SASAKI Naomi

Ever since Yanagida (2006) proposed that ``not only children but also adults should read picture books、'' the activity of adults reading picture books has been expanding. Picture book therapy is one of these activities. The purpose of this study was to examine participants' subjective experiences based on a qualitative analysis of their "impressions" of participating in picture book therapy. Picture book therapy was conducted once a month. Each session of picture book therapy had a different theme、 such as "Know Yourself" or "Feel Happiness. It consisted of five picture books facilitated by the same reader. Participation was not mandatory、and participants could attend whenever they wanted. The subjective experiences of the participants in the picture book therapy were as follows. Prior to their participation、 participants held the stereotype that "picture books are for children to read" and also had doubts about the effectiveness of the picture book therapy. However、after their participation、 the participants were able to receive various messages from picture books、 which helped them to stabilize their feelings and become aware of their inner world. In addition、 the participants showed behavioral changes、 such as showing compassion and interest in their surroundings and reading picture books in their daily lives.

This study is based on interviews with five war orphans who experienced the absence of a father or brotherin-aw in the postwar period. I examined how surviving family members made sense of the absence of their fathers and brother-in-laws from a narrative perspective. Based on this examination, I discussed family resilience in the face of loss. For bereaved family members, it is not easy to accept the absence or loss of a significant person. However, in order for the survivors to continue to live with the absence or loss of their father, they need to "maintain the foundation of their lives while they and their survivors take on the role of their father," "share memories and feelings for the deceased within the family," and "see the value of feeling a special connection with the deceased even if they cannot share it with other family members. It was considered important to "find value in feeling that there is a special connection with the deceased, even if there are things that cannot be shared with other family members.

In clinical practice, the attitude of the practice supervisor, such as the nurse or teacher, is important because it influences the learning of the nursing students. Nursing students learn a great deal through the relationships they form with nursing subjects (patients, family members, and other nursing subjects) and through the practice of nursing. The attitudes of practice supervisors, patients, and family members are believed to influence nursing students' confidence and motivation for the next stage of their practice. The purpose of this study was to examine how self-compassion, experiences of praise from practice instructors and patients/families, students' own psychological responses to experiences of praise, and achievement of practice goals affect nursing students' sense of on-the-job practice efficacy. Field practice efficacy consisted of "understanding and helping the subject efficacy," "maintaining relationships with friends efficacy," and "maintaining relationships with instructors and learning attitude efficacy. Multiple regression analysis revealed that the experience of being praised for the student's behavior, such as "being praised for working hard" and "being praised for studying well," had an effect on "understanding and helping the target" efficacy. In addition, psychological reactions such as "I feel motivated," "I am happy," and "I feel confident," which occur as a result of being praised, affected "the efficacy of maintaining relationships with friends. In addition, self-compassion, "experience of being praised for behavior," and "achievement of practice behavior goals" influenced "maintenance of relationship with instructor and learning attitude efficacy. This indicated that nursing students being given positive feedback and verbal praise by practice instructors, patients, and family members influenced their achievement of practice behavior goals and their self-efficacy for their next field practice. Key words：nursing students, Attitudes of practice instructors, self-compassion, the experience of receiving praise, self-efficacy for clinical practice