田中 健夫

This research examined aspects of deadlock that students experienced during studying. I illuminated the characteristics of the problems for each academic year based on the consultations for new clients conducted by a student counseling organization (511 cases). Then, using psychological interviews (eight cases) with clients, I examined the essences of their studying problems. As a result, the degrees of unfitness of the clients due to decreased study motivation and poor grades were significant. In the first-year, there was a group of students whose degree of unfitness was so high, that the problem of forming their own autonomy was closely connected to their studying habits. As for the second and third years, problems that had previously been shelved, such as restructuring of the object or subject being studied, etc., had become obvious. As for the fourth year, when they were deciding the shape of their preparations for graduate research and thesis, some students felt anxious about how to represent their studies. It was suggested that enduring these anxieties would have a significant effect, causing them to question their own identity again.

This study investigates the concept of shunning, which can be differentiated from other types of bullying through focusing on the victimizing process, Shunning represents the collective exclusion of an individual by being ignored by their peers and it is the typical type of Ijime (bullying) in Japan. I present two brief cases that describe experiences of classmates being shunned. I examine the cases and then introduce four different positions of the victim's reaction to the experience of being shunned which correspond to four different identity statuses. Papadopoulos (1999) put forward the idea of 'storied community' through his clinical work with refugees, which provides victims with coherent narratives and transitional space as a secure base. This concept seems to have useful applicability in the phenomenon of shunning. However, the devastating dilemma for shunned victims in Japan is that the most available storied community, which could offer them refuge, is the one of 'suicide as revenge on the tormentors'. In this way, the choice is impossible between finding refuge in that story or losing the sense of identity. The implications for the clinician to relate to the victim of shunning are discussed, within the context of this approach.