17% of upper elementary school students hear auditory hallucinations

17% of upper elementary school students hear auditory hallucinations! Why do you have auditory hallucinations of bad characters? Cerebral palsy, "Interpretive injustice" by Shinichiro Kumagai, a researcher on "exclusionary and assimilation discrimination", is prominent in school education; what is the difference between isolation and independence?

Study of the Party(Personal Research, Design it Ourselves)

Exclusive Discrimination

Assimilation-Type Discrimination

Hermeneutical Injustice

Accept yourself. Although it is said that it is essential, many people must feel that this is quite difficult. Admitting your flaws and weaknesses can be an act of hurting your self-esteem. But when you understand the importance of this, a significant change may come to you. Mr Shinichiro Kumagai said, "The world has expanded" by accepting himself as he is. He is an associate professor at the Research Center for Advanced Science and Technology at the University of Tokyo, a paediatrician, and a wheelchair user due to cerebral palsy. What do "independence" and "diversity" mean to Mr Kumagai, a leading person in research on people with disabilities? What is the "harsh" rehab life in childhood, and how to face yourself? Yoichi Ochiai, who works on the diversity of the body using AI and technology, thinks about "coexistence" together.

Guest: Shinichiro Kumagai (Associate Professor, Research Center for Advanced Science and Technology, The University of Tokyo)

Summary: "Understanding Auditory Hallucinations"

Researcher Kumagai Shinichiro discusses the prevalence of auditory hallucinations among upper-grade elementary school children(10-12 years old), revealing that approximately 17% experience these hallucinations regularly. Additionally, even as adults, around 10% of individuals continue to hear auditory hallucinations. Traditionally, auditory hallucinations were considered symptoms of specific mental illnesses, but recent findings suggest it can be a common experience for many individuals.

Its interview highlights a shift in the approach towards auditory hallucinations, emphasizing the importance of fostering acceptance and inclusivity within communities. Therapeutic methods that promote building relationships and integrating individuals with auditory hallucinations into society have proven effective.

Kumagai also explores the concept of "interpretative injustice," which refers to the deep-rooted discrimination faced by individuals with invisible disabilities. Discrimination can take the form of either exclusion or assimilation, with the latter suggesting that individuals should suppress their differences and conform to societal norms.

The discussion extends to the educational system, where exclusionary and assimilationist discrimination is more prevalent. Students who are different from the perceived norm often face the pressure to conform, despite their unique challenges. Kumagai suggests that it is crucial to study and address these invisible disabilities within the education system.

The video concludes by highlighting the complexities of researching and addressing invisible disabilities. While visible disabilities can be tackled using technology and accommodations, it becomes more challenging when dealing with invisible disabilities like auditory hallucinations. The speaker raises the question of whether using technology as a tool for communication, such as a ChatGPT, is a desirable solution or an inadvertent barrier.

Kumagai acknowledges that the significance of invisible disabilities lies in the fact that they are often only understood by the individuals themselves. However, he emphasizes the need to create a society attuned to the needs of those who experience such invisible challenges. The video ends with a call to explore ways to transform society to accommodate and support individuals with hidden disabilities effectively.

A)

Auditory hallucinations were once considered a characteristic symptom of some mental illnesses. Recently, however, it has been found that about 17% of children in the upper primary grades (10-12 years old) experience auditory hallucinations daily. Also, about 10% of adults still experience auditory hallucinations daily. So I gradually realised it was an everyday experience with about 5 of them in a class.

B)

Until now, our approach to auditory hallucinations was that it was terrible and needed to be erased. However, worldwide awareness is now that there is a way to befriend auditory hallucinations.

It has been found that the therapy of acceptance in the community, including the current situation, and getting along with each other is very effective.

We started with hidden obstacles in "Study of the Party(Personal Research, Design it Ourselves)". Even people who do not have such disabilities sometimes feel overwhelmed or do not understand themselves.

Therefore, we are currently working on whether it is possible to renew the "Design it Ourselves" that we have been working on in the field of disability and to develop research that goes through creating jobs.

C)

This is a "Design it Ourselves" story, but "Assimilation-type Discrimination" against invisible disabilities is severe.

People say this: "Normally, it would be XXX".

There are two types of discrimination: exclusion and assimilation.

"You and I are different", so going away is "Exclusive Discrimination".

On the other hand, "You and I are the same, so please don't depend on me". So even though we are different, people say, "We're the same, so let's do our best. Please don't take it for granted".

Generally speaking, if the difference is easy to see, you will likely be subject to Exclusive Discrimination.

On the other hand, if it is difficult to tell the difference visually, it is easy to receive "Assimilation-Type Discrimination".

D)

To "Exclusive Discrimination", you must say, "No, I'm with you".

On the other hand, in "Assimilation-Type Discrimination", you have to say, "No, it's not".

"Exclusive Discrimination" is striking in school education.

If you don't want to be like us, please go away.

The people who go there are different people. But you are the same person, so you are told to do this.

It's a tricky situation either way.

E)

How do we study invisible disabilities? That doesn't sound easy.

