥ᮏ⏕ࣅࣝࢭ࣑ࢼ࣮࣮࣒ࣝ㸪༓ⴥ㸪2014.9.9. ㅮᗙ ࠕᚿ㈡┤ဢࠗࢡ࣮ࣟࢹࢫࡢ᪥グ࠘ࠖ㸪᪥ᮏᶫᏛ㤋Ꮫබ㛤ㅮᗙ㸪༓ⴥ㸪2014.10.8. ◊✲ࣀ࣮ࢺ㸦༢㸧 ࠕึᖺḟᩍ⫱ࡋ࡚ࡢኟᮇࢢ࣮ࣝࣉయ㦂Ꮫ⩦ࡢ◊✲㸦ࡑࡢ㸰㸧ࠖ㸪᪥ᮏᶫᏛ㤋Ꮫࠗ⣖ せ࠘➨13ྕ㸪pp.37㸫46㸪2014.3㸬 ᏛⓎ⾲㸦༢ ࠕᏛ⚍࠾ࡅࡿ≀ㄒࠖⓎ⾲㸪᪥ᮏᏛ⏕┦ㄯᏛ➨32ᅇ㸪⚄ዉᕝᏛ㸪ᶓᕷ㸪 2014.5.18. 㣤᳃㇏Ỉ ụἑᨻᏊ ᇉ᪥ฟᏊ ᑠụ⿱Ꮚ ◊✲ᴗ⦼ ⸨ᑑᶞ బࠎᮌࡉࡼ బࠎᮌ⏤Ꮚ 139 ᩍဨྡ ✀ู ◊✲ᴗ⦼ ⴭ᭩㸦ඹ㸧 ࠗ᪂ࡋ࠸ᚰ⌮Ꮫࡢࣉ࣮ࣟࢳ࠘㸪ᑠᯘⰾ㑻⦅ⴭ㸪ಖ⫱ฟ∧♫㸪ࠕᚰࡸ㌟యࡀᡂ㛗ࡍࡿ ࠸࠺ࡇࡣ㸸Ⓨ㐩ࡑࡢせᅉࠖ㸪pp.117-118㸪2014.12.15. ⴭ᭩㸦ඹ㸧 ࠗ⮬ࡽᣮᡓࡍࡿ♫ᚰ⌮Ꮫ࠘㸪ᅵ⫧ఀ㒔Ꮚ⦅ⴭ㸪ಖ⫱ฟ∧♫㸪ࠕ⮬ᕫ㛤♧⮬ᕫ࿊♧ࠖ㸪 pp.77-79㸪ࠕ⪅ࡀᏑᅾࡍࡿࡔࡅ࡛ࠖ㸪pp.96-98㸪2014.12.31. ㄽᩥ㸦ඹ㸧 ࠕᩍ㣴ᩍ⫱࠾ࡅࡿᢈุⓗᛮ⪃ࡢ⫱ᡂࡢ᳨ウ㸸ࣛࢸࣥࢢᩍ⫱ࡢほⅬࡽࠖ㸪ࠗᏛᩍ ⫱Ꮫㄅ࠘㸪36ᕳ㸦2ྕ㸧㸪pp.42-44㸪2014.11.28. ᏛⓎ⾲㸦ඹ㸧 ࠕᏛ⏕ࡢḟୡ௦⫱ᡂ㛵ࡍࡿព㆑㛫ⓗᒎᮃࡢ㛵㐃ࠖ㸪᪥ᮏᩍ⫱ᚰ⌮Ꮫ➨56ᅇ 㸪⚄ᡞᅜ㝿㆟ሙ㸪රᗜ┴㸪2014.11.8. ᰘཎᐅᖾ ࡑࡢ ࠕࠗఱࡀศࡗ࡚ఱࡀศࡽ࡞࠸ࡢ࠘ࠗእࡍࡿ࠘ࡇࡢ┦ᛶ㸸᪂ධ⏕ࡢ㸲ᖺᚋࢆ 㸦ࣛ࢘ࣥࢻࢸ࣮ࣈ ᥥࡁ࡞ࡀࡽࡢヨࡳࠖ㸪➨36ᅇᏛᩍ⫱Ꮫ㸪ྡྂᒇᏛ㸪ឡ▱┴㸪2014.5.31. ࣝヰ㢟ᥦ౪⪅㸧 ᮡᮌᜏᙪ ᭹㒊୍ᯞ ཎ⏣ࠉ᧯ ㅮᗙ ࠕࠗ⚾ࡓࡕ࠘ࢆᚰ⌮Ꮫࡍࡿࠖ㸪୰ᒣᏛᅬ㧗➼Ꮫᰯ㸪༓ⴥ㸪2014.6.13. ⴭ᭩㸦ඹ㸧 ࠗࢪࡢ℺㡬♩ɆɆࡑࡢᡂ❧ఏɆɆ࠘㸪᳃㞞⚽㸦⦅㸧㸪ࠕࣥࢻᐦᩍ࠾ࡅࡿ℺㡬 ࡢᒎ㛤ࠖ㸪ἲⶶ㤋㸪pp.58-82㸪2014.10. ⴭ᭩㸦ඹ㸧 ࠗ㏆௦Ꮫၥࡢ㉳※⦅ᡂ࠘㸪⏣ኴ㑻࣭⸨ᕳᏹ㸦⦅㸧㸪ࠕ᐀ᩍྐ◊✲ࡢ㏆௦ᛶɆɆḢ⡿ ࠾ࡅࡿ࢟ࣜࢫࢺᩍ㏆௦ࢆࡵࡄࡿ᐀ᩍ♫Ꮫ⌮ㄽࡽɆɆࠖ㸪ຮㄔฟ∧㸪pp.222244㸪2014.11. ◊✲ࣀ࣮ࢺ㸦༢㸧 ࠕࢵࢧ࣒ࡢឡࡢዪ⚄ࡢ⚍ɆɆᖺࣥࣈࣦ࣮ࢳ࣮⚍ㄪᰝሗ࿌ɆɆࠖ㸪᪥ᮏᶫᏛ㤋 Ꮫࠗ⣖せ࠘13ྕ㸪pp.47-69㸪2014.3. Ꮫ ࢩ࣏ࣥࢪ࣒ࣗ࢘ ࠕᣢ㔠๛ࡢᩍᅋɆɆ␗➃ṇ⤫ࡀ㘒ࡍࡿࣥࢻࡢᩍɆɆࠖ㸪ᮾす᐀ᩍ࠾ࡅࡿࠑ␗ ➃ࠒࢩ࣏ࣥࢪ࣒࢘㸪ᩍᩥᏛ㸪ᮾி㸪2014.9.20. ᏛⓎ⾲㸦༢ "The Formation of Esoteric Buddhism within Mahayana Buddhism: An Interpretation of the Subahuparipriccha"㸪the International Association of Buddhist Studies㸪 Universitaet Wien㸪Austria(Wien)㸪2014.8.19. ᏛⓎ⾲㸦༢ ࠕࢩ࣮࣐ࣕࢽࢬ࣒࠸࠺ほⅬࡽࡢࢡ࣐ࣜ㸦༡ࢪࡢஎዪ⚄㸧ࠖ㸪᪥ᮏ᐀ᩍᏛ㸪ྠᚿ ♫Ꮫ㸪ி㒔㸪2014.9.14. ㅮᗙ ࠕࣥࢻᩍࡢᚰࡢဴᏛɆɆᩍࡢࠗ၏㆑࠘ᛮࢆ⪃࠼ࡿɆɆࠖ㸪᪥ᮏᶫᏛ㤋Ꮫබ㛤 ㅮᗙ㸪༓ⴥ㸪2014.10.14. (2ᅇ㸧 ⴭ᭩㸦ඹ㸧 ࠗḷᩥᏛ㎡࠘㸪ஂಖᮌဴኵ࣭ᖹ㔝⏤⣖Ꮚⴭ㸪ྂࣛࣈ࣮ࣛࣜ㸪ࠕᖹᏳ௦๓࣭ ୰ᮇḷேࡢᮅᗣ࣭⚽ᗣ࣭ᖹᇛኳⓚ࣭ᅉ㤶࣭Ụ༓࣭ྂᢎ㤶Ẋዪᚚ㸪ᖹᏳ௦୰ᮇḷྜࡢᜏ బ⣡ゝᡪྜࠖ㸪2014.12.1 