Sachiko Shojima
| Faculty of Health and Medical Science,Department of Psychology | Associate Professor |
Last Updated :2025/11/19
■Researcher basic information
■Career
Career
Educational Background
Member History
■Research activity information
Paper
- Effect of a suicide prevention program in potentially high-risk adolescents defined by behavioral inhibition and behavioral activation systems
原田知佳; 畑中美穂; 川野健治; 勝又陽太郎; 川島大輔; 荘島幸子; 白神敬介; 川本静香
心理学研究, 2019 - "Aida" as a Field of Qualitative Research:For Description and Grasping of Life
Okura Tokushhi; Shojima Sachiko; Takata Yoshinori
Qualitative Psychology Forum, 2016 - 【性の多様性と学校での対応】学校における性的マイノリティに対する支援
Oct. 2015 - The measurement for evaluation of suicide prevention education programs in junior high school
白神敬介; 川野健治; 勝又陽太郎; 川島大輔; 荘島幸子
自殺予防と危機介入, 2015 - Teachers' difficulties in dealing with students' self-harm and suicide
Suicide prevention and crisis intervention, 2011 - 中学校および高等学校における性的少数者に対する教員の対応と意識
Nov. 2010 - The image scheme of death and suicide
Journal of mental health, Mar. 2010 - 学校での自殺予防について
2010 - A Mother's Retelling of Experiences about Her Child's Desire to Live with Another Gender
Shojima Sachiko
The Japanese Journal of Developmental Psychology, 2010
This paper presents a case study of a mother ("M") whose child ("A") told her that she had a gender identity disorder and wished to live as a male after undergoing sex reassignment surgery. Longitudinal interviews were conducted 3 times over an 18-month period, beginning two years after A's coming-out. The perspectives adopted for analysis were (1) the process by which M retold her experiences with A, (2) M's self-narrative in retelling her experiences with A, (3) M's reconstxuction of the narrative during the interviews. The A-M relationship improved across the 18-month period of interviews. Overall, the process of M retelling her experiences was related to a reorganization of her life experiences, and addressed the fundamental issue of her existence as A's mother. In generating M's narrative, the existence of others (peer and interviewer) was important. It appeared that M's retelling of remorse reflected her lifespan development as a mother, rather than sequential stages of parental adjustment. In addition, the role of the interviewer was understood as helping to elicit M's narrative. - The psychological and relational structural models for a person with "gender identity disorder": generation of the three upper models of "discrepancy", "connecting", and "stepping away from oneself"
Kyoto University research studies in education, 2009
I have longitudinally interviewed for four years a person with "gender identity disorder" (GID) who wished to cross gender because of his gender dysphoria, and his family, The interview data were analyzed using a narrative approach. The aim of my study is in totally recognizing him and his family's experience of living with his GID. In this paper, my five Qualitative studies were reconsidered in the perspective of generating models. Each psychological and relational model generated from five qualitative studies was integrated into upper models. Three upper models were presented here: "discrepancy, " "connecting, " and "stepping away from oneself." In discussion, We considered how these three models functioned in light of a life story of someone with GID and his or her family. This paper enabled a deeper experience of living as a person with GID and living with person having it by connecting all their narratives that were separated from each other's study and reconsidering the psychological and relational models in line with time axis of their life story. - Multilayered contexts in which narrative is generated and interpreted: toward the next narrative based inquiry
Kyoto University research studies in education, 31 Mar. 2008
While narrative based inquiry became one of the main qualitative study and method across a wide variety of disciplines, narrative based inquiry had crowded the field of qualitative study. Also, a definition of "narrative" was not integrated yet. In this paper, drawing Mishler's (1995) model of narrative analysis, three categories of the narrative analysis model (1.Reference and temporal order, 2.Textual coherence and structure, 3. Narrative functions) were described. After examination, the three categories of narrative analysis model, multilayered contexts in which narratives were generated were refocused as an important perspective. Four contexts were extracted and explained, i.e., 1. an aspect of interaction of narratives, 2. an aspect of social action of narratives, and linkage between narrative and social historical contexts, 3. outside narratives and undertone narratives, 4. multi voices and life around the narrator's life. Finally, a connection between narrative and the self was discussed, introducing a concept of "transitional space" (Sclater, 2003) to narrative based inquiry. - 1事例研究再考 : 個を理解するということをめぐって