Because I work with technology, I often deal with easily visible disabilities.

For example, in the case of people with disabilities who have difficulty moving around, they should be guided, or they should use a robot to move their bodies.

In addition, for example, should I convert it to reading kana, or should I convert it to finger writing? If it is braille, should I convert it to tactile braille, provide subtitles, convert it to vibration, etc.?

F)

But it isn't easy to receive the exact words but not feel them.

In addition, a certain number of people do not understand things taken for granted in the social system or something said to be courtesy and manners.

But it's pretty difficult for technology to intervene against what's putting that pressure on it.

In that case, rather than trying to change the person, it is better to use technology skillfully to make people around them understand or to use it as a protective tool so that those around them cannot blame the person.

It's hard to argue whether that's right or wrong.

G)

Is it right to use ChatGPT to write for someone who says, "I can't write emails at all"?

It is more interesting to research "affected people by themselves (Design it Ourselves)" if it is something that only the person can know about.

Could you tell us if you have come across such a case in "Design it Ourselves" recently, or if there is anything you can introduce?

H)

People with disabilities that are easily visible and physical disabilities that are immediately different are easy to understand.

The step of changing society to suit me is immediately conceivable. But, on the other hand, I don't know if it's possible.

However, it is difficult even for the person themselves to understand people who are vulnerable to 'Assimilation-Type Discrimination', for example, those with physical or cognitive characteristics that make it difficult to see whether there is a difference at first glance. This is an important point.

They worry they can't feel the same way as the people around them.

"Am I being selfish if I can't act the same way? Am I rebelling?"

They are always worried.

I)

It is easy to get into a situation where you have no choice but to interpret it as a problem of your character.

Ultimately this leads to a situation where the person feels stuck and cannot solve the problem by blaming themselves or others.

This is where "Design it Ourselves" comes in.

It is an attempt to find a way to express how one perceives one's nature, which neither oneself nor others can understand.

J)

A concept I have recently come across is the term "Hermeneutical Injustice".

This is the term "sexual harassment" or "postpartum depression".

These words did not exist until a specific time.

Before the word was invented, women were made to think they were selfish or wrong if they had such an experience.

We had no choice but to think so because we had no words to interpret.

K)

However, with the birth of such words, we can form solidarity with our comrades. You will be able to separate yourself from your personality and realise that it was not your fault but a regularity within yourself.

If you think about it in this way, it means that until a specific time, words were made for men.

This means that language tends to be designed so that all experiences, not just gender, are accessible for the majority to interpret.

L)

It means there are minority people with experiences that don't fit the words.

A philosopher named Miranda Fricker called this kind of injustice "Hermeneutical Injustice".

I realised that what I was doing in "Design it Ourselves" was an activity to correct interpretive injustice, which made me recognise the concept again.

M)

There is a study of auditory hallucinations in "Design it Ourselves".

Auditory hallucinations were once considered a characteristic symptom of some psychiatric disorders.

However, it has recently been found that about 17% of children in the upper primary grades (10 to 12 years old) experience auditory hallucinations daily.

It was also found that about 10% of adults still hear auditory hallucinations daily.

In other words, We began to understand that auditory hallucinations were not a unique experience for some people but an everyday experience for about five people in a class.

N)

After that, it became clear that there were differences in the character of the hallucinations.

It seems that there are auditory hallucinations that are very mean and auditory hallucinations that have a good relationship.

For example, American auditory hallucinations say mean things on average, whereas Ghanaian and Indian auditory hallucinations say nice things.

In other words, it is influenced by culture.

O)

For example, suppose you look at Japan and developed countries. In that case, some people have a good relationship with their auditory hallucinations, and others are threatened, commanded, or completely overwhelmed by auditory hallucinations.

The difference seems to reflect genuine life relationships.

These include stress, family relationships, relationships with treating doctors and connections between you and supporters.

For example, if the attending doctor is pushy and overbearing, they may also have auditory hallucinations of threats.

P)

Until now, the only approach I have taken is that if you have auditory hallucinations, you have to make them go away.

However, while this approach is an option, the fact that there is a way to live with auditory hallucinations is currently in the limelight around the world.

This means that you are hallucinating.

This is similar to Avatar.

The therapy of accepting people in the community and getting along with them can be very effective.

Q)

For example, there is a god of thunder in Japanese culture, and if you pray to him, you may find peace of mind.

Because of the cognitive characteristics of humans, it is okay for each person to have a way of thinking that can be interpreted.

The existence of science is surprisingly unclear, but there are some things whose functions can be recognised.

We believe that money has no physical existence.

I don't think there's much difference between money and ghosts.

R)

The "Design it Ourselves" started from invisible obstacles.

Due to the cognitive characteristics of humans, it is okay for each person to have a way of thinking that can be interpreted.

There is a possibility that we may expand a little further the "personal research" that we have been working on in the field of disability.

This is because everyone has experiences that cannot be put into words, even if they do not have a disability.

It is important to make an effort that if you can put it into words, you can express it.