Mori Sachiko Lab

2021.01.25 / Clinical Psychology

The core of activities at SFC is the "Research Seminars." Faculty and students engage in cutting-edge research activities, thinking together, and students develop advanced expertise by tackling real-world problems.

This is a research seminar that respects student autonomy. While we are relatively strict about students' commitment to their research themes when they join, we then entrust them to their individual initiative and spirit of inquiry. Fundamentally, we value mutual learning and support among seminar members, and I maintain a stance of being available to offer research advice whenever they ask.

My attitude toward students is based on my experience as a clinician. I believe it is crucial for them to learn proactively. Therefore, I want students to value their freedom to learn rather than relying on my pointers and advice. I place importance on their interests and what issues they are conscious of, and together we delve into the latent issues rooted in their past experiences to clarify their research themes. When they use themselves as a starting point, they are forced to confront their own minds. As a result, they often continue with their research themes even after graduation, and these eventually seem to connect to their lifelong pursuits.

Although the theme of this research seminar is "Together with the Elderly," it actually attracts a wide range of people who are conscious of issues related to the "psyche," not just limited to the elderly. We analyze phenomena related to the "psyche" from a clinical psychological approach. At its foundation is an intersubjective perspective: how one's own mind is moved by the words and actions of others, and how one's own words and actions affect the minds of others.

I watch over the students, encouraging them to respect each member of the research seminar and to value an attitude of trying to grasp what others are trying to convey and express.

To give an example of interesting research, one student studied "object loss" in relation to their hometown. "Object loss" refers to the loss of something irreplaceable, including the death of a close relative or the loss of a familiar environment through events like graduation or moving. This student's theme was the experience of people whose hometown, while the rural landscape before them remained unchanged, had "changed in quality" due to contamination from a nuclear power plant.

Another student conducted interviews with 50 people for their Graduation Project, focusing on a single photograph each person chose as "something precious or a treasure." Through the interviews, the life history of each person emerged, and their dreams were shared; the process of this experience was wonderful. After graduating, this student was expected to pioneer innovative fields at the company they joined and is active in many areas outside of work. They continue to conduct interviews about photographs related to various people's lives as their life's work. I believe the stimulation gained from this experience serves as a driving force for generating new ideas.

Now that we have lost our "usual daily lives" due to COVID-19, how are we living through this extraordinary time while maintaining our mental and physical balance? I had a fresh experience through interactions with students in classes held online during the Spring Semester and on-campus during the Fall Semester, centered on how each individual accepts this loss. First, I was surprised that we could have such dense group discussions online. I was particularly impressed by the depth of discussion about experiences "before and after corona." It was a new discovery that the online environment could fulfill a "connecting" function, allowing students to have such shared experiences. On the other hand, when we resumed on-campus classes, I was reminded once again of how brilliantly the vibrant moments we shared there shone.

Graduates have pursued a wide variety of paths. Some, after working for a time, went on to the School of Medicine to become doctors, while others joined a bank and later returned to university to become educators. Many other graduates are also active in society, some advancing steadily in human resources, while others apply their deep interest in the "human psyche" learned in the research seminar.

Professor Mori Sachiko, a clinical psychologist, also researches the elderly, so the theme is broadly set as "the elderly." However, this is a research seminar where students can freely research any topic that contributes to society and is related to psychology. Students pursue research based on their individual backgrounds and interests. Due to the nature of psychology, a great many students conduct their research with a sense of personal involvement.

For example, from the perspective of "the elderly," some students are researching topics related to the love they received from their grandparents or their bereavement. From another perspective, some students began their research based on a past of parental neglect or a background of having a developmental disorder. Because our upbringings and backgrounds are so diverse, I am always stimulated by students who view literature and search for methods from the unique perspective of someone with direct experience.

I believe the greatest appeal and characteristic of this research seminar is that "the humanity and weight of the person become visible in their research."

Although we conduct individual research, during seminar time, we mainly work in groups, advising each other on areas where we are stuck and helping each other improve.

There are two things I feel regarding Professor Mori's attitude toward us students.

First is her "non-intervention." As a clinical psychologist, Professor Mori deliberately does not intervene in the running of the seminar or in group work, leaving it up to the students. I think she is always considering how not to disrupt the students' discussions.

Next is "confronting oneself" through research. Because we are not researching things completely unrelated to us but rather the human "psyche," some students struggle as their own selves become involved in their research. For students who have trouble organizing their emotions, Professor Mori extends a helping hand and stays by their side, providing a sense of security like a "mother." I think she wants us to "confront ourselves" by making ourselves the subject of our research.

In addition to a psychological approach, I have acquired the ability to scrutinize my own background and convey it to others, as well as the skill of deep inquiry by repeatedly asking "why."

Another appeal is being able to connect personal activities with research. I (Mizuochi-san) am a personality on a radio program called "Deaeru Radio Maru Raji" (Kawasaki FM). Through this experience, I came to want to be able to adapt my way of speaking to the radio guests.

When I first joined the research seminar, I was vaguely interested in creating a space where guests could talk easily, but after trial and error in the seminar, I arrived at the "face" and "facial expressions." Incorporating the findings of the French pediatrician Louis Corman (1937), who created morphopsychology, I am working on research to "read a person's personality from the way they laugh."

Students belong to various communities, such as the Athletic Association, and it is very interesting to see the research of students from different environments.

Mori Sachiko, Professor, Faculty of Policy Management Profile

This research seminar attracts students who have a deep interest in the "psyche." The "psyche" includes not only what you feel and think—that is, "real feelings"—but also the inner realm of which you are not aware, the "unconscious." We are often tossed about by the movements of our minds, which are always within us yet not fully conscious. On the other hand, the unknown world within us holds limitless potential for creativity. The true charm of this research seminar is the process of mutual exchange experienced while exploring the world of this mysterious "psyche" together with the seminar members. (Professor Mori Sachiko)

SFC has a diversity of academic fields unimaginable at other universities, with over 160 research seminars. Furthermore, in addition to the faculty, leading figures from various fields appear as guest speakers in classes, and the facilities are state-of-the-art. I don't think there is any other campus with such a well-equipped learning environment.

How you learn is up to you, so at SFC, your student life can become a 0 or a 100 depending on your awareness and motivation for learning. Therefore, I hope that future students will come to SFC with a desire to learn and the courage to dive into unknown fields of study. If you have that, I believe you will have the best university life.

(Nagisa Mizuochi, 4th year, Faculty of Policy Management; Takaharu Murayama, 3rd year, Faculty of Policy Management)

Interview and Production Cooperation: Kuwabara Takeo Lab MC Team