Graduate School of Humanities, Fukuoka University

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EDUCATION AND CLINICAL PSYCHOLOGY

Overview

Features of Education and Clinical Psychology Major

This evening graduate school, where you can learn while at the same time holding down a job, makes it its main goal to nurture highly skilled professionals and provide recurrent education for working adults. In the master's program, students will be divided into the field of “education” and “clinical psychology”, and they will develop abilities for research and practice in line with education and clinical psychology in real-life scenarios. The doctoral program is made up of two parts: educational practice and clinical psychology.

In the field of education (master's program), it is possible to obtain a specialized teacher license. In the case of established teachers in particular, licenses for kindergartens, elementary schools, junior high schools, and high schools that have already been acquired can be transferred to a specialized license.

In the field of clinical psychology (master's program), you can become eligible to take the exam to become a certified psychologist. We are a first-class designated graduate school designated by the Foundation of the Japanese Certification Board for Clinical Psychologists. Upon completion of the program, you will be eligible for the clinical psychologist certification exam. Note that the Center for Clinical Psychology has been established as a research and training facility for this major. In addition, training and practice are conducted in cooperation with hospitals and so on.

心理専門職養成に係る「心理実践実習」「心理実習」の現状と今後の展開

心理専門職養成に係る「心理実践実習」「心理実習」の現状と今後の展開

吉岡久美子

障害の重い子どもの目標設定ガイド　第2版

障害の重い子どもの目標設定ガイド　第2版

徳永豊編著

世界のテスト・ガバナンス

世界のテスト・ガバナンス

佐藤仁他編著

重度・重複障害児の対人相互交渉における共同注意

重度・重複障害児の対人相互交渉における共同注意

徳永豊

エンカウンター・グループの新展開

エンカウンター・グループの新展開

本山智敬　他編著

ロジャーズの中核三条件

ロジャーズの中核三条件

本山智敬他編著

わかる・役立つ教育学入門

わかる・役立つ教育学入門

植上一希他編

日常のなかの「フツー」を問いなおす

日常のなかの「フツー」を問いなおす

植上一希・伊藤亜希子編

専門学校の教育とキャリア形成

専門学校の教育とキャリア形成

植上一希著

移民とドイツ社会をつなぐ教育支援

移民とドイツ社会をつなぐ教育支援

伊藤亜希子著

高齢者施設における介護職の高齢者理解を援助する面接法

高齢者施設における介護職の高齢者理解を援助する面接法

吉岡久美子著

青少年の日常性を出発点とした異文化間教育

青少年の日常性を出発点とした異文化間教育

伊藤亜希子代表(科学研究費若手研究(Ｂ)研究成果報告書)

Japan-Australia Partnership in Health Joint Report on Phase2-Mental Health

Japan-Australia Partnership in Health Joint Report on Phase2-Mental Health

Kumiko Yoshioka et.al(日豪共同研究報告書)

中・独・英・米４か国における教育経営学研究の国際的潮流

中・独・英・米４か国における教育経営学研究の国際的潮流

髙妻紳二郎他(日本教育経営学会国際交流委員会)

障害の重い子どもの発達理解ガイド

障害の重い子どもの発達理解ガイド

徳永豊他編著

Curriculum

Master's Program

Elective Required Subjects

Please click on the tab of the field you want to view.

  • Education
  • Clinical Psychology
Subjects Number of Credits
Special Lecture in Educational Anthropology I2 credits
Special Lecture in Educational Anthropology II2 credits
Special Lecture in Educational Anthropology III2 credits
Special Lecture in Educational Anthropology IV2 credits
Special Lecture in Educational Anthropology Ⅴ2 credits
Special Lecture in Educational Anthropology Ⅵ2 credits
Special Lecture in Educational Anthropology Ⅶ2 credits
Special Lecture in Educational Anthropology Ⅷ2 credits
Graduate Seminar in Educational Anthropology I2 credits
Graduate Seminar in Educational Anthropology II2 credits
Graduate Seminar in Educational Anthropology III2 credits
Graduate Seminar in Educational Anthropology IV2 credits
Graduate Seminar in Educational Anthropology Ⅴ2 credits
Graduate Seminar in Educational Anthropology Ⅵ2 credits
Graduate Seminar in Educational Anthropology Ⅶ2 credits
Graduate Seminar in Educational Anthropology Ⅷ2 credits
Special Lecture in Educational Theory of System I2 credits
Special Lecture in Educational Theory of System II2 credits
Special Lecture in Educational Theory of System III2 credits
Special Lecture in Educational Theory of System IV2 credits
Special Lecture in Educational Theory of System Ⅴ2 credits
Special Lecture in Educational Theory of System VI2 credits
Special Lecture in Educational Theory of System Ⅶ2 credits
Special Lecture in Educational Theory of System Ⅷ2 credits
Graduate Seminar in Educational Theory of System I2 credits
Graduate Seminar in Educational Theory of System II2 credits
Graduate Seminar in Educational Theory of System III2 credits
Graduate Seminar in Educational Theory of System IV2 credits
Graduate Seminar in Educational Theory of System Ⅴ2 credits
Graduate Seminar in Educational Theory of System VI2 credits
Graduate Seminar in Educational Theory of System Ⅶ2 credits
Graduate Seminar in Educational Theory of System Ⅷ2 credits
Subjects Number of Credits
Special Lecture on Clinical Psychology I2 credits
Special Lecture on Clinical Psychology II2 credits
Special Studies on Psychotherapy I2 credits
Special Studies on Psychotherapy II2 credits
Research Methods in Clinical Psychology2 credits
Advanced Practices in Clinical Psychology I2 credits
Advanced Practices in Clinical Psychology II2 credits
Seminar in Psychological Assessment I2 credits
Seminar in Psychological Assessment II2 credits