ㅮ₇ ࠕࠗ᭦⣭᪥グ࠘㚷㈹ࠉୖࡢ᪑ぢࡿᗁⓗ࡞ࡳࡎࡳࡎࡋ࠸➹ຊࠖ㸪NPOἲேࣃ࣮ࢺࢼ࣮ ࠺ࡘ㸪༓ⴥ㸦᯽㸧,2014.8.26. ㅮᗙ ࠕⰸⷀࡢྡྃࠗ࠾ࡃࡢࡑ㐨࠘ࢆ୰ᚰࡋ࡚ࠖ㸪᪥ᮏᶫᏛ㤋Ꮫබ㛤ㅮᗙ㸪༓ⴥ㸪 2014.11.18࣭28. (2ᅇ㸧 ㄽᩥ㸦༢㸧 « André Breton et la ‘règle des trois unités’ comme rhétorique temporelle »䠈Le Sur 䇴 réalisme et les arts du spectacle (Mélusine, XXXIV) 䠈pp.73-85䠈2014.1. ㄽᩥ㸦༢㸧 « Remarques sur Watteau vu par Breton »㸪ࠗ᠕⩏ሿᏛ ᪥ྜྷ⣖せࠉࣇࣛࣥࢫㄒࣇࣛ ࣥࢫᩥᏛ࠘㸪➨59ྕ㸪pp.95-106㸪2014.10.31. ㅮᗙ ࠕᮾすᩥὶ㸸ᾋୡ⤮ࣇࣛࣥࢫࠖ㸪᪥ᮏᶫᏛ㤋Ꮫබ㛤ㅮᗙ㸪༓ⴥ㸪2014.9.25. 140 ᩍဨྡ ✀ู ㄽᩥ㸦༢㸧 ᐑධᑠኪᏊ Ᏻ⏣ẚ࿅ᚿ ᰗἑᏕᏊ ◊✲ᴗ⦼ ࠕ㤳㛗ࣅࢪࣙࣥᐇ⌧ࡢⅭࡢ⾜ᨻ⤌⧊ࡢኚ㠉せᅉࡘ࠸࡚ࡢ୍⪃ᐹ㹼᯽ᕷ࠾ࡅࡿ⾜ᨻ⤌⧊ 㢼ᅵᨵ㠉㛵ࡍࡿ⤒ᖺㄪᰝ⤖ᯝࡼࡾ㹼ࠖ㸪᪥ᮏᶫᏛ㤋Ꮫࠗ⣖せ࠘➨13ྕ㸪pp.13-35㸪 2014.3. ሗ࿌࣭㈨ᩱ㸦ඹ㸧 㺀ከỈ‽⮬ᕫᴫᛕࡀ࣮ࣜࢲ࣮⾜ືཬࡰࡍᙳ㡪ࠖ㸪⏣୰ሀ୍㑻࣭ᐑධᑠኪᏊ࣭ᆏ⏣᱒Ꮚ㸪 ࠗ⤒Ⴀ⾜ື⛉ᏛᏛ➨17ᅇᖺḟⓎ⾲ㄽᩥ㞟࠘㸪pp.373-378㸪2014.11.9. ࢚ࢵࢭ ࠕ◊ಟࢆά⏝ࡋࡓබົ⤌⧊ࡢ⫋ሙ㢼ᅵᨵ㠉ேᮦ⫱ᡂࠖ㸪ࠗヨ㦂◊ಟ࠘㸪බົேᮦ㛤Ⓨ ༠㸪pp.30-37㸪2014.5. ࢚ࢵࢭ ࠕ㒊ᒇ࡛⤌⧊ࡢࠕቨࠖࡣゎᾘࡍࡿࡢ㸽㹼ࠗෆ࡞ࡿቨ࠘ࢆᔂࡍࡓࡵ㹼ࠖ㸪ࠗRe࠘㸪 ᘓ⠏ಖࢭࣥࢱ࣮㸪No.183㸪pp.28-31㸪2014.7. ᏛⓎ⾲㸦ඹ 㺀ከỈ‽⮬ᕫᴫᛕࡀ࣮ࣜࢲ࣮⾜ືཬࡰࡍᙳ㡪ࠖ㸪⤒Ⴀ⾜ື⛉ᏛᏛ㸪୍ᶫᏛ㸪ᮾி㸪 2014.11.9. ㅮ₇ ࠕ◊ಟࢆά⏝ࡋࡓබົ⤌⧊ࡢ⫋ሙ㢼ᅵᨵ㠉ேᮦ⫱ᡂࠖ㸪බົேᮦ㛤Ⓨ༠㸪᪥ᮏ⚾❧Ꮫ ᰯ⯆࣭ඹ῭ᴗᅋ㸪ᮾி㸪2014.3.6. ㅮ₇ ࠕᏛ㐍Ꮫ࢟ࣕࣜࡘ࠸࡚⪃࠼ࡿࠖ㸪᯽ᕷ❧᯽㧗ᰯ㸪༓ⴥ㸪2014.11.6. ㅮ₇ ⫋ሙయ㦂ࠕᑗ᮶ࡢ࢟ࣕࣜ㐍Ꮫࡘ࠸࡚⪃࠼ࡼ࠺ࠖ㸪᯽ᕷ❧୰ཎ୰Ꮫᰯ㸪᪥ᮏᶫᏛ㤋 Ꮫ㸪༓ⴥ㸪2014.11.11. ㅮ⩦ ࠕ㎰ᯘỈ⏘┬ㄢ㛗ࣅࢪ࣭࣐ࣙࣥࢿࢪ࣓ࣥࢺ◊ಟࠖ㸪㧗ᑿ◊ಟᡤ㸪ᮾி㸪2014.8.20. ㅮ⩦ ࠕᰯ㛗Ꮫᰯ⤒Ⴀሿࠖ㸪ୡ⏣㇂༊ᩍ⫱ጤဨ㸪ୡ⏣㇂༊ᩍ⫱ࢭࣥࢱ࣮㸪ᮾி㸪2014.8.22. ⩻ヂ㸦༢㸧 F.A.ࢥࣥࢢ࣮ࣦࣜ㸪ࠗࢳ࣮ࣕࣝࢬ࣭࣐ࢡࣜࣥఏ࠘㸪ࠗ᪥ᮏᶫᏛ㤋Ꮫⱁ⾡ࣇྀ࢛࣮࣒ࣛ᭩ 4࠘㸪᪥ᮏᶫᏛ㤋Ꮫ㸪pp6-46㸪2014.2.10. ⩻ヂ㸦༢㸧 ࢪ࣭ࣙࣥࢧ࣮ࣔࣥࢻ㸪ࠗࣃࣥࢺ࣐࣒ࠉࣁ࣮ࣞࢡ࣭ࣥࢩ࢙ࣃ࣮ࢻ࠘㸪ᩥᏛྠேㄅࠗ㣕 ⩧࠘㸪37ྕ㸪pp.185-212㸪2014.11.20. ◊✲◊✲Ⓨ⾲ ࠕ18ୡ⣖ࢠࣜࢫ࠾ࡅࡿࣁ࣮ࣞࢡࣥࡢኚᐜ㸫2సࡢࣃࣥࢺ࣐࣒ࠗࣁ࣮ࣞࢡ࣭ࣥࢻ ࢡࢱ࣮࣭ࣇ࢛࣮ࢫࢱࢫ࠘ࢆ୰ᚰࡋ࡚ࠖ㸪すὒẚ㍑₇◊✲7᭶㸪ᮾி㸪2014.7.19. ◊✲ ࢩ࣏ࣥࢪ࣒࢘ ࠕࢩ࣏ࣥࢪ࣒࢘ࠉࢫࢱࢽࣇࣛࣇࢫ࣮࢟ࡣṚࢇࡔ㸽ࠖ㸪すὒẚ㍑₇◊✲12᭶㸪ᮾ ி㸪2014.12.13. ࢚ࢵࢭ 䛂䛄䝬䝄䞊䜾䞊䝇䛅䠛 䛭䜜䛸䜒 䛄䝘䞊䝃䝸䞊䞉䝷䜲䝮䛅䠛䛃䠈᪥ᮏᶫᏛ㤋Ꮫᅗ᭩㤋䠈༓ⴥ䠈2014.7 