a 研究歴(英文)

According to Ottawa Charter for health promotion (1986), health is created and lived by people within the settings of their everyday life; where they learn, work, play and love. In such creation of health, frank atmosphere to accept uniqueness of each people and open dialogues to reveal what one thinks and feels is important.However, in such culture where suppressing one’s uniqueness is a valued norm, people hesitate to reveal or accept one’s uniqueness.The author started his trial to increase open dialogues regarding health and lifestyle by developing and applying visual and non-visual ways to do ice-breaking and assist reflective communication.The process of initial trials was revealed in a book titled “Taiwa Karano Chiikihoken Katsudo (From dialogue into community health activities)” published in Tokyo, 1991.>>> PDF7512kb in JP

Since then, several methods have been developed, and challenges are still ongoing. This is the web site to reveal the major outcomes of this challenge.

To increase open dialogues in various health promotive settings, the author adopted the following three basic strategies; (1) Visual clues and formats; Develop and adopt effective visual clues and formats for people to reflect and communicate one’s life-related uniqueness, (2) Reflective questions; Develop and adopt reflective questions for people to elicit one’s unique narratives regarding their life, and (3) Awakening sensory dimensions; Awakening hidden sensory dimensions (such as touch) to enrich reflection and communication of one’s daily life.

Concepts of the three basic strategies were presented at the following occasions of AERA (American Educational Research Association) and related papers.

(1) Visual clues and formats

۞Moriyama M & Harnisch DL (1992) Use of visual symbols to promote communication between health care providers and receivers. Paper presented at AERA, San Francisco, CA. April, 1992.  Repository-PDF878KB

۞Moriyama M ‘& Harnisch DL (1992) Visual Thesaurus of Symptoms. University of Illinois at Urbana-Champaign.CheckPDF 1100k

(2) Reflective questions

۞Moriyama M & Harnisch DL (2000) Participatory format to assess headache. Paper presented at AERA, New OrleansLA, April, 2000. CheckPDF1430k

۞Moriyama M et al. (2001) `Participatory assessment of the environment from children’s viewpoints: Development of a method and its trial. Paper presented at AERA, Seattle, April, 2001. PDF1360k

(3) Awakening sensory dimensions

۞Moriyama M. (2007) Diagramming lifestyle by haptic mapping of common objects; health education method for visually impaired. Poster presented at AERA, Chicago, April, 2007 PDF670k

During the course of these trials to increase open dialogues in JapanJapan’s first national health promotion plan (Healthy Japan 21) was launched in 2000.The author took part to write Healthy Japan 21, especially at the section of Sanka-To-Hatarakikake (participation and promotion, in Japanese).

۞Japanese Ministry of Health and Welfare (2000) Healthy-Japan- 21, Japanese National Health Promotion in the 21st Century. Japanese Ministry of Health and Welfare, 2000 PDF210k

۞Moriyama M (2000) Methods of Approach and Participation. In Japanese Ministry of Health and Welfare (Eds.), Healthy Japan 21, Reference 2. Japanese Ministry of Health and Welfare, 60. PDF100k


For the last ten years, the author continues to adopt the three strategies, and doing his academic activities to substantiate strategies.Among several worksheet methods developed, the most purposeful one to reveal one’s uniqueness is WIFY.

WIFY , its outline.

WIFY is already used in JapanKoreaChina and Thailand.Dr. Eun Woo Nam has developed K-WIFY, a modified version of WIFY focusing on health related environment.

The message of WIFY is simple andstraightforward Not only written words but also songs are effective for people to realize and communicate their health and life related uniqueness. WIFY

WIFY,it's Song.


In the following section, keywords and related documents are shown in the four areas of health education and promotion; 1) subjects, 2) methods, 3) settings, and 4) further topics.

Unfortunately, most of related documents are mostly written only in Japanese, and some documents have brief English summary. If you are interested in some of keywords, please try to read them in Japanese.

1. Subjects

Health checkup,Medical Interview,Dietary & Lifestyle Reflection,Life & World View, Self-Awareness,Socially Vulnerable

2. Methods

Hand Drawn Face Graph,Symptomatic Symbols,Two Dimensional Mapping,Wify,Interactive Imaging, Tactile Map,Blindness Experience

3. Settings

Primary School,Secondary School,High School,College, Experiential Practice,Participatory Lecture,Guidance & Coach,Focus Group Interview,Case Study,Intervention Study,Overseas Lecture,OverseasSurvey 

4. Further Topics

Growth Study, Qualitative Study, Concept Map, Salute Genesis, Constructivism, Experiential Learning, Low Vision & Mobility, Risk Management, Volcano Disaster, Earthquake, Blind Physiotherapist, Assimilated Patient ,Randomized Controlled Tria