Elective Subjects

Subjects Number of Credits
Special Lecture in Educational Theory of School2 credits
Special Lecture of Moral Education2 credits
Special Lecture in Educational Research Design and Statistics 2 credits
Special Lecture in Educational Theory of Family2 credits
Advanced Theory of Community Education2 credits
Special Lecture in Lifelong Learning 2 credits
Special Lecture of Career Development2 credits
Special Lecture in Comparative Theory of International Education I2 credits
Special Lecture in Comparative Theory of International Education II2 credits
Special Lecture in Intercultural Education2 credits
Special Lecture in Adolescent Education2 credits
Special Lecture of Educational Research2 credits
Special Lecture in Counseling Theory of Education2 credits
Special Lecture on Psychotherapy2 credits
Special Lecture on psychosomatic medicine2 credits
Special Lecture on Clinical Personality2 credits
Administration related to Clinical Psychology2 credits
Special Lecture on Clinical Community Support2 credits
Basic Practicum in Clinical Psychology I2 credits
Basic Practicum in Clinical Psychology II2 credits
Practicum in Clinical Psychology I2 credits
Practicum in Clinical Psychology II2 credits
Support Theory and Applications in Medical and Health Area2 credits
Support Theory and Applications in Social Welfare Area2 credits
Support Theory and Applications in Educational Area2 credits
Support Theory and Applications in Forensics and Criminology Area2 credits
Support Theory and Applications in Industry and Work Area2 credits
Theory and Practice of Psychological Assessment2 credits
Theory and Practice of Psychological Support2 credits
Support Theory and Practice for Family, Group, and Community2 credits
Theory and Practice for Mental Health Education2 credits
Advanced Practical Training in Psychology I2 credits
Advanced Practical Training in Psychology II2 credits
Advanced Practical Training in Psychology III2 credits
Advanced Practical Training in Psychology IV2 credits
Advanced Practical Training in Psychology V2 credits
Special Studies on Statistical Methods in Psychology2 credits
Special Study in Educational Psychology2 credits

Doctoral Program

Educational Practice

Tutorial Academic Subjects Number of Credits
Special Study of Educational Practice I4 or 12 credits
Special Study of Educational Practice II4 or 12 credits
Special Study of Educational Practice III4 or 12 credits
Special Research Lecture of Educational Practice I4 credits
Special Research Lecture of Educational Practice II4 credits
Special Research Lecture of Educational Practice III4 credits
Special Research Lecture of Educational Exploration4 credits
Special Research Lecture of Educational Anthropology4 credits

Clinical Psychology

Tutorial Academic Subjects Number of Credits
Special Research on Clinical Psychology I4 or 12 credits
Special Research on Clinical Psychology II4 or 12 credits
Special Research on Clinical Psychology III4 or 12 credits
Special Research on Clinical Psychology IV4 or 12 credits
Special Studies on Clinical Psychology I4 credits
Special Studies on Clinical Psychology II4 credits
Special Studies on Clinical Psychology III4 credits
Special Studies on Clinical Psychology IV4 credits

