Mika Mori
| Graduate School of Clinical Psychology,Professional Degree Program in Clinical Psychology | Professor |
| Graduate School of Health Sciences,Doctoral Program in Clinical Psychology | Professor |
Last Updated :2025/10/31
■Researcher basic information
Degree
- Doctor of Philosophy in Health Science, Graduate School of Medicine, The University of Tokyo, Mar. 2000
- Master of Health Science, Graduate School of Medicine, The University of Tokyo, Mar. 1997
- Bachelor of Health Science, The University of Tokyo, Mar. 1993
- Bachelor of Arts in Psychology, Boston University, May 1991
■Career
Career
Educational Background
- Apr. 1997 - Mar. 2000, The University of Tokyo, Graduate School of Medicine
- Apr. 1995 - Mar. 1997, The University of Tokyo, Graduate School of Medicine
- Apr. 1987 - Mar. 1993, The University of Tokyo, Faculty of Medicine
- Sep. 1989 - May 1991, Boston University, College of Liberal Arts, Department of Psychology
Member History
■Research activity information
Paper
- Dialectical Behavior Therapy（DBT : 弁証法的行動療法）の個人サイコセラピーにおける試み.
2013 - Psychological and Behavioral Reactions to Rheumatoid Arthritis from Appearance of Initial Symptoms to After Definitive Diagnosis
Shikanai Hiroe; Iwamitsu Yumi; Mori Mika; Mabuchi Mayuko; Sakai Yoshie; Iijima Yuko; Hidaka Toshihiko; Kameda Hideto; Kawahito Yutaka; Motonaga Takuro
Stress Science Research, 2013
This study aimed to qualitatively examine psychological and behavioral reactions to rheumatoid arthritis (RA) from the appearance of initial symptoms to after definitive diagnosis. Between February 2011 and August 2011, subjects were recruited by introduction from one patient group and four medical institutions (general hospitals). Twenty patients (mean age: 56.5±10.8 years) provided written consent to participate in the study. We conducted semi-structured interviews with the patients, asking about thoughts, feelings, and conditions from the appearance of initial symptoms to after definitive diagnosis. In order to qualitatively examine patients' psychological and behavioral reactions, we conducted summarizing content analysis. At onset, patients experienced the appearance as well as disappearance of pain. Moreover, patients saw things optimistically. While they mentioned "I don't know what has happened," their only exploratory efforts were to "look up RA in books." At the time of their first visit to a medical institution, patients came to harbor worries and anxieties. They transitioned to consultation behavior, saying, "I'll visit a specialized medical institution." Furthermore, after definitive diagnosis, patients newly came to have emotions and thoughts such as mistrust or a sense of relief regarding doctors and medical professionals, and depression, worry, anxiety, or relief regarding illness. - A Study of the Psychological Support Needs of Rheumatoid Arthritis Patients : Suggestion of the Creation of a Comprehensive Support Program
MORI Mika; MABUCHI Mayuko; SAKAI Yoshie; YASUDA-SHIKANAI Hiroe; IWAMITSU Yumi; IIJIMA Yuko; HIDAKA Toshihiko; KAMEDA Hideto; KAWAHITO Yutaka; MOTONAGA Takuro
Journal of Japanese Society of Psychosomatic Obstetrics and Gynecology, 2013, [Reviewed]
The objective of this study was to investigate the psychological support needs of rheumatoid arthritis (RA) patients and to design a psychological support program. The subjects were 20 RA patients (18 women, 2 men) who were receiving medical treatment. Semi-structured interviews were conducted, and verbatim transcriptions of the interviews were prepared and analyzed by the grounded theory approach. Most of the subjects required telephone counseling, RA-related websites, e-mail counseling, individual in-person counseling, psychoeducation, and participation in a self-help group. The creation of a comprehensive support program by a team consisting of a physician, nurse, and clinical psychologist may improve the quality of life (QOL) of RA patients. Psychoeducation programs required when a definite diagnosis has been made may include : 1) a detailed explanation of RA, 2) physical care, 3) psychological care, and 4) advice in regard to recuperation, and psycho-education programs required at the start of biological drug treatment may incude : 1) a detailed explanation of the effects and side effects, 2) self injection, 3) cost, and 4) anxiety and expectation in regard to biological drugs. Psychoeducation programs required for family members may include : 1) lectures on RA, 2) mental health of RA patients, and 3) mental care for family members. Moreover, a comprehensive support program based on dialectical behavior therapy may be effective as a psycho-logical care model for RA patients, and may contribute to the effectiveness of treat to target. - 外来個人療法における弁証法的行動療法（ DBT ）の部分的試行.
2007 - Sex-role orientation, marital status and mental health in working women
M. Mori; Y. Nakashima; Y. Yamazaki; H. Kurita
Archives of Women's Mental Health, 01 Dec. 2002, [Reviewed] - The trial to evaluate the mental health service in a preparatory school
MOTONAGA Takuro; HAYAKAWA Tosaku; SAKUMA Yuko; NAKANO Ryogo; MORI Mika; HASHIMOTO Kimiko; MABUCHI Mayuko; HIRABE Masaki; MORI Toshio; OKUMURA Yusuke; TSUNOKAWA Masaki; KUMAKURA Nobuhiro
The Japanese Journal of Mental Health, 2002
To evaluate a mental health service in a school, we utilize the method of process evaluation. Process evaluation includes questions about implementation of program operations and how much the service carries out its intented functions. We assess whether the program implements its plan. To evaluate how much the progrom reaches its intended functions, we analyze the outcomes of the service. The service implements 6 programs; 1) setting of mental health counseling rooms, 2) to collect the data of mental health in students population, 3) interaction with school staffs and mental health counselors, 4) mental health education, 5) emergency service and 6) to cooperate with mental health clinic in a community. These program have 6 intented functions; 1) to take care of difficult cases for school staffs, 2) suicide prevention, 3) to release emotional problems interfering with study, 4) program coverage of target population, 5) to cope with main complaints of difficulties with concentration and 6) to deal with students who need psychiatric medical care. The evaluation of implementation indicates that all program implemented to a moderate level. However the level to carry out its intended functions is not sufficient concerning coverage of target population (purpose 4). Since a school has various educational programs, we should develop comprehensive program evaluation strategies to evaluate mental health service in a school. - 性役割と職場におけるメンタルヘルス.
2001, [Reviewed] - The influence of father-daughter relationship and girls' sex-roles on girls' self-esteem
M. Mori
Archives of Women's Mental Health, 15 May 1999, [Reviewed]
MISC
- ストレスとうまく付き合うには―ストレスコーピングとセルフケアー
Feb. 2022 - 多職種で考える最適なリウマチケア 多職種連携で行うリウマチを持つ人への心理的支援
Mar. 2019 - 関節リウマチ患者の心理支援ニーズに関する研究
Jun. 2013
Books and other publications
- 最新女性心身医学 = New textbook of women's psychosomatic medicine : psychosomatic obstetrics and gynecology
Contributor
Aug. 2015
9784907095246
Lectures, oral presentations, etc.
Affiliated academic society
■University education and qualification information
