@article{oai:nagoya.repo.nii.ac.jp:02000910,
 author = {酒井, 麻紀子 and SAKAI, Makiko and 横山, 佳奈 and YOKOYAMA, Kana and 吉田, 翔子 and YOSHIDA, Shoko and 井手, しほり and IDE, Shihori and 永田, 雅子 and NAGATA, Masako},
 journal = {名古屋大学大学院教育発達科学研究科紀要. 心理発達科学, Bulletin of the Graduate School of Education and Human Development. Psychology and human developmental sciences},
 month = {Mar},
 note = {The physical environment in which psychotherapy takes place influence the process and effectiveness of the therapy. Particularly in children’s psychotherapy, various environmental factors such as room size, furnishings, and toys may be relevant to the therapy, and the therapist may need to arrange the physical environment with taking these factors into account. However, there are only a few studies that have examined the physical environment of psychotherapy for children. In this study, we focus on the cases of child clients under 18 years of age in a counseling room at a graduate school for clinical psychologists and certified public psychologist, and examine the actual use of each room, the choice of rooms, and the advantages and limitations of the rooms as perceived by the therapists. A questionnaire survey was administered to graduate students who had undergone training to become a clinical psychologist and certified public psychologist at an affiliated counseling room of the graduate school; 36 students responded. This study included cases of clients under 18 years of age who had an intake interview (new cases) or a change of room (change of room cases) during the first year after the new playroom was constructed. For these cases, we asked the therapists about the demographics of the therapist (gender, grade level), the demographics of the client (gender, age, chief complaint), how and why the room was chosen, and the perceived advantages and limitations of using the room. Of the responses, 45 were new cases and 5 were room change cases. In 27 of the 45 new cases, the room was selected by the therapist. Our categorization of the open-ended statements about the reasons for the therapists’ choice of room resulted in the following categories: “toys and equipment”, “room flexibility” and “room size”. The results of categorizing the open-ended statements about the advantages and limitations of using the room showed that the advantages and disadvantages differed from room to room. In addition, these results suggested that what is considered to be the advantage of each room can be perceived as a limitation as well. The characteristics of each therapy room can be either an advantage or a limitation, depending on the case and the client. Therefore, it is necessary for the therapist to consider the characteristics of each room and to devise a physical environment that is appropriate for each client and case.},
 pages = {23--35},
 title = {子どもの心理療法における物理的環境の設定 : 大学院附属相談室の実態をふまえた検討},
 volume = {67},
 year = {2021}
}