Mar. 2008 - A Qualitative Study of the Re-organization Process of Self Narrative of a Person with Gender Identity Disorder
Shojima Sachiko
The Japanese Journal of Personality, 2008
Increasingly more people in Japan know gender identity disorder (GID), and many with GID are publicly disclosing their condition and have begun talking about their situation openly through various media channels. We examined the narratives that we obtained through longitudinal interviews with a person with GID over a period of three years. Several transformations in them were identified, and three aspects were analyzed: changes in the person's medical needs and body recognition and acceptance, social relationships, and subjective evaluation of the condition. We found that the person experienced increasingly less body dysphoria and medical needs, experienced an expansion in social relationships and had more experiences of getting along both well and badly with others, and steadily increased the importance attached to living in close relationships with others. In discussion, we conceptualized the process of terminating medical treatment and quitting to describe himself as a person with GID, as that of “narrative about I” becoming at variance with “success narrative” in medical treatment, in which dissolution of a demonic narrative and re-organization of self narrative occurred. - An attempt to bring "undertone narratives" under the traditional narrative approach
SHOJIMA(WAKUI) Sachiko
JAPANESE PSYCHOLOGICAL REVIEW, 2007 - An analysis of self construction of one person with gender identity disorder: generating Rashomon-like knowledge based on same transcripts
Kyoto University research studies in education, 2007
This article explores a Rashomon-like approach for generating two new kinds of knowledge using same transcript, which was obtained from several interviews with a person with gender identity disorder (GID). In the analysis of a transcript, two qualitative methods were employed: self-narrative perspective and discursive psychological perspective. There are two phases of narrative concept: "narrative world" and "story region". In this article, these two phases of narrative were analyzed. Wakui (2006b) focusd only on "narrative world" in narrative using self-narrative perspective, and interpret a meaning of experiences of a person with GID in the "then and there". This article focusing not only "narrative world" but also "story region" using discursive psychological perspective, showing the processes of person's self construction in the "now and here", which is a dialogical and reciprocal context. - 病いの研究をめぐる理論的考察と提言 : 新たな研究アプローチの模索
Mar. 2006 - The Narrative of Self in Opposition to One's Sex:the Case of a Person with "Gender Identity Disorder"
Wakui Sachiko
Japanese Journal of Qualitative Psychology, 2006
The subject of this paper, "Haru" desired to change gender from female to male. Using data obtained mainly throughinterviews with Haru, this paper examined how Haru, a person with GID, learned to live with GID and also relates hispersonal account of GID. This data was then analyzed from the self-narrative perspective. Haru chose to divide hisnarrative into two parts: pre coming-out and post coming-out. In addition, a "transition" story was identified in thedialogue process, linking the two parts of the story. Haru's self-narrative, pre coming-out, shifted back & forth interms of his understanding of his sexuality. The transition story contained a self-narrative by which Haru explainedthat he had a disorder. He expressed his disorder as it related to several contexts: personal, social and medical. Postcoming-out, Haru's self-narrative was divided into seven phases.
MISC
- 特集：多様な青年たちへの支援と配慮「多様な性を生きる青年をどう支えるか―みえない存在を前提に―」
Oct. 2025 - イメージ画にみる父子関係
Oct. 2025 - 多様な性にひらかれた学校となるために
Aug. 2024 - Image schemas of death and suicide
Sachiko SHOJIMA; Daisuke KAWASHIMA; Kenji KAWANO
22 Jul. 2024, [Reviewed] - LGBTQ等の学生への近年の対応および合理的配慮の事例－時期FD/SD研修会のテーマ候補としての予報
Mar. 2024 - あるゲイカップルの青年期から中年期にかけての発達過程 親密性の概念を手がかりにして
Mar. 2024 - What can we do to ensure that no one is left behind?