ㅮᗙ ࠕࠗࣁ࣒ࣞࢵࢺ࠘ࡢㅦ㨩ຊࠖ㸪᪥ᮏᶫᏛ㤋Ꮫබ㛤ㅮᗙ㸪༓ⴥ㸪2014.9.24. ⴭ᭩㸦ඹ㸧 ࠗ⚾ᑠㄝࣁࣥࢻࣈࢵࢡ࠘㸪⚾ᑠㄝ◊✲⦅㸪ຮㄔ♫㸪ࠕࣔࢹࣝၥ㢟ࠖ㸪pp.218-219㸪 2014.3.14. ᭩ホ ᱵ⃝ள⏤⨾ⴭࠗ⚾ᑠㄝࡢᢏἲ࠘㸪ࠗᩥᏛ◊✲࠘㸪➨68㞟㸪ᩥᏛ㸪pp.122124㸪 2014.3.1. ࢚ࢵࢭ ࠕ⚾ᑠㄝࢆㄞࡴᴦࡋࡳࠖ㸪ࠗᏘหᩥ⛉࠘㸪64ྕ㸪pp.168㹼169㸪㫽ᙳ♫㸪2014.12.22. ㅮᗙ ࠕᒾ㔝Ἳ㬆ࠗẘ⸆ࢆ㣧ࡴዪ࠘ࠖ㸪᪩✄⏣Ꮫ࣮࢜ࣉࣥ࢝ࣞࢵࢪ㸪ᮾி㸪2014.5.10. ㅮᗙ ࠕᑠᒣෆ⸅ࠗᕝ➃࠘ࠖ㸪᪩✄⏣Ꮫ࣮࢜ࣉࣥ࢝ࣞࢵࢪ㸪ᮾி㸪2014.5.12. ㅮᗙ ࠕࠗᆓࡕࡷࢇ࠘ࡣ㔠ඵඛ⏕࡛ࡣ࡞࠸ࠖ㸪༡බẸ㤋ദ࣮࢜ࣉࣥ࢝ࣞࢵࢪ㸪༓ⴥ㸪 2014.7.23. ㅮᗙ ࠕኴᐓࠗ᪂ࣁ࣒ࣞࢵࢺ࠘ࠖ㸪᪥ᮏᶫᏛ㤋Ꮫබ㛤ㅮᗙ㸪༓ⴥ㸪2014.9.30. ㅮᗙ ࠕୗᮧ༓⛅ࠗ⾤ࡢᾋᾉ⪅࠘ࠖ㸪᪩✄⏣Ꮫ࣮࢜ࣉࣥ࢝ࣞࢵࢪ㸪ᮾி㸪2014.11.17. ㅮᗙ ࠕ∾㔝ಙ୍ᑠ⏣ཎࠗࢮ࣮ࣟࣥ࠘ࠖ㸪᪩✄⏣Ꮫ࣮࢜ࣉࣥ࢝ࣞࢵࢪ㸪ᮾி㸪2014.11.22. 141 >ᩍᤵ@ ᩍဨྡ 㜿㒊㞝୍ ୕ᯞ⚽Ꮚ ✀ู ㄽᩥ㸦༢㸧 ࠕࠗࣜࣈࢵࢧ࠘ɆɆࢢࣜࣝࣃࣝࢶ࣮ࡢ㯲♧㘓ɆɆࠖ㸪᪥ᮏᶫᏛ㤋Ꮫࠗ⣖せ࠘➨13ྕ㸪 pp.3-12㸪2014.3. ㅮᗙ ࠕࢻࢶ࠾ࡅࡿࠗࣁ࣒ࣞࢵࢺ࠘ࠖ㸪᪥ᮏᶫᏛ㤋Ꮫබ㛤ㅮᗙ㸪༓ⴥ㸪2014.10.1. ㅮᗙ ࠕཎᩥ࡛ㄞࡴࢻࢶᩥᏛ㸸ࢺ࣮࣐ࢫ࣭࣐ࣥࠗ㐨⪅࠘ㅮㄞࠖ㸪᪥ᮏᶫᏛ㤋Ꮫබ㛤ㅮᗙ㸪 ༓ⴥ㸪2014.11.5࣭12࣭19࣭26. (4ᅇ㸧 ㅮ₇➼༢㸧 ࠕᡃⓗ≿Ꮫஅ㊰Ɇ㝡`᫂䈍ḷకᡃ“≿Ꮫ”ᡂ䮵Ɇࠖ㸪ிᏛᅜ㝿₎Ꮫᐙ◊ಟᇶᆅ“ᅜ䱻≿Ꮫ ◊✲அᅇ亴๓▚Ɇᡃⓗ≿Ꮫஅ㊰”◊✲䇤㸪ிᏛ㸪୰ᅜ(ி)㸪2014.9.2-4. ᭩ホ ࠕࣛࣥࢽࣥࢢᏛཧຍࡋ࡚ࠖ㸪ࠗࣛࣥࢽࣥࢢᏛሗ࠘㸪➨32ྕ㸪㹮.33㸪2014.3.14. ㅮᗙ ࠕⱝࡉᗣࢆࢧ࣏࣮ࢺࡋࡲࡍ㸟Ɇ࣑ࢽࢸࢽࢫɆࠖ㸪᪥ᮏᶫᏛ㤋Ꮫබ㛤ㅮᗙ㸪༓ⴥ㸪 2014.10.21࣭28㸪11.4࣭11࣭18࣭25. 6ᅇ㸧 ⴭ᭩㸦༢㸧 ࠗᚁ㡑ㄽࡢⓏሙ࠘㸪Ḉ㛛᭩ᡣ㸪436㡫㸪2014.9.15. ᏛⓎ⾲㸦༢ ࠕICT(Information and Communication Technology)౫ᣐࡋࡓᏛ⾡ฟ∧₯ࡴ༴㝤㹼 ◊ ✲ᩍ⫱⪅ࡢ❧ሙࡽࡍࡿ㆙࿌ 㹼ࠖ㸪᪥ᮏฟ∧Ꮫ㸪ᅧᏥ㝔Ꮫ㇂࢟ࣕࣥࣃࢫ㸪ᮾி㸪 2014.5.17. ㅮᗙ ࠕᖥᮎࡢ᪂⪺㹼ࠗỤ†᪂⪺࠘ࢆ୰ᚰࠖ㸪᪥ᮏᶫᏛ㤋Ꮫබ㛤ㅮᗙ㸪༓ⴥ㸪2014.10.7. ㄽᩥ㸦ඹ㸧 ࠕཱྀ၁ཱྀ࣭ࢆࡶࡘஙඣࡢẕᏊ┦స⏝ඣࡢⓎ㐩㸪ẕぶࡢᚰ⌮ࢯ࣮ࢩࣕࣝࢧ࣏࣮ ࢺࡢ㛵㐃せᅉࠖ㸪ࠗᑠඣಖ◊✲࠘㸪73(4)㸪pp.555-562㸪2014.7.31. ㄽᩥ㸦ඹ㸧 ࠕ⾑ᾮ࣭චᝈࡢஙᗂඣẕぶࡢẕᏊ┦స⏝ࡢ≉ᚩ㛵㐃せᅉࠖ㸪ࠗᑠඣࡀࢇ┳ ㆤ࠘㸪9(1), pp.38-47, 2014.9 ᏛⓎ⾲㸦ඹ㸧 ࠕNCAST training in Japan: Concurrent training achievements and challenges for the futureࠖ㸪The 15th Biennial NCAST Institute㸪Westin Downdoun Seattle㸪U.S.A 㸦Seattle㸧, 2014.5.30. ᏛⓎ⾲㸦ඹ㸧 ࠕᏛ⏕ࡢḟୡ௦⫱ᡂ㛵ࡍࡿព㆑㛫ⓗᒎᮃࡢ㛵㐃ࠖ㸪᪥ᮏᩍ⫱ᚰ⌮Ꮫ➨56ᅇ⥲ 㸪⚄ᡞᅜ㝿㆟ሙ㸪රᗜ㸪2014.11.8. ㅮᗙ ࠕே㛫ࡢࡇࡇࢁࡢⓎ㐩㸸ぶᏊࡢ㛵ಀᛶࢆ⪃࠼ࡿࠖ㸪᪥ᮏᶫᏛ㤋Ꮫබ㛤ㅮᗙ㸪༓ⴥ㸪 2014.11.13࣭20. 