日本精神神経学会では、毎年、海外および日本の優れた若手医療従事者に対してFellowship Awardを授与し、学術総会にてシンポジウム発表の場を設ける事業を行っています。受賞者は、本シンポジウムで、英語で発表を行っていただくとともに、受賞者を対象とした各種プログラムにご参加いただき、国際交流を深めていただきます。多くの先生方からのご応募をお待ちしています。
※これまで、Fellowship Award Symposiumで優れた発表活動をした日本人医師に「若手国際シンポジウム発表賞」を授与しておりましたが、第121回学術総会より「Fellowship Award」に統合しました。
《第123回日本精神神経学会学術総会》
会期：2027年6月24日（木）～26日（土）
会場：名古屋国際会議場
会長：岩田 仲生（藤田医科大学 学長）
テーマ：To Craft a Visionary Compass for the Future of Psychiatric and Medical Practice
詳細はこちらをご覧ください
本公募で選ばれ、下記の条件を満たした方に、日本精神神経学会「Fellowship Award」を授与いたします。
※上記の条件は、災害やパンデミックなど国内外の情勢を考慮し、変更する場合があります。
所定の申請書を用いて、期日までにOn-Line Registration Systemよりご応募ください。
• 提出締切：2026年9月27日
• シンポジウム発表テーマ
1. School-based Mental Health Promotion
In the world, 8% of children and 15% of adolescents are reported to have some form of mental disorder, underscoring the importance of mental health support and services. Furthermore, promoting mental health during childhood and adolescence—through the development of socio-emotional, interpersonal and stress management skills etc—is crucial for preventing mental disorders in adulthood and fostering well-being.
Schools provide a key opportunity for intervention in promoting mental health among children and adolescents. UNICEF, WHO, and UNESCO identify the following as its pillars: (1)Create an enabling learning environment for positive mental health and well-being; (2) access to early intervention and mental health services and support; (3) Promote teacher well-being; (4) Enhance MHPSS capacity in the education workforce; (5) Ensure meaningful collaboration between the school, family, and community to build a safe and nurturing learning environment.
However, it is recognized that promoting mental health in schools faces various challenges, such as budgetary constraints, intersectoral collaboration, and societal understanding, and the methods and scope of implementation vary by country and region.
Japan has a long history of school health programs. In recent years, various initiatives have been undertaken to promote children’s mental health in schools. By 2019, school counselors had been appointed to all public elementary and junior high schools to provide psychological support to children. Furthermore, in 2022, mental health was incorporated into the health education curriculum. At the same time, however, challenges related to mental health in schools—such as bullying and school refusal—remain significant.
Applicants should submit an abstract in response to the following questions.
For the purposes of this topic, “school-based mental health promotion” refers to initiatives conducted in primary or secondary education and does not necessarily need to be implemented on a national scale.
Please also describe your specific involvement in the research or project being presented.
In your country or region,
Q1 What do education professionals recognize about mental health for children and adolescents?
Q2 What kinds of school-based initiatives are being implemented to promote mental health? What role do mental health professionals play in these initiatives?
Q3 What challenges have these initiatives encountered during implementation, and what measures have been taken to ensure they are implemented effectively? What additional measures are needed to make these initiatives more effective or expand their reach to a broader population in future?
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2. Case Vignette
Case: 31-year-old woman
Chief complaint: Unable to go to work, Insomnia
Personal History:
She was the second of two siblings. There were no notable complications during pregnancy, delivery, or early development. She had a conscientious personality and was academically successful during her school years, often being relied upon by others. After graduating from university, she obtained employment. At the age of 28, she married and changed jobs following relocation. She has no children and currently lives with her husband.
History of Present illness:
Following her job change, she initially adjusted well to her new workplace. Approximately one year later, she was promoted and became responsible for managing subordinate staff. She increasingly struggled with the demands of being caught between the expectations of her supervisors and those of her subordinates, and gradually developed depressive mood and insomnia. She visited a psychiatric clinic and took a leave of absence from work for about one month, after which her symptoms improved. She returned to full-time work and was able to continue working for approximately three months; however, one month ago, she again developed depressive mood, insomnia, morning palpitations, and tearfulness when thinking about work. Two weeks ago, she attempted to leave home for work in the morning but was unable to do so and took the day off. Since then, she has been unable to return to work. Although the morning palpitations have lessened, her other symptoms have persisted.
Mental Status Examination:
She visits the clinic accompanied by her husband. She is a thin woman of appropriate appearance for her age. Although she appears fatigued, her grooming and hygiene are well maintained. There is no prolongation of response latency, and communication is smooth. However, when discussing work, she becomes tearful and makes self-reproachful statements such as, “Other people are working much harder,” and “My husband is busy too, and I am causing trouble for him.”
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Please answer the following questions. In addition, describe any systems, initiatives, or research projects included in your abstract in which you have been actively involved.
Q1. What assessments would you perform for this patient? What differential diagnoses and final diagnosis would you consider, and what treatment plan would you propose?
Q2. What are the characteristics and challenges of mental disorders related to workplace stress in your country or region?
Q3. What medical and social welfare systems are available in your country or region to support patients like this in returning to work?
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運営事務局
E-mail: jspn123@m.congre.co.jp
日本精神神経学会 事務局 国際委員会担当
E-mail: jimu-kokusai@jspn.or.jp
