臨床修士2月期専門
２０２０年度入試問題臨床心理学専攻２月期（専門試験）
設問
I 以下の（a）～（e）について知るところを述べなさい。（40点）
（a）自閉スペクトラム症／自閉症スペクトラム障害 （b）生物心理社会モデル
（c）心理学実験におけるデブリーフィング （d）防衛機制
（e）移行対象
II 以下の（a）～（e）について知るところを述べなさい。（40点）
（a）Sigmund Freud
（b）Lewis Madison Terman （c）Ivan Petrovich Pavlov （d）Eric Berne
（e）Judith Lewis Herman
III 以下の用語について知るところを述べなさい。（20点）
(1) 主効果と交互作用 (2) 第1種の誤りと危険率
（以下余白）
臨床修士2月期小論文－1
２０２０年度入試問題 臨床心理学専攻２月期（小論文）
以下の文章を読み、次の2つの問いについて、それぞれ500文字以内で答えなさい。
〔問題文〕
唐木順三に「途中の喪失」（1950年）という随筆があって、その冒頭にこう書かれています―
このごろ、私の住んでゐる相模原の片隅にもアメリカ人の住宅が百數十軒もできた。ここから 附近の基地までスクール・バスがある。通りの四辻の要所要所にバスがとまつて、アメリカの 學童たちをはこんでゆく。さういふ風景をみながら、便利なものだなあ、といふ感歎よりも、
氣の毒なものだなあ、といふ實感が先に來る。尤も、長雨でどろんこになつた道を、日本の學 童たちが自動車のはねとばす泥をよけながらしよぼしよぼと歩いてゐるのをみると、バスで通 ふのも悪くはないとは思ふ。然し家庭から學校までバスはこばれる學童たちは、途中の樂しみ といふものを喪つてしまつた。近代の文明は人間から次第次第に途中を奪ふ方向へと動いてゐ るが、途中といふ距離を奪つて得た便利といふものと、途中を喪つてしまつた味氣なさとをく らべてみれば、果たしてどちらが幸福かは疑問であらう。
道草をしているとなかなか着かない、、
のとおなじで、わからない、、
というのも、否定の表現の一つで す。「ない」というと、なにか不足とか欠落のイメージがありますが、ほんとうは見えない、、
もの、
ふれられない、、
もののほうに事の真実があり、それが欠損しているという二重否定にこそミソがあり ます。「〜すべきではない」「美しくない」といった義務感や審美感の表出から、「間違っている」「外 れている」という科学や法の指摘、さらには「彼岸」（ここではないもの）への信仰というふうに、
です。
わからないというのは、精神をそのように見えないもの、ふれえないものに向かって駆動する大 事な契機なのに、ひとはついそれを駆除しようとしてきました。それを、わかりやすいフレーズで 押さえ込み、大声でそれをかき消そうとしてきました。
けれどもほんとうに大事なのは、わからないものがあるという感覚そのものではないでしょうか。
政治においてはあまりにも不確定な要素がありすぎて、一つの「正解」をあらかじめ見通すことは できません。政治とは切れているとみなされるアートにおいても、作家は、じぶんの描きたいこと、
表現したいことをあらかじめ知っているわけではありません。ひとがじぶんがここにいることの意 味を問うたりするときには、問いだけがどんどん増幅していって、悲しいかな、死ぬまでその意味 は不明のままです。ちょうどひとがじぶんの顔を終生見ることができないように、ひとが生きてい る意味は当人には最後までわからないものです。
が、そのわからないものへの感覚こそが、わかった気になっているじぶんを破いて、もっと見晴
臨床修士2月期小論文－2
らしのよい場所へとじぶんを引っぱっていきます。わからないという状態はたしかに苦しい。いっ てみればいままでちゃんと息をしていたはずなのに、じぶんにはわかっていないことを知ったがた めに、とたんに無呼吸状態に置かれてしまうからです。じぶんの根っこのところである不明が生じ ると、それをきっかけに不明が、複雑性が、どんどん増大していかざるをえないからです。
どこまで息を詰めていられるか。複雑性の増大にどこまで耐えられるか。すべてはそこにかかっ ています。一所から世界を見透すにはわたしたちは背が低すぎます。見えないさまざまなものでわ たしたちの歴史的な生は編まれています。だから見晴らしのよい場所に立つには努力が要るのです。
意見の異なる人たちとあえて執拗なまでに意見をつきあわせ、交換する必要があるのもそのためで す。寛容という精神は呻きとともにあり、それを乗り越えようとする苦行のなかからしか生まれて きません。
たいせつなことは、わからないけどこれは大事と見定めることができること、そしてそのわから ないものに、わからないまま正確に対応できるということです。アートだって、何を描きたいのか わからないままに、そのわからないものを正確に表現するところに核があるはずです。わかりやす く撓められた表現は、すぐに退屈になってしまいます。異和がすっと消えてしまうからです。
デペイズマン（dépaysement）。居心地の悪いこと、異郷にあること、立ち位置をずらされるこ と。見晴らしのよい場所に出るためには、さしあたってここが確かな場所でなくなることが前提と なります。
わたしの友人は、大学に入って講義を受けて、「話は整合的だがなんかうさんくさいもの」と「話 はよくわからないがなんか凄そうなもの」の区別がつくようになればもう大丈夫、と言っていまし た。わかりやすい話の外にいつも出ること、そしてその無呼吸の状態に耐えつづけること。そうい うため、、
がもてるかどうかに、生きることの意味のすべてがかかっているのだとおもいます。
唐木順三は、先の引用につづけてこう書いていました―
「途中は目的地への最短距離ではなくして、少年たちの共通の廣場であり、空想の花園でもあり、
遊びの場所でもあった」、と。
出典：鷲田清一「わからないことにわからないまま正確に……」『濃霧の中の方向感覚』所収。
晶文社2019年
〔設問〕
問１．本文の主旨についてあなたの理解したことを述べなさい。
問２．臨床心理学の専門家としてクライエントを理解しようとしたときに、筆者が述べている視点 はどのように役に立つと思うか、あなたの考えを述べなさい。
臨床修士2月期英語‐1
2020 年度入試問題 臨床心理学専攻２月期（英語）
（問題文）
以下の文章を読み、解答用紙の設問に答えなさい。
Mobile Phones and Society —How Being Constantly Connected Impacts Our Lives
Mobile phones have become a staple of our society, with everyone from elementary school kids to senior citizens owning at least one. Although mobile applications and texting have made our lives easier, some question the impact they’ve had on the relationships we have with one another.
After losing part of her vision three years ago, Dr. Lisabeth Saunders Medlock, PhD, CLC, owner of Life by Design Coaching, can no longer see her cell phone. She replaced her smartphone with a flip phone that reads out loud to her. “I have a mobile phone that is a basic flip phone where it talks aloud to tell me who is calling and reads all the screens and text aloud,” she says. “I really love the fact I am not always looking at a phone. I can interact and socialize and truly have to be in each moment because I cannot distract or amuse myself with my phone.
