Mejiro University

About: Mejiro University is a education organization based out in Tokyo, Japan. It is known for research contribution in the topics: Anxiety & Mental health. The organization has 134 authors who have published 256 publications receiving 2184 citations.

A Conceptual Definition of Vocational Rehabilitation Based on the ICF: Building a Shared Global Model

Abstract: Background The International Classification of Functioning, Disability and Health (ICF) is a conceptual framework and classification system by the World Health Organization (WHO) to understand functioning. The objective of this discussion paper is to offer a conceptual definition for vocational rehabilitation (VR) based on the ICF. Method We presented the ICF as a model for application in VR and the rationale for the integration of the ICF. We also briefly reviewed other work disability models. Results Five essential elements of foci were found towards a conceptual definition of VR: an engagement or re-engagement to work, along a work continuum, involved health conditions or events leading to work disability, patient-centered and evidence-based, and is multi-professional or multidisciplinary. Conclusions VR refers to a multi-professional approach that is provided to individuals of working age with health-related impairments, limitations, or restrictions with work functioning and whose primary aim is to optimize work participation. We propose that the ICF and VR interface be explored further using empirical and qualitative works and encouraging stakeholders’ participation.

The influence of short-term strength training on health-related quality of life and executive cognitive function.

Abstract: Strength training has been reported as a potentially useful exercise to improve psychological aspects in the elderly, but its effects remain controversial. This study investigated the effectiveness of strength training conducted twice a week for 12 weeks for improving health-related quality of life (HRQOL) and executive cognitive function. The study was a single-blind randomized controlled trial with assessments before and after intervention. HRQOL and executive function were assessed using the SF-36 Health Status Survey and a computerized neuro-cognitive assessment using task-switch reaction time trials, respectively. Subjects comprised 119 participants > or =65 years old, randomized to either strength training (n=65) or health education classes (controls, n=54). The strength training program was designed to strengthen the large muscle groups most important for functional activities and to improve balance. The effects of the intervention on the eight dimensions of the SF-36 in the control and training groups were analyzed. Only the mental health scale of the SF-36 was significantly improved for the training group compared with controls after 12 weeks. Task-switch reaction time and correct response rate remained unchanged. Short-term strength training might have modest positive effects on HRQOL, although this training period may not be sufficient to affect executive function in relatively healthy older people.

Relationship between reading/writing skills and cognitive abilities among Japanese primary-school children: normal readers versus poor readers (dyslexics)

Abstract: Four hundred and ninety-five Japanese primary-school children aged from 8 (Grade-2) to 12 (Grade-6) were tested for their abilities to read/write in Hiragana, Katakana, and Kanji, for their size of vocabulary and for other cognitive abilities including arithmetic, visuo-spatial and phonological processing. Percentages of the children whose reading/writing scores fell below the −1.5SD cut-off differ according to the scripts—Hiragana: 0.2% for reading and 1.6% for writing, Katakana: 1.4% and 3.8%, and Kanji: 6.9% and 6%, respectively. Further, for the normal children, the older the age, the better they performed on cognitive tasks, while the reading/writing disability (RWD) group (below −1.5SD) showed a weaker relationship between the age and the performance level. It was also revealed that for the normal children, the “vocabulary size” was the most potent predictor variable in accounting for Kanji word reading performance for all grades except Grade-6, for whom nonword reading/repetition were also significant predictor variables. In contrast, for Kanji word writing, generally other writing related variables were better predictor variables. The RWD group however showed different patterns of results. Thus the data from the normal and RWD children in the current cohort were discussed in terms of the current theories of reading, and developmental dyslexia.