Japanese Journal of Clinical Psychology, Mar. 2024, [Invited] - 東京レインボープライドに継続的に参与した⻘年達の経験−性的マイノリティのイベントに展望を持つまでの過程
Nov. 2023 - 中学校教員の「多様な性」に対する意識 ～多様な性を生きる子どもへの対応や性に関する学校教育に対する意識の違いから～
Sep. 2023 - ＜書評＞勝又栄政『親子は生きづらい－“トランスジェンダー”をめぐる家族の物語』金剛出版
Aug. 2023 - 安心感を生起させる雰囲気とは何か－イメージ画と語りによるモチーフの探求
Oct. 2022
Lead - Taking on a gender: Localization and fluctuation of the sexual self in the narratives of "fitting in", "catching up" and "piling up"
The Proceedings of the Annual Convention of the Japanese Psychological Association, Sep. 2022 - fashion as gender work
The Proceedings of the Annual Convention of the Japanese Psychological Association, Sep. 2021
The Japanese Psychological Association - Developmental Process of Assimilating Information on Sexuality and Forming Friendly Attitudes: Based on Interviews with University Students
Jul. 2021, [Reviewed] - 過酷な“通過儀礼”としての就職活動：ジェンダー、セクシュアリティの視点から
Oct. 2020 - Development of the relationship between parents and their children who are sexual minorities: Negative emotions and perceptions after the children come out.
Jul. 2019 - 自分の力を取り戻す（インタビュー第10回 パイオニアに聞く）
Mar. 2018 - The self-formation of a mother with a lesbian daughter: from “accepting her child” to “self-innovation”
Aug. 2014 - ＜書評＞観察・経験の限界を超えて（米盛裕二（著）『アブダクション－仮説と発見の論理』）
Mar. 2014, [Invited] - ＜インタビュー＞性同一性障害の悩みを受け入れられる社会に
Mar. 2013, [Invited] - A Mother Retelling about Experience after Her child Coming-out of Desire to Live with Gender Identity Disorder(2
Jul. 2012 - 死・自殺のイメージスキーマ
2011 - 中学校における自殺予防教育の可能性 教師の困難感からみた自殺予防教育の課題
Aug. 2010 - 中学校における自殺予防教育の可能性 生徒の自傷・自殺に関する経験と学校風土が教師の困難感に及ぼす影響
Aug. 2010 - 「望む性」を生きる自己と家族 ある性同一性障害者とその家族へのナラティヴアプローチ
Aug. 2009 - 聴くという場のなかで生み出される関係性、そして新しい現実へ
Oct. 2008 - 心理学から見た性同一性障害/トランスジェンダー
Jul. 2008 - 「私は性同一性障害者である」という自己物語の再組織化過程 自らを「性同一性障害者」と語らなくなったAの事例の質的検討
Jul. 2008 - 研究対象者をどのように見つけたのか：ハルとわたしの間にあるもの
Jun. 2005 - (当事者)とは何者か? 心理学研究における<当事者>の意味を考える
Sep. 2004
Books and other publications
- 専門書を読む－教員と学生でつくる10講座
Contributor
Apr. 2025 - 小学保健ニュース：一人ひとりちがう“性”を大切にしよう
Supervisor
Aug. 2024 - からだがかたどる発達－人・環境・時間のクロスモダリティ
Contributor
Mar. 2024 - Foundations of Clinical Psychiatry
Joint translation
Dec. 2023 - 養護教諭 ─知っておきたい保健と教育のキーワード─
Contributor
Sep. 2023 - キャリア教育の射程
Contributor
Jun. 2023 - 〈よそおい〉の心理学——サバイブ技法としての身体装飾
Contributor
Jun. 2023
9784762832260 - Child psychology and developmental science
Joint work, Mxed methods in developmental science
Jul. 2022
Lectures, oral presentations, etc.