Online Syllabus Click here for subject details

Messages from Current Students

KATSUKI Ayumi Admission in 2022,
Master's Program Field of Clinical Psychology
I studied at Fukuoka University for four years and then enrolled in graduate school. The reason I decided to go on to graduate school was because I was approached by a professor who had supported me in seminars since my third year of undergraduate studies. I had my sights set on becoming a school teacher, but while I was still uncertain about taking that step, I decided to attend graduate school as I wanted to learn more specialized knowledge to become a teacher after gaining a great deal of experience and confidence, rather than feeling ambiguous about becoming one.
In fact, in graduate school, I am learning about education in a more substantial and practical way than I ever did as an undergraduate. For example, I was able to participate in surveys and research by professors who are active in diverse fields, and learn from their actual experiences, while interacting and engaging in discussions with a variety of people. Furthermore, as I read literature on education and take part in discussions with professors and other graduate students, I am often made aware of perspectives that I do not possess and consider new directions that education should take. By acquiring this awareness and the ability to see things from multiple perspectives, I am able to reexamine education up to now and consider what a better education entails and what is required to achieve it.
In the process of writing our master's theses, we receive not only individual guidance from our supervisors, but also direction and advice from other professors, senior students, and fellow graduate students, enabling us to advance our research from a multifaceted and interdisciplinary perspective. At the master's thesis concept presentation held in November, I was motivated by the presentations on progress and research results given by my seniors and peers, and I wanted to give my all to make my research even better.
It is precisely because we are blessed with this environment that we are able to engage in these types of fulfilling study and research activities, and we are able to pursue our studies to the highest level. One year after enrolling in the graduate school of this university, I feel that I have grown as a person and am glad that I went on to graduate school. Without resting on my laurels here, I am continuing to lead a fulfilling graduate school life with the aspiration to improve myself.
TAKAHASHI Reina Admission in 2021,
Master's Program Field of Clinical Psychology
I studied at Fukuoka University for four years and entered graduate school. I decided to enter the graduate school because of the very enthusiastic and helpful professors and the abundance of practical training institutions. On campus, there is a clinical psychology center and a school adjustment support classroom "Yutoria" where on-campus training is provided. Off-campus training in a wide range of fields such as medicine, education, and welfare is also provided. In the practical training, we are learning and experiencing the realities of the field, and gaining fruitful experiences that cannot be learned from a desk. I feel that I am able to connect the knowledge I learned as an undergraduate to my actual experiences, leading to deeper learning.
While these practical training sessions take place during the day, lectures generally begin at 6:00 p.m. At conferences and group supervision sessions, we hear valuable opinions from professors who are active in a variety of fields, and comments from other graduate students often make us aware of perspectives that we do not have. I feel that I am gradually and steadily acquiring the ability to flexibly incorporate such opinions and view things from multiple perspectives. Of course, in the process of doing so, I am often confronted with my own lack of knowledge, and I often lose confidence. It is also not unusual for me to be at the university all day long, with practical training and TA works during the day and classes in the afternoon. I believe that the support of my teachers, seniors, and classmates has been a great help to me in overcoming these hectic days, even when things get tough. Having friends who are proactive learners, such as holding study groups after class with classmates, also allows me to be more ambitious in my studies. It is in this favorable environment that we find the interest and enjoyment of clinical learning and are motivated to do more with our practical skills. I am always striving for self-improvement, and with these words in mind, I am living a fulfilling life in graduate school.

Process of Acquiring a Master’s Degree or PhD

Master's Program

Requirements for Applying for a Master’s Degree

  1. Period of Enrollment
    You must be enrolled in the master's program for more than 2 years.
  2. Credit Requirements
    A total of 32 credits or more must be obtained for a predetermined subject.

Process to Apply for a Degree

● Field of Education
  • Framework of Research Guidance
    Under the guidance of a supervisor, conduct research toward obtaining a degree (Pedagogy). In addition to individual guidance from a supervisor, students receive guidance on their research themes from a more multifaceted and interdisciplinary perspective through master's thesis concept presentation attended by faculty staff in the field of education and current students. Students will acquire the qualities of a highly-skilled professional through various types of presentation, such as presentation at conferences, submission to academic journals, and submission to the Journal of the Graduate School.
  • First year
    April: Receive guidance on the research topic, research plan, and other matters related to the thesis preparation.
    From May to March of the following year: Individual guidance from a supervisor. At the master's thesis concept presentation (October), students report on the progress of their research and receive guidance and advice from other faculty staff and graduate students. When research results above a certain level are obtained, they will be presented at conferences and submitted for publication to receive wide internal and external evaluation.
  • Second year
    April: Based on the progress of the first year, the research plan is reviewed as necessary.
    From April to December: Students continue to receive individual guidance from their supervisors. At the master's thesis interim debriefing sessions (May and October), students present the progress and results of their research and receive guidance and advice from other faculty staff and graduate students to further advance their thesis work. When research results above a certain level are obtained, they will be presented at conferences and submitted for publication to receive wide internal and external evaluations.
    October: Submit the thesis proposal.
    From January to February: Submit the thesis. Take oral examinations and final examinations at the master's thesis presentation.
● Field of Clinical Psychology
  • Framework of Research Guidance
    Under the guidance of a supervisor, conduct research toward obtaining a degree (Clinical Psychology). In addition to individual guidance from the supervisor, students receive guidance on their research themes from a more multifaceted and practical perspective through interim master's thesis presentations attended by faculty staff in the field of clinical psychology and current students.
  • First year
    April: Receive guidance from the assigned supervisor on the research topic, research plan, and other matters related to the thesis preparation.
    From May to March of the following year: Individual guidance from the supervisor. Receive guidance and advice from other faculty staff and graduate students as appropriate to continue the research. At the master's thesis interim presentation (around June), students listen to presentations by second-year students and learn how to conduct research and make presentations. At the master's thesis presentation (January), students learn how to summarize and present their research.
  • Second year
    April: Based on the progress of the first year, the research plan is reviewed as necessary.
    From April to July: Individual guidance from the supervisor. Receive evaluations, guidance and advice from other faculty staff and graduate students as appropriate to continue the research. At the master's thesis interim presentation (around June), the progress of the research will be presented and the process toward completion of the thesis will be confirmed.
    From July to December: Proceed with the thesis writing with continued guidance.
    October: Submit the thesis proposal.
    From January to February: Submit the thesis. Take oral examinations and final examinations at the master's thesis presentation.