2ᅇ㸧 ㅮ⩦ ࠕ᪥ᮏㄒ∧NCAST㸦Nursing Child Assessment Satellite Training㸧ㅮ⩦ࠖ㸪ஙᗂඣಖ Ꮫ㸪ᮾி་⛉ṑ⛉Ꮫ㸪ᮾி㸪2014.8.26. ㅮ⩦ ࠕ⮫ᗋⓎ㐩ᚰ⌮ኈࠉᣦᐃ⛉┠ྲྀᚓㅮ⩦ࠖ㸪⮫ᗋⓎ㐩ᚰ⌮ኈㄆᐃ㐠Ⴀᶵᵓ㸪ⓑⓒྜዪᏊ Ꮫ㸪ᮾி㸪2014.8.1࣭4. ㅮ⩦ ࠕ⮫ᗋⓎ㐩ᚰ⌮ኈࠉᣦᐃ⛉┠ྲྀᚓㅮ⩦ࠖ㸪⮫ᗋⓎ㐩ᚰ⌮ኈㄆᐃ㐠Ⴀᶵᵓ㸪ி㒔ᩍ⫱ Ꮫ㸪ி㒔㸪2014.8.24. ཷ㈹ ࠕ◊✲ዡບ㈹ࠖ㸪ࠗ⾑ᾮ࣭චᝈࡢஙᗂඣẕぶࡢẕᏊ┦స⏝ࡢ≉ᚩ㛵㐃せᅉ࠘㸪 ᪥ᮏᑠඣࡀࢇ┳ㆤᏛ㸪2014.11. ㈨᱁ྲྀᚓ ࠕ⮫ᗋⓎ㐩ᚰ⌮ኈࠖ㸪⮫ᗋⓎ㐩ᚰ⌮ኈㄆᐃ㐠Ⴀᶵᵓ㸪2014.4.1. 㧗ᶫ᪩ⱑ ℧ᕝಟ࿃ ᑎᮏጁᏊ ◊✲ᴗ⦼ 142 ᩍဨྡ ✀ู ◊✲ᴗ⦼ ◊✲ࣀ࣮ࢺ㸦༢㸧 ࠕ㉁ၥධࡢ⒪ⓗከ㔜ᛶࡢ⪃ᐹࠖ㸪᪥ᮏᶫᏛ㤋Ꮫࠗ⣖せ࠘13ྕ㸪pp.71-80㸪2014.3. 㫽㉺῟୍ Ꮫ ࢩ࣏ࣥࢪ࣒࢘ ࠕᩍ⫱ࢭ࣑ࢼ࣮ࠉࣅࢹ࢜グ㘓ࡼࡿ⒪㠃᥋㸸⒪ᢏἲࠖ㸪᪥ᮏ⢭⚄ศᯒᏛ➨60ᅇ 㸪⚟ᒸᅜ㝿㆟ሙ㸪⚟ᒸ㸪2014.10.31. ᏛⓎ⾲㸦ඹ㸧 ࠕ⢭⚄ศᯒⓗ⒪㐣⛬ࢆ⪃࠼ࡿɆࡑࢀࡒࢀࡢ⒪⪅ࡼࡿᤊ࠼᪉ࠖ㸦ᢸᙜⓎ⾲ࢱࢺࣝ ࠕSWAP-200ࡼࡿ⢭⚄ศᯒ⒪㐣⛬ࡢᐇド◊✲ࠖ㸧㸪᪥ᮏ⢭⚄ศᯒⓗᚰ⌮⒪ἲࣇ࢛࣮ࣛ ࣒➨㸱ᅇ㸪❧㤋Ꮫ㸪ி㒔㸪2014.12.6. ㅮ⩦ ࠕ⤫ྜኻㄪࠖ㸪⢭⚄ศᯒⓗᚰ⌮⒪ἲࢭ࣑ࢼ࣮㸪ᮾி㸪2014 .10.16. ㅮᗙ ࠕ⢭⚄ศᯒⓗほⅬࡽぢࡿࣁ࣒ࣞࢵࢺࡢⴱ⸨ࠖ㸪᪥ᮏᶫᏛ㤋Ꮫබ㛤ㅮᗙ㸪༓ⴥ㸪 2014.11.17. ㅮᗙ ࠕẚ㍑ᩥᆅᇦゝㄒ㸸Ἀ⦖ㄒධ㛛ࠖ㸪᪥ᮏᶫᏛ㤋Ꮫබ㛤ㅮᗙ㸪༓ⴥ㸪2014.9.15࣭22࣭ 29㸪10.6࣭13. (5ᅇ㸧 ㅮᗙ ࠕࡃࡋࡢ᪥ࠉ⨾ࡽጼ⤖࠸㐟ࡧࠖ(㏻ヂ࣭Ἀ⦖ゝㄒᩥゎㄝ㸪グ㘓ࣅࢹ࢜ᙳཷࢆᢸ ᙜ㸧㸪Ἀ⦖┴❧༤≀㤋㸪Ἀ⦖㸪2014.9.4. ཪྜྷᘯ㑣 >ㅮᖌ@ ᩍဨྡ Victor Gorshkov ᒣ⏣▱௦ ✀ู ◊✲ᴗ⦼ ᏛⓎ⾲㸦༢ ࠕኟ┠ၨⴭࠗ21ୡ⣖ࡢICTከᅜ⡠ᴗ࠘᭩ホࠖ㸦ホㄽᐙ㸧㸪ẚ㍑⤒῭యไ◊✲➨33 ᖺḟ◊✲㸪ி㒔Ꮫ⤒῭◊✲ᡤ㸪ி㒔㸪2014.8.29. ᏛⓎ⾲㸦༢ ࠕAnalysis of inward foreign entry of banks into the Russian banking sectorࠖ㸪ẚ㍑⤒ ῭యไ◊✲➨33ᖺḟ◊✲㸪ி㒔Ꮫ⤒῭◊✲ᡤ㸪ி㒔㸪2014.8.30. ◊✲Ⓨ⾲༢㸧 ࠕ᪂⯆ᅜⓎከᅜ⡠㖟⾜ࡘ࠸࡚ࠖ㸪ࠗ᪂⯆ᅜᕷሙࡢከᅜ⡠ᴗࡘ࠸࡚࠘㸪➨1ᅇࢭ࣑ ࢼ࣮ࠕ᪂⯆ᕷሙⓎࡢከᅜ⡠ᴗࢆẚ㍑ࡍࡿࠖ㸪❧㤋Ꮫ⤒῭Ꮫ㸪᪥ᮏẚ㍑⤒ႠᏛ࣭ KIER⤒῭㈈ᅋඹദ㸪❧㤋ᮾி࢟ࣕࣥࣃࢫ㸪ᮾி㸪2014.9.2. ㅮ₇ ࠕࣟࢩ⤒῭࣭♫ࡢ⌧≧ࠖ㸦ᏛᏛ㒊⏕ྥࡅࡢㅮ⩏㸧㸪⚄ዉᕝᏛ㸪⚄ዉᕝ㸪 2014.11.14. ㅮ₇ ࠕ㈠᫆ࡣఱࠖ㸦Ⲉᇛ┴❧ከ㈡㧗➼Ꮫᰯ1ᖺ⏕ྥࡅࡢᏛయ㦂ㅮ⩏㸧㸪᪥ᮏᶫᏛ㤋 Ꮫ㸪༓ⴥ㸦᯽㸧㸪2014.12.11. ㅮ₇ ࣮࣡ࢡࢩࣙࢵࣉ ࠕᩍ⫱ࡢษࡉࢆ⪃࠼࡚ࡳࡼ࠺ࠖ㸦≉ᐃ㠀Ⴀάືἲேࠕࡅ࠸ࡣࢇ࡞ᩥᏛ⾡༠ࠖദ ࡢࠕ➨ᅇࡅ࠸ࡣࢇ࡞୰Ꮫ⏕ᅜ㝿࢟ࣕࣥࣉࠖ㸧㸪ࡅ࠸ࡣࢇ࡞ࣉࣛࢨ㸪ி㒔㸪2014.12.27࣭ 29. ㅮᗙ ࠕࣟࢩ⤒῭ࡢ࠸ࡲࠖ㸪᪥ᮏᶫᏛ㤋Ꮫබ㛤ㅮᗙ㸪༓ⴥ㸪2014.10.18. ⴭ᭩㸦ඹ㸧 ࠗ⏕ᚐᣦᑟ࣭㐍㊰ᣦᑟ࠘㸪㯮ᕝ㞞Ꮚ࣭ᒣ⏣▱௦⦅ⴭ㸪Ꮫฟ∧㸪2014.5.30. ⴭ᭩㸦ඹ㸧 ࠗ᪂ゞ➨2∧ࠉᅗゎ࣭⾲ゎ ᩍ⫱ἲつ࠘㸪ᆏ⏣௮࣭Ἑෆ⚈Ꮚ࣭㯮ᕝ㞞Ꮚ࣭ᒣ⏣▱௦㸪ᩍ⫱㛤 Ⓨ◊✲ᡤ㸪2014.8.1. ㄽᩥ㸦༢㸧 ࠕ᪂௵ᩍဨᑐࡍࡿච⫋ฎศࠖ㸪ࠗᩍ⫋◊ಟ࠘㸪➨500ྕ㸪pp.108-109㸪2014.4.1. ㄽᩥ㸦༢㸧 ࠕබ❧Ꮫᰯᩍဨᑐࡍࡿศ㝈ච⫋ࡢጇᙜᛶࠖ㸪ࠗᏛᰯົ࠘㸪➨65ᕳ➨5ྕ㸪pp.52-57㸪 2014.5.1. ㄽᩥ㸦༢㸧 ࠕ࠸ࡌࡵ⾜Ⅽࡢ㐪ἲᛶࠖ㸪ࠗᩍ⫋◊ಟ࠘㸪➨506ྕ㸪pp.110-111㸪2014.10.1. 143 ᩍဨྡ ✀ู ㄽᩥ㸦ඹ㸧 ◊✲ᴗ⦼ ࠕᩍ⫋ᚿᮃᏛ⏕㸪ᩍ⫋ᑵ࠸࡚࠸ࡿ༞ᴗ⏕ᑐࡍࡿຊ㔞ྥୖྥࡅࡓᨭᐇ㊶ࠖ㸪ᆏ⏣ ௮࣭ᒣ⏣▱௦㸦7ྡ㸧㸪ࠗ᪥ᮏዪᏊᏛ⥲ྜ◊✲ᡤ⣖せ࠘㸪➨ྕ㸪pp.117-187㸪 2014.11.1. ⛉◊㈝ࡼࡿሗ࿌ ࠕ⫈ྲྀ㸪Ꮫฎศࢆⱞࡋࡓ⮬ẅࠖ㸪᪥ᮏࢫࢡ࣮࣭ࣝࢥࣥࣉࣛࣥࢫᏛ㸪᪥ᮏዪ ᏊᏛ㸪ᮾி㒔㸪2014.9.6. 㸦༢㸧 ᭩ホ ࠕᩥ㒊⛉Ꮫ┬㐀ⓗ⯆ᩍ⫱◊✲ࠗᕼᮃࡢᩍ⫱㸫ᣢ⥆ྍ⬟࡞ᆅᇦࢆᐇ⌧ࡍࡿ㐀ⓗ⯆ ᩍ⫱࠘ࠖ㸪ࠗᏛᰯົ࠘㸪➨65ᕳ➨10ྕ㸪pp.80-81㸪2014.5.1. ᭩ホ ࠕᆏ⏣௮ࠗᏛᰯ⌧ሙ࠾ࡅࡿᩍ⫱ἲつᐇ㊶Ꮫ࠙ୗᕳࠚᏛᰯࢺࣛࣈࣝ㸫ᩍ⫋ဨ࣭ᆅᇦᑐᛂ ⦅࠘ࠖ㸪ࠗᏛᰯົ࠘㸪➨65ᕳ➨8ྕ㸪pp.80-81㸪2014.8.1. ᭩ホ ࠕబ⸨༤ᚿ࣭ᒸᮏᬛ࿘ࠗࠕࡺࡾࠖᢈุࡣ࠺ࡘࡃࡽࢀࡓࡢɆୡ௦ㄽࢆゎࡁࡄ ࡍ࠘ࠖ㸪ࠗᏛᰯົ࠘㸪➨65ᕳ➨12ྕ㸪pp.184-185㸪2014.12.1. ࡑࡢ 㸦ゎㄝㄽᩥ࣭ඹ ࡑࡢ 㸦ゎㄝㄽᩥ࣭ඹ ࡑࡢ 㸦ゎㄝㄽᩥ࣭ඹ ࡑࡢ 㸦ゎㄝㄽᩥ࣭ඹ ᒣ⏣▱௦ ࠕಙ⏝ኻቒ⾜Ⅽࡢ⚗Ṇࠖ㸪ูࠗᩍ⫋◊ಟ࠘㸪➨498ྕ㸪pp.45-48㸪2014.2.1. ࠕ⛎ᐦࢆᏲࡿ⩏ົࠖ㸪ูࠗᩍ⫋◊ಟ࠘㸪➨499ྕ㸪pp.45-48㸪2014.3.1. ࠕᏛᰯ㐠Ⴀ༠㆟ࠖ㸪ูࠗᩍ⫋◊ಟ࠘㸪➨501ྕ㸪pp.45-48㸪2014.5.1. ࠕඣ❺ᚅࡢᑐᛂࠖ㸪ูࠗᩍ⫋◊ಟ࠘㸪➨502ྕ㸪pp.45-48㸪2014.6.1. ࡑࡢ 㸦ゎㄝㄽᩥ࣭ඹ ࠕᆅἲᩍ⫱⾜ᨻࡢ⤌⧊ཬࡧ㐠Ⴀ㛵ࡍࡿἲᚊ㸦ᆅᩍ⾜ἲ㸧ࡢᨵṇࠖ㸪ูࠗᩍ⫋◊ಟ࠘㸪 ➨505ྕ㸪pp.44-47㸪2014.9.1. ࡑࡢ 㸦ゎㄝㄽᩥ࣭ඹ ࠕᩍ⫱ᇶᮏἲࡢᨵṇࠖ㸪ูࠗᩍ⫋◊ಟ࠘㸪➨506ྕ㸪pp.44-47㸪2014.10.1. ࡑࡢ 㸦ゎㄝㄽᩥ࣭ඹ ࠕᩍ⫱୕ἲࡢᨵṇϨ㸫Ꮫᰯᩍ⫱ἲࠖ㸪ูࠗᩍ⫋◊ಟ࠘㸪➨507ྕ㸪pp.44-47㸪2014.11.1. ࡑࡢ 㸦ゎㄝㄽᩥ࣭ඹ ࠕᩍ⫱୕ἲࡢᨵṇϩ㸫ᩍ⫱⫋ဨචチἲ࣭ᩍ⫱බົဨ≉ἲࡢᨵṇࠖ㸪ูࠗᩍ⫋◊ಟ࠘㸪 ➨508ྕ㸪pp.44-47㸪2014.12.1. ࡑࡢ ࠕඣ❺ᚅ㸫Ꮫᰯ࣭ᩍ⫋ဨࡢ㈐ົ㸫Ꮫᰯࡀၥࢃࢀࡿ㸫ᩍ⫱ุࡽࡢᩍカ41ࠖ㸪᪥ᮏᩍ 㸦ᩍ⫱ᑓ㛛⣬࣭ඹ㸧 ⫱᪂⪺㸪2014.2.3. ࡑࡢ 㸦ᩍ⫱ᑓ㛛⣬࣭ඹ㸧 ࡑࡢ ࠕ㣧㓇㐠㌿ Ꮫᰯࡀၥࢃࢀࡿ㸫ᩍ⫱ุࡽࡢᩍカ49ࠖ㸪᪥ᮏᩍ⫱᪂⪺㸪2014.4.7. ࠕಟᏛ᪑⾜୰ࡢᨾ Ꮫᰯࡀၥࢃࢀࡿ㸫ᩍ⫱ุࡽࡢᩍカ53ࠖ㸪᪥ᮏᩍ⫱᪂⪺㸪 㸦ᩍ⫱ᑓ㛛⣬࣭ඹ㸧 2014.5.5࣭12. ࡑࡢ ࠕ㐨ᐇᢏᣄྰཎ⣭␃⨨ Ꮫᰯࡀၥࢃࢀࡿ㸫ᩍ⫱ุࡽࡢᩍカ57ࠖ㸪᪥ᮏᩍ⫱᪂⪺㸪 㸦ᩍ⫱ᑓ㛛⣬࣭ඹ㸧 2014.6.9. ࡑࡢ ࠕయ⨩ࡼࡿᩍဨࡢồൾᶒࠉᏛᰯࡀၥࢃࢀࡿ㸫ᩍ⫱ุࡽࡢᩍカ62ࠖ㸪᪥ᮏᩍ⫱᪂ 㸦ᩍ⫱ᑓ㛛⣬࣭ඹ㸧 ⪺㸪2014.7.21. ࡑࡢ ࠕ㒊άື୰ࡢ⇕୰ṚஸᨾࠉᏛᰯࡀၥࢃࢀࡿ㸫ᩍ⫱ุࡽࡢᩍカ65ࠖ㸪᪥ᮏᩍ⫱᪂ 㸦ᩍ⫱ᑓ㛛⣬࣭ඹ㸧 ⪺㸪2014.8.11࣭18. ࡑࡢ ࠕᑠᏛ⏕ࡢࠕᣦᑟᚋ⮬ẅࠖ Ꮫᰯࡀၥࢃࢀࡿ㸫ᩍ⫱ุࡽࡢᩍカ68ࠖ㸪᪥ᮏᩍ⫱᪂⪺㸪 㸦ᩍ⫱ᑓ㛛⣬࣭ඹ㸧 2014.9.8. ࡑࡢ ࠕ⫋ဨࡢᭀ⾜㸫ᢏ⬟ဨࡼࡿ⏕άᣦᑟṇᙜ⾜Ⅽ㸫 Ꮫᰯࡀၥࢃࢀࡿ㸫ᩍ⫱ุࡽࡢᩍ 㸦ᩍ⫱ᑓ㛛⣬࣭ඹ㸧 カ74ࠖ᪥ᮏᩍ⫱᪂⪺㸪2014.10.27. 144 ᩍဨྡ ✀ู ࡑࡢ ◊✲ᴗ⦼ ࠕᩍဨࡢࢃ࠸ࡏࡘ⾜Ⅽ➼ࠊᏛᰯࡀၥࢃࢀࡿ㸫ᩍ⫱ุࡽࡢᩍカ77ࠖ㸪᪥ᮏᩍ⫱᪂⪺㸪 㸦ᩍ⫱ᑓ㛛⣬࣭ඹ㸧 2014.11.17. ࡑࡢ ࠕᰂ㐨㒊⦎⩦୰ࡢᨾࠊᏛᰯࡀၥࢃࢀࡿ㸫ᩍ⫱ุࡽࡢᩍカ81ࠖ㸪᪥ᮏᩍ⫱᪂⪺㸪 㸦ᩍ⫱ᑓ㛛⣬࣭ඹ㸧 2014.12.15࣭22. ࡑࡢ㸦࣓ࢹ ࠕ➨㸲ᅇࢫࢡ࣮࣭ࣝࢥࣥࣉࣛࣥࢫබ㛤ࢩ࣏ࣥࢪ࣒࢘ሗ࿌ࠕయ⨩ၥ㢟Ꮫᰯ࣭ᩍ⫋ ဨࠖࠖ㸪ࠗᏛᰯົ࠘㸪➨65ᕳ➨5ྕ㸪pp.30-33㸪2014.5.1. ࡢᥖ㍕㸧 ᏛⓎ⾲㸦ඹ ࠕ“♫య⫱”࠾ࡅࡿᩍᖌࡢᙺ㸪⨨㸫ᆅᇦ㐃ᦠ㸪ᩍ⫱ศ㔝࠾ࡅࡿ࢘ࢺ࣮ࣜࢳ࠸ ࠺どⅬࡽ㸫ࠖ㸪᪥ᮏᩍᖌᏛᏛ㸪⎔ኴᖹὒᏛ㸪ᒸᒣ┴㸪2014.3.9. ᏛⓎ⾲㸦ඹ ࠕ⮬↛⅏ᐖࡼࡿᨾἲⓗ㈐௵㸫ᩍ⫱ุࡢືྥᐤࡏ࡚㸫ࠖ㸪᪥ᮏಖ⫱Ꮫ㸪㜰⥲ ྜಖ⫱Ꮫ࣭㜰ᇛ༡ዪᏊ▷ᮇᏛ㸪㜰ᗓ㸪2014.5.17. ᏛⓎ⾲㸦ඹ ࠕࠕᆅ᪉࠸ࡌࡵ㜵Ṇᇶᮏ᪉㔪ࠖࡢ᳨ウࠖ㸪᪥ᮏᩍ⫱ไᗘᏛ㸪㧗▱Ꮫ㸪㧗▱┴㸪 2014.11.8. ㅮ₇ ࠕᏛᰯᨾ࣭ᩍဨࡢ᭹ົ 㸫Ꮫᰯࢺࣛࣈࣝࡢᑐᛂ㸫ࠖ㸪᪥ᮏዪᏊᏛᩍ⫋ᩍ⫱㛤Ⓨࢭࣥ ࢱ࣮ࠕᑵ⫋ᨭࡢࡓࡵࡢ࣮࣡ࢡࢩࣙࢵࣉࠖㅮᖌ㸪᪥ᮏዪᏊᏛ㸪ᮾி㒔㸪2014.2.23. ㅮ₇ ࠕࢫࢡ࣮࣭ࣝࢥࣥࣉࣛࣥࢫɆ࠸ࡌࡵᑐᛂࡢ༴ᶵ⟶⌮Ɇࠖ㸪ᶓᕷᩍ⫱ጤဨࠕᖹᡂ26 ᖺᗘ㒊Ꮫᰯ㐠Ⴀࢧ࣏࣮ࢺᴗࠉᑓ㛛ᐙࡼࡿඛ⏕Ꮫᰯࡢࡓࡵࡢࢫ࢟ࣝࢵࣉㅮᗙࠖㅮ ᖌ㸪ᶓᕷ❧㯮㡲⏣ᑠᏛᰯ㸪⚄ዉᕝ┴㸪2014.9.18. ㅮ₇ ࠕ࠸ࡌࡵᑐᛂࡢ༴ᶵ⟶⌮Ɇ࠸ࡌࡵ㜵Ṇᑐ⟇᥎㐍ἲࢆ୰ᚰɆࠖ㸪ᶓᕷᩍ⫱ጤဨࠕᖹᡂ 26ᖺᗘ㒊Ꮫᰯ㐠Ⴀࢧ࣏࣮ࢺᴗࠉᑓ㛛ᐙࡼࡿඛ⏕Ꮫᰯࡢࡓࡵࡢࢫ࢟ࣝࢵࣉㅮᗙࠖ ㅮᖌ㸪ᶓᕷ❧ᮾᮏ㒓ᑠᏛᰯ㸪⚄ዉᕝ┴㸪2014.10.23. ㅮ₇ ࠕࢫࢡ࣮࣭ࣝࢥࣥࣉࣛࣥࢫ 㸫Ꮫᰯᨾ㸪࠸ࡌࡵࡢ༴ᶵ⟶⌮㸫ࠖ㸪ᶓᕷᩍ⫱ጤဨ ࠕᖿᩍㅍ◊ಟࠖㅮᖌ㸪ᶓᕷᩍ⫱ጤဨ㒊Ꮫᰯᩍ⫱ົᡤ㸪⚄ዉᕝ┴㸪2014.11.6. ㅮᗙ ࠕዪᏊࡢᩍ⫱ࠖ㸪᪥ᮏᶫᏛ㤋Ꮫබ㛤ㅮᗙ㸪༓ⴥ┴㸪2014.12.9. ㅮ⩦ ࠕ࡛Ꮫࡪ㸪࠸ࡌࡵ㸪య⨩㸪Ꮫᰯᨾࠖ㸪㸦ᢸᙜㅮ⩦ࠕᩍ⛉ᣦᑟ࣭⏕ᚐᣦᑟࡑࡢᩍ⫱ ࡢᐇ㛵ࡍࡿ㡯ࠖ㸦㑅ᢥ㡿ᇦ㸧㸧ᩍဨචチ≧᭦᪂ㅮ⩦ㅮᖌ㸪᪥ᮏዪᏊᏛ㸪ᮾி㒔㸪 2014.8.21. ᒣ⏣▱௦ 146 ᪥ᮏᶫᏛ㤋Ꮫ⣖せ ᢞ✏つ๎ 㸬ᮏㄅࡣᩍ⫱㺃◊✲㛵ࡍࡿࠕཎⴭㄽᩥࠖࠊ ࠕ◊✲ࣀ࣮ࢺࠖࠊ ࠕሗ࿌㺃㈨ᩱࠖࠊ ࠕ᭩ホࠖ➼ࢆᥖ㍕ࡍࡿࠋ 㸬ࠕཎⴭㄽᩥࠖ➼ࡣᮍබหࡢࡶࡢ㝈ࡿࠋ 㸬ᢞ✏ࡢ㈨᱁ࡣཎ๎ࡋ࡚ᮏᏛࡢᑓ௵࠾ࡼࡧව௵ࡢᩍ⫋ဨࡍࡿࡀࠊᮏᏛ㛵㐃ࢆࡶࡘ◊✲⪅ࢆㄆࡵ ࡿሙྜࡀ࠶ࡿࠋ 㸬 ࠕཎⴭㄽᩥࠖࠊ ࠕ◊✲ࣀ࣮ࢺࠖࠊ࠾ࡼࡧࠕሗ࿌㺃㈨ᩱࠖࡣ୍⯡ᢞ✏ࢆཎ๎ࡍࡿࡀࠊ ࠕሗ࿌࣭㈨ᩱࠖ ࠊ ࠕ᭩ ホࠖ➼ࡣጤဨࡀᇳ➹ࢆ౫㢗ࡍࡿሙྜࡀ࠶ࡿࠋ 㸬ᮏㄅᥖ㍕ࡍࡿཎ✏ࡢ᥇ྰࡣࠊ⣖せ⦅㞟ጤဨ࡛ᑂᰝࡢ࠺࠼Ỵᐃࡍࡿࠋ࡞࠾ࠊᢞ✏ཎ✏ᑐࡋ࡚ࡣࠊ ⦅㞟ጤဨࡢጤკࡍࡿᰝㄞ⪅ࡀᰝㄞࡋࠊෆᐜࡢಟṇ➼ࢆせồࡍࡿࡇࡀ࡛ࡁࡿࠋ 㸬ᥖ㍕ࡉࢀࡓㄽᩥ➼ࡢⴭస⪅ࡣࠊᅜ❧ሗᏛ◊✲ᡤࡼࡿ㟁Ꮚ㺃බ㛤ࠊཬࡧᮏᏛ࣮࣒࣮࣍࣌ࢪࡑࡢ ↓ᩱබ㛤ࡍࡿࡇࢆチㅙࡍࡿࡶࡢࡍࡿࠋ 㸬ࡑࢀࡒࢀࡢෆᐜࡣḟࡢせ௳ࢆഛ࠼࡚࠸ࡿࡶࡢࡍࡿࠋ 㸦㸧 ࠕཎⴭㄽᩥࠖࡣࠊၥ㢟࣭᪉ἲ࣭ᡭ⥆ࡁ࣭⤖ᯝ࣭⪃ᐹࡢྛ㒊ศࡽᵓᡂࡉࢀࠊ⊂⮬ࡢㄽ᪨ࡀ᫂☜࡛࠶ ࡿࡇࠋ 㸦㸧ࠕ◊✲ࣀ࣮ࢺࠖࡣࠕཎⴭㄽᩥࠖ‽ࡎࡿෆᐜࡢࡶࡢ࡛࠶ࡿࡇࠋ 㸦㸧 ࠕሗ࿌㺃㈨ᩱࠖࡣࠊᮏᏛᩍ⫱࣭࣒࢝ࣜ࢟ࣗࣛ➼㛵ࡍࡿ⪃ᐹࠊᩍᮦࠊཧ⪃㈨ᩱ࠾ࡼࡧᐇែㄪᰝࡢ ሗ࿌࡞ࡍࡿࠋ ⌮ୖࡢၥ㢟ࡀ⏕ࡌࡿ࠾ࡑࢀࡢ࠶ࡿ◊✲ࡘ࠸࡚ࡣࠊ◊✲⌮ጤဨࡢᑂᰝࢆཷࡅࠊࡉࡽࡣⓎ⾜ ࡉࢀࡓ㏻▱᭩ࡢ」ࢆῧ࠼࡚ࠊጤဨᥦฟࡍࡿᚲせࡀ࠶ࡿࠋ 㸬ᢞ✏ࡣḟࡢせ㡿ࡼࡿࠋ 㸦㸧ཎ✏ࡢྠᩥࡢࢥࣆ࣮㒊ࢆῧࡍࡿࠋ 㸦㸧ཎ✏ࡣ࡞ࡿࡃ㟁Ꮚࣇࣝᙧᘧ㸦:RUG➼㸧࡛ᇳ➹ࡋࠊ㟁Ꮚ፹యࡶࡋࡃࡣ࣓࣮ࣝῧ࡛ᥦฟࡍ ࡿࡇࠋ 㸦㸧ᩥཎ✏ࡣࠊᏐ⛬ᗘ㸦⾜ᩥᏐ⾜ࢆ㡫ࡍࡿ㸧ࡋࠊ$ุ⏝⣬ࢆ⏝࠸ࡿࠋ Ḣᩥཎ✏ࡢሙྜࡣࠊࢫࢺ࣮ࣟࢡ⾜ࢲࣈࣝࢫ࣮࣌ࢫ࡛ᯛ௨ୗࡋࠊ$ุ⏝⣬ࢆ⏝࠸ࡿࠋ 㸦㸧᪥ᮏㄒ࠾ࡼࡧࡑࡢⱥヂࡢ࣮࣮࢟࣡ࢻࢆಶ௨ෆࡘࡅࡿࠋ 㸦㸧㢟ྡࠊᇳ➹⪅ᡤᒓẶྡࡣḢᩥࢆࡍࡿࠋࡲࡓࠊ ࠕཎⴭㄽᩥࠖ࠾ࡼࡧࠕ◊✲ࣀ࣮ࢺࠖࡘ࠸࡚ࡣ ㄒ௨ෆࡢḢᩥᢒ㘓㸦࠾ࡼࡧࡑࡢ᪥ᮏㄒヂ㸧ࢆࡘࡅࡿࠋ 㸦㸧ᮏᩥ࠾࠸࡚❶࣭⠇࡞ࡢグྕࢆࡘࡅࡿሙྜࡣࠊḟࡢࡼ࠺グࡍࡢࢆཎ๎ࡍࡿࠋ ᗎ㺃⤖ㄽࢆ㝖ࡁࠊ ❶࠶ࡓࡿࡶࡢ㸬㸬㸬 ⠇࠶ࡓࡿࡶࡢ㸬㸬㸬 㡯࠶ࡓࡿࡶࡢ㸬㸬㸬㸬㸬㸬 㡯௨ୗࡢࡶࡢ㸬㸬㸬㸬㸬㸬㸬㸬㸬 㸦㸧ᩥᏐࡣࠊᙜ⏝₎Ꮠࠊ⌧௦࡞࡙࠸ࢆཎ๎ࡋࠊᩘᏐࡣ⟬⏝ᩘᏐࠊḢᩥࡣάᏐయࠊ⤫ィグྕࡣ ࢱࣜࢵࢡయ࡛グࡍࠋ 㸦㸧እᅜᆅྡ࣭ேྡࡣཎㄒࢆ⏝࠸ࡿࠋእᅜㄒࡣ࡞ࡿࡃヂㄒࢆࡅࡿࠋࡓࡔࡋࠊ᪥ᮏㄒࡋ࡚័⏝ ࡋ࡚࠸ࡿእᅜㄒࡣ࢝ࢱ࢝ࢼ࡛グࡍࠋ 㸦㸧ᅗ⾲ࡣู⣬ࢺ࣮ࣞࢫࡢ࡞࠸ࡼ࠺ᥥࡁࠊḟࡢࡼ࠺グࡍࠋ ᅗࠊᅗࠊ⾲ࠊ⾲ࠊ)LJXUHࠊ7DEOH ࡞࠾ࠊᮏᩥ୰ᅗ⾲ࡢࢫ࣮࣌ࢫࢆ⟬ࡋ࡚⨨ࢆ᫂グࡍࡿࠋ 147 㸦㸧ὀ࣭ᘬ⏝ᩥ⊩ࡣࠊḟࡢ࠸ࡎࢀࡢ᪉ἲ࡛グ㍕ࡍࡿࠋ ձୖࡁ࡛㸦㸧ࠊ 㸦㸧ࠊ 㸦㸧␒ࡋࠊᮏᩥᮎࠕὀ࣭ᘬ⏝ᩥ⊩ࠖࡋ࡚ࡲࡵࡿࠋ ղᘬ⏝ᩥࡢ┤ᚋ㸦 㸧᭩ࡁࡋࠊ㸦 㸧ࡢ୰ࡣࠊⴭ⪅ྡࠊⓎ⾜ᖺࠊᡤᅾ࣮࣌ࢪࢆグࡋࠊᮏᩥᮎ ࠕᘬ⏝ᩥ⊩ࠖࡋ࡚ࡲࡵࡿࠋࡇࡢࡁࠊ␒ྕࡣࡅࡎࠊᩥࡣⴭ⪅ྡࡢ͆࠶࠸࠺࠼࠾͇㡰ࠊḟ ⱥᩥࡣⴭ⪅ྡࡢ͆ࣝࣇ࣋ࢵࢺ͇㡰グ㍕ࡍࡿࠋ 㹙㹛͆ ͇㸦'DYLV㸪㸹S㸧 ͆ ͇㸦&ROOLQV㸪㸹SS㸧 ࡇࡢሙྜࠊὀࡣࠊୖࡘࡁ࡛㸦㸧ࠊ 㸦㸧ࠊ 㸦㸧␒ࡋࠊᮏᩥᮎࠕὀࠖࡋ࡚ࡲࡵࡿࠋ ͤ㑥ᩥࡢᘬ⏝ᩥࡣࠕ ࡛ࠖࡃࡃࡾࠊḢᩥࡢᘬ⏝ᩥࡣ͇࡛͆ࡃࡃࡿࠋ㛗ᩥࡢᘬ⏝ࡢሙྜࡣࠊ ࠕ ࠖ ࢆࡅࡎࠊ๓ᚋࢆ⾜ࡎࡘ࠶ࡅࠊᘬ⏝㒊యࢆ Ꮠୗࡆ࡚グࡍࠋ ͤղࡢሙྜࠊྠ୍Ⓨ⾜ᖺྠ୍ⴭ⪅ࡢᩥ⊩ࡀ」ᩘ࠶ࡿሙྜࡣࠊ᭱㏆ࡢࡶࡢࡽ㡰ࠊDࠊ Eࡢࡼ࠺༊ูࡍࡿࠋ 㸦㸧ᘬ⏝ᩥ⊩ࡢグ㍕᪉ἲ ձ㞧ㄅㄽᩥࡢሙྜ ⴭ⪅ྡ㸸Ⓨ⾜ᖺ㸪ㄽᩥྡ㸪㞧ㄅྡ㸪ᕳᩘ㸪ྕᩘ㸪ጞࡵࡢ㡯㸫⤊ࢃࡾࡢ㡯㸬 ࠕࢼࣝࢳࢩࢬ࣒ࡢ⌮ㄽ⮬ᕫࡢ⾲㇟ࠖ 㸪 ࠗ⢭⚄ศᯒ◊✲࠘ 㸪➨ᕳ㸪➨ 㸦㸧ᅵᒃ㑻㸸㸪 ྕ㸪㡫㸬㸦㸧&ROOLQV'7㸸͆1RWHVRQWKH+RVSLWDO7UHDWPHQWRI 'LVRUGHUHG<RXWK͇-DSDQHVH-RXUQDORI3V\FKRDQDO\VLV9RO1RSS