- ビジュアル・ナラティブとは？－質的研究の新地平
18 Oct. 2025 - 性的マイノリティの『当事者』とは誰か？ －アイデンティティ、境界、支援の視点から考える－
07 Sep. 2025 - PTA心理学（1）学校・教師から見たPTA
05 Sep. 2025 - 「知る」から「ともに学ぶ」へ－LGBTQ＋と教育をつなぐ視点
24 Aug. 2025, [Invited] - PTA心理学の概観と展望－コロナ禍を経て日本のPTAはどのように変わっていくのか
06 Sep. 2024 - 中年期セクシュアルマイノリティにおける心理的発達と家族
06 Sep. 2024 - ナラティヴと質的研究会〈「私をつつむ母なるもの（やまだようこ著作集 第6巻）」を巡って〉
23 Sep. 2023 - 性的マイノリティのパーソナリティ発達
26 Mar. 2022, [Invited]
Research Themes
- 性の多様性をめぐる対話的関係の形成を目指したゲーミング教材の開発と実践
Apr. 2022 - Mar. 2027 - 教育現場における性同一性障害／性別違和の児童・生徒への支援の方法に関する研究
Apr. 2015 - Mar. 2021 - A logitudinal study of the developmental process of"Questioning people"
Grant-in-Aid for Research Activity Start-up
Teikyo Heisei University
Aug. 2013 - Mar. 2015
This study aimed to clarify the developmental processes underlying sexuality by using a qualitative study. We identified the developmental state of “Questioning” (i.e., holding an undefined sexuality). One’s awareness of his or her sexuality arises through interactions with interpersonal relationships (e.g., friends, partners) and communities (e.g., school, workplace). In particular, romantic relationships can elicit gender dysphoria and the desire to be another gender. However they are uncertain about how to express another gender, and they are distressful.
This study also included a theoretical examination of contents of our questionnaire in future longitudinal research into sexuality development. - 思春期性同一性障害における性別違和感と自殺念慮との関連について
Aug. 2010 - Mar. 2012 - 思春期・青年期の性的少数者と自殺予防:学校における自己構築を支えるモデルの構築
2010 - 2012 - Methodology of clinical support and dialogical education based on polyphonic narrative-fieldworks across multiple cultures
Grant-in-Aid for Scientific Research (A)
2008 - 2012
The polyphonic narrative fieldworks were conducted at the main universities in Vienna,London, Hanoi, and Chicago, by qualitative methods and narrative approach. We organizedthe multicultural and cross-disciplinary projects collaborated with psychologists, medicaldoctors and nurses. We presented the new theory of polyphonic narrative and themethodology of polyphonic education and clinical support. The results were published inthe web-site and the book “Polyphonic Narratives Across Multiple Cultures” (Yamada,Y.eds.2013) - 学校における性的少数者の経験と教師および養護教諭の対応：性的少数者の自己構築を支えるモデルの構築
Jul. 2009 - Mar. 2010 - Aug. 2006 - Mar. 2009
- 性同一性障害者とその家族に対する発達的観点からの支援に関するアクションリサーチ
2006 - 2008 - Methodology of Qualitative Psychology in the Research and Education of the Narrative and Field Studies
Grant-in-Aid for Scientific Research (B)
Kyoto University
2004 - 2007
To systematize the research methodology and education for the fields of qualitative psychology and narrative psychology, the following six actions were carried out.
1. Diverse, collaborative research workshops were held at academic meetings based on the three domains of psychology : "development-history",. "education-welfare", and "society-community" (2004-2007).
2. The literature on qualitative psychology and narrative psychology was reviewed and a data base was constructed (2004-2007).
$A web site was constructed for communication. Research methods and products were presented and we collaborated -With international psychologists at international meetings (2004-2007).
4. Three training camps on narrative data analysis and narrative-collaborative workshops were held for training research staff, young researchers, and graduate students (2005-2007).
5. Workshops were used to evaluate the theoretical and methodological integration of narrative and games, in particular, by the production of original games, playing, and reflection.
6. The book "Methodology of Qualitative Psychology : Listening to Narrative" (Yoko Yamada Ed. Tokyo : Shinyosha, 305 pp.) and a report (449 no.) were published (2007).