“It is also freeing to not really have to respond to emails or even text messages when I choose to not be available. What it forces me and others to do is pick up the phone and talk. Having those dialogues has deepened friendships and allowed me to get to know people better.”
“And if I really needed to use GPS or look up a number, I am usually with a person who can do that for me,” she continues. “I am glad I cannot use a smartphone because it would waste time and energy and probably make me less smart.”
Addicted to Mobile Phones
Todd Starkweather, General Studies program director at South University, Richmond believes a lot of people are at least somewhat addicted to their cell phone.
“I see it frequently in my classes,” he says. “I make certain that students using their phones don’t disturb the learning of others, but do not make an active effort to police an individual who may not be paying attention.” Starkweather says it’s up to the student whether or not they choose to spend class time listening and learning, or wasting their
臨床修士2月期英語‐2
time on the phone. As for the impact mobile phones have made on his own personal life, Starkweather says it’s helped him to stay more connected to family and friends than he was in the past.
“I suppose I’m in much more constant contact with individuals, getting frequent updates,” he says. He remembers the days before mobile phones when it wouldn’t seem like a long time to go eight hours not hearing from close friends or family members. For example, before everyone had mobile phones, he says if a friend went on vacation you probably wouldn’t hear from them while they’re away, but now you often receive frequent updates of their journey from the road.
Although having the ability to connect with anyone, at almost anytime, is convenient, Starkweather doesn’t feel it’s necessary to have the device glued to his side at all times.
“There are times when I simply put the phone away, times I don’t need it,” Starkweather says. “I never take my phone into my classroom when I teach,” Starkweather adds.
“Somehow I’m able to get through that hour and 40 minutes without my phone.”
Mobile Phones Changing Interpersonal Communication
Saunders Medlock advises mobile phone users to set rules and practice good phone etiquette.
“Some of these are no phones at a meal, whether it be at home or eating out; no checking the phone on a date or when you are out with friends; phone is off at critical meetings and set to vibrate at others,” she says. “And it goes without saying you should not be on or using your phone while driving.”
She says people are in the habit of checking their cell phone in short intervals of time, like every five minutes. “I have heard people say that they are afraid they will miss something if they do not do the checking,” she says. “And when people are not doing anything else they tend to interact with their phones to distract or entertain themselves. I have seen people in the line for the restroom playing with their phones.” She believes this constant reliance on mobile phones is having a negative impact on people’s interpersonal skills.