ղ༢⾜ᮏࡢሙྜ ⴭ⪅ྡ㸸Ⓨ⾜ᖺ㸪᭩ྡ㸪ฟ∧♫ྡ㸪Ⓨ⾜ᆅ㸬 㸦㸧ᒣᮏኴ㑻㸸㸪ࠗỴᐃᶒࡢᡤᅾ࠘㸪ఀ⸨ฟ∧㸪ᮾி㸬 㸦㸧.HUQEHUJ2)㸸,QWHUQDO:RUOGDQG([WHUQDO5HDOLW\-DVRQ$URQVRQ 1HZ<RUN ճ༢⾜ᮏࡢ❶ࡲࡓࡣ୍㒊ࡢሙྜ ⴭ⪅ྡ㸸Ⓨ⾜ᖺ㸪ㄽ㢟ྡ㸪⦅⪅ྡ㸪᭩ྡ㸪ฟ∧♫ྡ㸪Ⓨ⾜ᆅ㸪ጞࡵࡢ㡯㸫⤊ࢃࡾࡢ㡯㸬 㸦㸧ෆ㸸㸪 ࠕᩘᏛⓗㄽ⌮Ꮫࡢᡂ❧ࠖ 㸪⚄㔝្୍㑻㸦⦅㸧 㸪 ࠗ⌧௦ဴᏛࡢࣂࢵࢡ࣮࣎ࣥ࠘ 㸪 ວⲡ᭩ᡣ㸪ᮾி㸪㡫㸬 㸦㸧6PLWK/&㸸͇'H㸚QLQJWKH5ROHRI,QIRUPDWLRQ6FLHQFH͇$ODQ& %RZHQ㸦HG㸧/LEUDU\DQG,QIRUPDWLRQ6WXGLHV,QWHUQDWLRQDO3XEOLVKLQJ &RPSDQ\1HZ<RUNSS㸬 㸦㸧ཎ✏ࡢᮎᑿ⬺✏ᖺ᭶᪥ࢆグධࡋ࡚ᥦฟࡍࡿࠋ 㸦㸧ᇳ➹⪅ᰯṇࡣᰯࡲ࡛ࡍࡿࠋཎ๎ࡋ࡚ຍ➹ಟṇࡣㄆࡵ࡞࠸ࠋ ⣖せ⦅㞟ጤဨ ᨵᐃ ᖹᡂ ᖺ ᭶ ᪥ ዻ‒ ᨼ‒ ࢸ‒ ᚡ‒ 2000 ᖺ㛤ᏛࡋࡓᮏᏛࡣࠊ๓㌟ࡢ▷ᮇᏛ௦ ㄒࡢ㑅ᢥ㎸ࡵࡓᩍ⫱⌮ᛕࡢࡳ࡛࠶ࡿࠋᆅྡࡢ ࢆྵࡵࡿᅄ༙ୡ⣖௨ୖரࡗ࡚༓ⴥ┴᯽ᕷ࠶ ౫ᣐࢆ㞳ࢀࠊ⌮ᛕ౫ࡗ࡚❧ࡕࠊ᪂ࡋ࠸ฟⓎࢆࡍ ࡿࠋࡇࡢ㛫ࠊỤᡞᮇ௨᮶ࡢᆅྡࢆᰯྡྵࡴࡇ ࡿࠋ ᐇ㝿ࡢᡤᅾᆅࡢ㛫࡛ࠊࡇወጁ࡞ᗙࡾᚰᆅ ࡇ࠺ࡋࡓࡇࡽࠊ➨ 14 ྕ࡞ࡿᮏྕࡣ᪥ᮏᶫ ࢆ⮬ࡽၥ࠺ࡇࡀᗄᗘࡶ࠶ࡗࡓࠋㄝ᫂ࡀ࠶ࢀࡤᰯ Ꮫ㤋Ꮫྡ࡛ห⾜ࡍࡿ᭱ᚋࡢྕ࡞ࡗࡓࠋ࠸ࡗ ྡࡢ⏤᮶ࡣࢃࡿࡶࡢࡢࠊᮏᏛ࠾ࡅࡿࡇࡢၥ࠸ ࡚ࠊឤയẼ⦅㞟ࢆ㐍ࡵࡓࢃࡅ࡛ࡣ࡞࠸ࠋࡇࢀ ࡢ᰿ᗏࡣᩍ⫱ᶵ㛵ࡋ࡚ࡢ⌮ᛕࡸᑗ᮶ࡢ᪉㔪 ࡲ࡛ྠᵝ㞴⏘࡛࠶ࡗࡓࡋࠊၥ㢟Ⅼࡶぢฟࡏࡿࠋ 㛵ࢃࡿၥ㢟ࠊࡘࡲࡾኚ㠉ࡢ㛵㐃ࡀ࠶ࡿࠋࡑࢀࡺ እ㒊ࢆྵࡴከࡃࡢᰝㄞ⪅ࡽࡈ༠ຊࢆ㈷ࡗࡓࡢࡶ ࠼Ꮫࡢ⛣⾜ࡶ⛣⾜ᚋࡶࠊྡ⛠ኚ᭦ࢆ㆟ㄽࡋ ኚࢃࡾ࡞ࡃࠊࡇࡢ᪉ࠎࡣ⦅㞟ጤဨ୍ྠࠊࡇࡢሙ ࡚ࡁࡓࠋࡋࡋ⤖ᒁࡣࠊྲྀࡾ❧࡚࡚ࡁ࡞ኚ᭦ࡣ ࢆࡾ࡚῝ࡃឤㅰࢆ⏦ࡋୖࡆࡿࠋ ᑠつᶍ࡛ࡶᏛࡣᏛ⾡◊✲ᶵ㛵ࡋ࡚ࡢ♫ ࡋ࡞ࡗࡓࠋ ࡑࡇࡣࠊ᪥ᮏᶫ࠸࠺ᆅྡࡀࡶࡘពࡢᣐ ⓗᙺࢆồࡵࡽࢀࡶࡍࡿࠋ᪂Ꮫྡㄞࡳྲྀࢀࡿ ࡾࡾࡀ࡞ࡃࡶ࡞࠸ࠋṔྐⓗࡶᩥⓗࡶ㔜 ⌮ᛕࢆᩍ⫱◊✲ࡢ᪉࡛⏕ࡁࠊ୧㍯ࡀჶࡳྜࡗ せᗘ▱ྡᗘࡀ㧗࠸ࠊࡑࡋ࡚ࠊẕయࡢᏛᰯἲேࡣ ࡚ᶵ⬟ࡍࡿ☜࡞Ꮡᅾࢆᐇ⌧ࡋࡓ࠸ࡶࡢ࡛࠶ࡿࠋ ❧ࡢᆅ࡛࠶ࡿ᪥ᮏᶫᆅ༊࡛ⓒᖺࡢఏ⤫ࡀ࠶ࡿࠊ ᭱ᚋࠊົసᴗ㠃࡛ኚ࠾ୡヰ࡞ࡗࡓᅗ ᭩㤋௵ࡢ୰⏣㊰ᏊẶᇳ➹⪅⦅㞟ጤဨ୍ྠࠊ ࠸ࡗࡓࡼ࠺࡞⌮⏤࡙ࡅࡶ࠶ࡗࡓࠋ ࡋࡋᮏᖺᅄ᭶ࠊᮏᏛࡣࠕ㛤ᬛᅜ㝿Ꮫࠖྡ ཌࡃᚚ♩⏦ࡋୖࡆࡓ࠸ࠋ 㸦⦅㞟ጤဨ㛗 బࠎᮌ ࡉࡼ㸧 ࢆᨵࡵࡿࠋࡇࡢྡࡣᆅྡ㛵ࢃࡽ࡞࠸ࠋ࠶ࡿࡢࡣ ᪥ᮏᶫᏛ㤋Ꮫ⣖せ ➨ 14 ྕ ISSN 1348-0154 ᖹᡂ 27 ᖺ 2 ᭶ 16 ᪥ Ⓨ⾜ ⦅㞟⪅ ᪥ ᮏ ᶫ Ꮫ 㤋 Ꮫ ⣖ せ ⦅ 㞟 ጤ ဨ ጤဨ㛗 బࠎᮌ ࡉ ࡼ ጤ ဨ ᑠ ụ ⿱ Ꮚ బ ⸨ ᗣ ᘅ ᮡ ᮌ ᜏ ᙪ ᑎ ᮏ ጁ Ꮚ Ⓨ⾜⪅ ᪥ᮏᶫᏛ㤋Ꮫ ࠛ277-0005 ༓ⴥ┴᯽ᕷ᯽ 1225-6 TEL 04-7167-8655 FAX 04-7163-0096 http://www.nihonbashi.ac.jp/
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