Social Contribution Activities
- 自分と相手を大切にするために －性と人間関係を考えよう－
lecturer
12 Sep. 2025 - SOGIと多様性
lecturer
24 Jul. 2025 - “性の多様性”について理解を深める
lecturer
06 Jun. 2025 - 学校の中で多様性を活かす～共に生きる空間をどうつくるか～
lecturer
08 May 2025 - 多様な性を生きる子供たちが安心して過ごせる学校とは？～ダイバーシティからインクルージョンへ～
lecturer
23 Aug. 2024 - 多様な性を生きる子供たちが 安心して過ごせる学校とは？ ～ダイバーシティからインクルージョンへ
lecturer
29 Jun. 2024 - 性の多様性と人権 ～誰もが安心して過ごせる学校環境を目指して～
lecturer
21 Jun. 2024 - “性の多様性”について理解を深める
lecturer
31 May 2024 - 多様な人権課題に取り組む学校：誰も取り残さず、成長していく学校となるために
lecturer
14 Feb. 2024 - 14 Feb. 2024 - 性の多様性とはなにか－保育の現場でLGBTQの子どもたちに寄り添う
lecturer
02 Dec. 2023 - “性の多様性”を理解する～教育の現場で LGBTQ+ の子供に寄り添う
lecturer
23 Aug. 2023 - 23 Aug. 2023 - “性の多様性”について理解を深める
lecturer
29 May 2023 - “性の多様性”を理解する～教育の現場でLGBTQ＋の子供に寄り添う～
lecturer
25 May 2023 - “性の多様性”について理解を深める－LGBTQの学生が直面する課題と教員として取り組むべきこと
lecturer
20 Feb. 2023 - 20 Feb. 2023 - 第4回人権尊重教育研修会（校内研修会）兼 検証授業
08 Feb. 2023 - 08 Feb. 2023 - Children's Mental Health and Suicide Prevention
lecturer
10 Dec. 2022 - 10 Dec. 2022 - “性の多様性”を理解する～教育の現場でLGBTQ＋の子供に寄り添う～
lecturer
06 Oct. 2022 - 06 Oct. 2022 - 性の多様性とはなにか－保育の現場でLGBTQの子どもたちに寄り添う
lecturer
06 Aug. 2022 - 06 Aug. 2022 - “多様な性”ってなに？－LGBTQ＋の人々の物語を聴く
lecturer
09 Jul. 2022 - 09 Jul. 2022 - 性の多様性と人権～誰もが安心して過ごせる学校環境を目指して～
lecturer
19 May 2022 - 19 May 2022 - “性の多様性”について理解を深める
lecturer
11 Mar. 2022 - 今、求められる自殺予防教育～支えあえるクラスづくりを目指して
lecturer
01 Feb. 2022 - 性の多様性と人権～誰もが安心して過ごせる学校環境を目指して～
lecturer
14 Jan. 2022 - 多様な性を生きる子供と いかに向き合うか ～誰もが安心して過ごせる学校環境を目指して～
lecturer
15 Nov. 2021 - 15 Nov. 2021 - 学校における 自殺予防教育プログラムGRIP
lecturer
14 Sep. 2021 - 11 Oct. 2021 - 子供の自殺の概況と自殺予防教育
lecturer
29 Jun. 2021 - 多様な性を生きる子供たちを支える －誰もが安全に過ごせる学校を目指して－
lecturer
14 Jun. 2021 - 学校における自殺予防教育プログラムGRIP
lecturer
25 Nov. 2019 - 多様な性を理解する－大学がすべての学生にとって安全に過ごせる場所であるために
lecturer
14 Nov. 2019 - LGBTと職場環境
lecturer
19 Nov. 2018 - 性の多様性を考える－性的指向と性同一性－
lecturer
06 Nov. 2018 - 性（性的指向・性自認）の多様性－性的マイノリティの自殺予防に向けて－
lecturer
25 Aug. 2017 - 性（性的指向・性自認）の多様性－性的マイノリティの自殺予防に向けて－
lecturer
27 Jun. 2017 - 性的マイノリティの子どもたちへの理解と対応
lecturer
02 Nov. 2016 - 性（性的指向・性自認）の多様性－性的マイノリティの自殺予防に向けて－
lecturer
27 Oct. 2016 - 性的マイノリティの子どもたちへの理解と対応
lecturer
30 Oct. 2015 - 性や身体に違和をもつ子どもたちに寄り添う
panelist
28 Oct. 2012 - ゲートキーパー養成について
lecturer
Sep. 2012
