Support reciprocity refers to that the amount of support which individuals receive from their partner in their intimate relationship such as friends, colleagues, married couple, etc. is equal to the amount of support which they give to the partner. I have examined the effects of support reciprocity on mental health among schoolchildren. Results show that support reciprocity have a stronger influence on mental health among senior high school students than elementary and junior high school students.
Stressors related to interpersonal relationships are called interpersonal stressors. Coping with interpersonal stressors is termed interpersonal stress coping. Interpersonal stress coping has three prominent types: constructive coping, distancing coping, and reassessing coping. Constructive coping involves efforts to actively improve, maintain, and/or sustain their relationship. Distancing coping includes attempts to actively damage, disrupt and dissolve the stressful relationship. Reassessing coping contains efforts to patiently wait for an appropriate opportunity, such as a change or improvement in the situation. I have investigated the relations between these three interpersonal stress coping strategies and mental health among schoolchildren and teachers. Several studies, including mine, show that only reassessing coping can reduce depression. Based on these findings, I have also conducted practical intervention aimed at promoting schoolchildren’s use of reassessing coping in order to reduce their stress responses. After the training, elementary and college students in the training group used reassessing coping more frequently than students in the control group. At the same time, the trained college students reported lower stress responses than the control students.
Mindfulness is moment-to-moment, non-judgmental awareness. An intervention technique using meditation, that leads to mindfulness, is called mindfulness meditation training. I conducted group-based mindfulness meditation training among college students every day for two weeks. The trained students’ mood states changed to being pleasant after the daily meditation.
Message to Applicants
I hope that many students who are interested in educational and social psychology will enter Okayama University of Science and take my classes of psychology!
2020 – present: Professor of Educational Psychology, Faculty of Education,
Okayama University of Science, Okayama, Japan
2019 – 2020: Professor of Educational Psychology, Faculty of Economics,
Shimonoseki City University, Yamaguchi, Japan
2009 – 2019: Associate Professor of Educational Psychology, Faculty of Education,
Nagasaki University, Nagasaki, Japan
2005 – 2009: Full-time Lecturer of Educational Psychology, Faculty of Letters,
Doshisha University, Kyoto, Japan
2003 – 2005: Postdoctoral Fellow, Japan Society for the Promotion of Science, Japan
2001: PhD in Psychology, Hiroshima University, Hiroshima, Japan
1994: MA in Psychology, Gakushuin University, Tokyo, Japan
Journal Editorships and Board Memberships
2020 – present: Editorial Board Member of PLOS ONE
2016 – present: Editorial Board Member of Japanese Journal of Personality
2012 – 2015: Editorial Board Member of Journal of Health Psychology Research
2019 – 2020: Vice-president of Shimonoseki City Liaison Conference of Suicide Prevention
2019 – 2020: Vice-president of Shimonoseki City Conference for the Promotion of
Cooperation between Regional and Occupation-Related Insurance
2019 – 2020: Member of Shimonoseki City Conference for the Promotion of Dietary
2019 – 2020: Member of Shimonoseki City Council for Juvenile Issues