To understand the effect of smartphones and social media on interpersonal communication, she recommends reading the book, Alone Together: Why We Expect More from Technology and Less from Each Other, by Sherry Turkle.
①
臨床修士2月期英語‐3
“The use of texting and Facebook and Twitter and other sites as a form of communication is eroding people’s ability to write sentences that communicate real meaning and inhibit the art of dialogue,” Saunders Medlock says. “It also allows people to communicate without ever seeing each other or hearing a voice, and this has a huge impact in that much communication is done nonverbally or in inflection and tone of voice. We will have a generation that has no clue how to read any of these cues.”
On the other side, Starkweather doesn’t believe mobile phones have necessarily had a negative impact on people’s intrapersonal skills. He notes that people still need to do the same things when they’re communicating, such as making sure conversation is suitable for the audience they’re addressing.
“People still need to make sure they’re saying appropriate things, no matter what the situation,” Starkweather says. “The mobile phone has made it easier to amplify those mistakes.”
Monitoring Children’s Cell Phone Usage
“Research demonstrates that phones are eroding our ability to communicate in face-to-face dialogue and reducing family conversation,” Saunders Medlock says.
“Gone are the days of sitting together at a table and asking the simple question of ‘how was your day?’ But that should not be the case.” She advises parents to set time aside, where no mobile phones or other devices are present, just to spend quality time together as a family.
“Playing old school interactive games as a family is a way to have family fun time,” she says. “And, of course any outdoor family activity is important. It is hard to use a mobile phone and go on a hike or a bike ride.” She recommends that parents limit their children’s access to certain websites, and the downloading of specific mobile applications. She says children should have prepaid phones, so there are limits on talk, texting, and data usage. Parents should check their children’s mobile phones at least once per week, to keep a close watch on what they’re up to, she says.
“My child has an iPod Touch and I have a security access code for the Wi-Fi and I also hook it up to iTunes every week to check what applications she has downloaded,” she says. “If I see one I don't like, I remove it.” “In addition phones could be seen as a privilege so are earned and can be taken away for misbehaviors,” she says. “Parents can also limit phone usage time to a set number of hours per week or day.”
臨床修士2月期英語‐4 By News & Blogs at South University August 10, 2016
Mobile Phones and Society — How Being Constantly Connected Impacts Our Lives from South University Counseling and Psychology, 2016. Reproduced with permission of South University.<https://www.southuniversity.edu/news-and-blogs/2016/08/mobile-phones-and-s ociety-how-being-constantly-connected-impacts-our-lives-137313>
臨床修士2月期英語
（設問）
Ⅰ. 問題文の内容に即して、次の英文の問いに対する答えとして適切なものを、
選択肢
a～dから１つ選び、該当する記号を○で囲みなさい。
1. Which sentence is a summary of this article?
a. Todd Starkweather, General Studies program director at South University, Richmond believes a lot of people are at least somewhat addicted to their cell phone.
b. Mobile phones have become a staple of our society, with everyone from elementary school kids to senior citizens owning at least one.
c. To understand the effect of smartphones and social media on interpersonal communication, she recommends reading the book, Alone Together: Why We Expect More from Technology and Less from Each Other, by Sherry Turkle.
d. Although mobile applications and texting have made our lives easier, some question the impact they’ve had on the relationships we have with one another.
2. What is one way that Saunders Medlock does not use to control her child’s online activities?
a. She uses a security access code for her child’s device.
b. She plays interactive games together with her child on the device.
c. She doesn’t allow her child to have unlimited use of the device.
d. She regularly checks their devices to see what her child has downloaded.
3. What does Todd Starkweather think about cell phones in the classroom?
a. He lets students decide whether or not to use them.
b. He thinks they are useful.
c. He is completely against them.
d. The reading doesn’t say.
4. What are some positive aspects of cell phone use?
a. They can be used even during outdoor activities.
b. They are useful in classrooms.
c. People stay in touch more with family and friends.
d. Children can learn social skills by using them.
臨床修士2月期英語
5. Why does Saunders Medlock say that having a smartphone might make her less smart?
a. She only listens to it and does not interact.
b. It would make her waste a lot of time by constantly looking at it.
c. Her friends will no longer talk to her but only write messages.
d. It won’t help her when she has a real problem.
6. How are cell phones changing communication between people?
a. People are communicating with big numbers of people.
b. Communication is based on reading messages rather than listening.
c. People can control their communication with others.
d. People communicate things that cause social problems.
7. What is inferred about children and cell phones?
a. They want to use them more than their parents allow.
b. They want to take them on hikes.
c. They use them to do their homework.
d. They are more skillful than their parents in using them.
Ⅱ. ①の下線の範囲を日本語で300字以内にまとめなさい。
100
200
300
