{"created":"2023-05-15T09:01:30.842960+00:00","id":2270,"links":{},"metadata":{"_buckets":{"deposit":"0b326dec-7a79-4342-a9e8-ec26e4960ffa"},"_deposit":{"created_by":3,"id":"2270","owners":[3],"pid":{"revision_id":0,"type":"depid","value":"2270"},"status":"published"},"_oai":{"id":"oai:hirosaki.repo.nii.ac.jp:00002270","sets":["375:380:1731462958951:431"]},"author_link":["5973","5165","5131","5970","5976","5166","5164","5133","5129"],"item_5_alternative_title_21":{"attribute_name":"その他のタイトル","attribute_value_mlt":[{"subitem_alternative_title":"School Nurse Teacher's Postures and Children's Cognitions of School Nurse-Teacher (continued)"}]},"item_5_alternative_title_22":{"attribute_name":"タイトル（ヨミ）","attribute_value_mlt":[{"subitem_alternative_title":"ヨウゴ キョウユ ノ シセイ ト ジドウ ノ ヨウゴ キョウユ ニンチ 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中学生群において,立位中性型旧姿勢は養護教諭について規範的あるいは順応的な,葛藤する面の認知を,前傾親和型新姿勢は向社会的,知的,開放的な,健康に機能する面の認知を促すこと.②学年が高くなる程,生徒はAを頂点として他の4つの自我状態カテゴリーを平準化した,いわゆるA優位適応タイプに類似の養護教諭認知を持つようになること｡③保健室に来る生徒側から見れ\nば,前傾親和型は生徒の自我状態に任せる,保証する形で生徒との関係を生徒主導的に持てる姿勢メッセージを伝えていること,などが知られた。","subitem_description_type":"Abstract"}]},"item_5_description_7":{"attribute_name":"引用","attribute_value_mlt":[{"subitem_description":"弘前大学教育学部紀要. 92, 2004, p.127-131","subitem_description_type":"Other"}]},"item_5_full_name_2":{"attribute_name":"著者(ヨミ)","attribute_value_mlt":[{"nameIdentifiers":[{"nameIdentifier":"5165","nameIdentifierScheme":"WEKO"}],"names":[{"name":"オオタ, セイコウ"}]},{"nameIdentifiers":[{"nameIdentifier":"5973","nameIdentifierScheme":"WEKO"}],"names":[{"name":"ストウ（ナガミネ）, ノリコ"}]},{"nameIdentifiers":[{"nameIdentifier":"5131","nameIdentifierScheme":"WEKO"}],"names":[{"name":"ハヤカワ, 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