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現代学生と園芸療法
https://doi.org/10.14990/00003425
https://doi.org/10.14990/0000342575f011bd-c64b-4d7a-89d8-3143e19e9fc2
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
K03232.pdf (1.6 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2019-11-08 | |||||
| タイトル | ||||||
| タイトル | 現代学生と園芸療法 | |||||
| タイトル | ||||||
| タイトル | Students Today and Gardening Therapy | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| キーワード | ||||||
| 主題 | gardening therapy | |||||
| キーワード | ||||||
| 主題 | history of vegetables | |||||
| キーワード | ||||||
| 主題 | disturbed students | |||||
| 資源タイプ | ||||||
| 資源タイプ | departmental bulletin paper | |||||
| ID登録 | ||||||
| ID登録 | 10.14990/00003425 | |||||
| ID登録タイプ | JaLC | |||||
| 著者 |
青木, 健次
× 青木, 健次× 渡里, 千賀 |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | In this paper, gardening therapy is examined as a part of student counseling activities. Gardening therapy is a supplementary way to foster students who have difficulties in improving themselves through verbal interaction. The main activities were growing vegetables. As working together with students, knowledge on cultivation method and vegetables were taught to a good enough extend and this is where psychotherapeutic consideration is needed. The vegetables eaten by us in daily life are the results of efforts made by the humanity over a long period of history and it is still under improvement. On the other hand, touching the soil and growing vegetables are fundamental activities of human being and also the interparticipation of vegetable and human life. By observing the crop plants carefully, providing the necessary care and by growing the plants, we also grow. |
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| 書誌情報 |
甲南大学学生相談室紀要 en : Bulletin of Konan Student Counseling Room 号 25, p. 17-24, 発行日 2018-02-28 |
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| 出版者 | ||||||
| 出版者 | 甲南大学カウンセリングセンター学生相談室 | |||||
| フォーマット | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | application/pdf | |||||
| 著者版フラグ | ||||||
| 出版タイプ | VoR | |||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