Doctoral Program

Requirements for Applying for a PhD

  1. Period of Enrollment
    Those who have been enrolled in the doctoral program for more than 3 years, have earned the required credits, and have received the necessary research guidance.

Process to Apply for a Degree

● Field of Education
  • Framework of Research Guidance
    Receive guidance on research activities from the research supervisor and continue working toward obtaining a degree (Pedagogy). Receive guidance on research topics from a more multifaceted and interdisciplinary perspective, not only through individual guidance from the supervisor, but also through internal research presentations attended by faculty staff in the education field and all enrolled students. Graduate students will develop their research activities, report the results of their research at academic conferences, submit papers to specialized academic journals, and experience rigorous peer review, while acquiring the ability to carry out their research activities independently.
  • First year
    April: Under the guidance of the supervisor, students work on setting up a research project, taking into consideration the originality and academic significance of the research. Conduct a close reading of previous studies, etc., formulate a research plan, and continue with the research.
    From May to March of the following year: The doctoral thesis concept presentation will be held in May. Accumulate research results based on continuous and in-depth discussions with the research supervisor. In addition to individual guidance, students report on the progress of their research at internal research presentations attended by faculty staff in the field of education and all enrolled students, and receive guidance on their research topics from a more multifaceted and interdisciplinary perspective. Once coherent results are obtained, students will actively make presentations at academic conferences and submit papers to receive wide evaluations both inside and outside the university. A progress report meeting will be held in October.
  • Second year
    April: Based on the progress of the first-year research, the research plan is reviewed as necessary.
    From April to March of the following year: The progress of the research is monitored at on-campus research presentations, etc., and in-depth discussions with the supervisor and points raised at on-campus research presentations, etc., are fed back to the research content. Continue to present research results by submitting them to conferences and academic journals. Research progress report meetings will be held in May and October.
  • Third year
    From April to October: Further writing of the main body of the thesis while summarizing research achievements and results to date. When preparing the thesis, students receive specific guidance on content and structure from their supervisor. The interim report meeting of the doctoral thesis will be held in May.
    October: Submit the thesis and request for dissertation review after approval from the research supervisor.
    January: Doctoral degree application thesis presentation (public hearing) (final examination) will be held.
● Field of Clinical Psychology
  • Framework of Research Guidance
    Receive guidance on research activities from the supervisor and continue working toward obtaining a degree (Clinical Psychology). Graduate students will conduct a series of research activities, report the results at academic conferences, submit papers to specialized journals, and experience rigorous peer review, thereby acquiring the ability to carry out research activities independently.
  • First year
    April: Under the guidance of the supervisor, students work on setting up a research project, taking into consideration the originality and academic significance of the research. Conduct a close reading of previous studies, etc., formulate a research plan, and continue with the research.
    From May to March of the following year: Accumulate research results based on continuous and in-depth discussions with a supervisor. Once coherent results are obtained, students will actively make presentations at academic conferences and submit papers to receive wide evaluations both inside and outside the university.
  • Second year
    April: Based on the progress of the first-year research, the research plan is reviewed as necessary.
    From April to March of the following year: Research is conducted under the guidance of a supervisor. Continue to present research results by presenting at conferences, submitting to academic journals, etc.
  • Third year
    From April to October: Further writing of the main body of the thesis while summarizing research achievements and results to date. When preparing the thesis, students receive specific guidance on content and structure from their supervisor. The interim report meeting of the doctoral thesis will be held in May.
    October: Continue to summarize research achievements and results and prepare the thesis. Submit the thesis and request for dissertation review after approval from the research supervisor.
    January: Doctoral degree application thesis presentation (public hearing) (final examination) will be held.

Related Links

There is a clinical psychological training facility for the field of clinical psychology.

See other majors