Sheet set and work set

Abstract

To provide a sheet set and a work set that work well on emotion of a user and efficiently improve a motivation of the user to achieve a wish.SOLUTION: A sheet set comprises a first sheet member with multiple questions about experience of a user up until now written on it and a second sheet member with multiple questions about the sequence of events leading to ideal ending of the user written on it. The sheet set has adhering members for adhering to a board member, each corresponding to a question of the first sheet member and the second sheet member. The adhering member is adhered to the board member with an answer written on it.SELECTED DRAWING: Figure 1

Description

[Technical Field]

[0001] The present invention relates to sheets and work sets containing multiple questions. [Background technology]

[0002] Sheet sets that include a plurality of questions and answer columns for writing answers to each question have been used for purposes such as self-development (see, for example, Patent Document 1). The sheet set in Patent Document 1 includes a first sheet for writing about one's basics, a second sheet for writing about one's strengths, and a third sheet for writing about one's dreams. Patent Document 1 also discloses that the first sheet is placed at the bottom, the second sheet at the middle, and the third sheet at the top, and that these are connected to complete a single self-analysis sheet. [Prior art documents] [Patent documents]

[0003] [Patent Document 1] Utility Model Registration No. 3147885 Summary of the Invention [Problem to be solved by the invention]

[0004] However, the sheet set in Patent Document 1 is configured so that the user directly enters answers in answer columns or areas adjacent to each of the multiple questions. Therefore, the degree of freedom in the positioning of each answer is low, making it difficult for the user to express their individuality or feelings. As a result, not only does it have a weak effect on the user's emotions while creating the sheet, but it also fails to sufficiently increase the user's motivation to achieve their aspirations when they see the completed sheet.

[0005] The present invention has been made to solve the above-mentioned problems, and aims to provide a sheet set and a work set that effectively influence the user's emotions and efficiently increase the user's motivation to achieve their wishes, etc. [Means for solving the problem]

[0006] A sheet set according to one embodiment of the present invention comprises a first sheet member on which are written a plurality of past questions about the user's experiences to date, a second sheet member on which are written a plurality of future questions about the process leading up to the user's ideal end, and adhesive members for attachment to a board member that can be detachably attached in correspondence with each of the questions on the first sheet member and the second sheet member, and the adhesive members are attached to the board member with the answers written on them.

[0007] A sheet set according to one embodiment of the present invention comprises a first sheet member on which are written a plurality of past questions about the user's experiences to date, and a second sheet member on which are written a plurality of future questions about the process leading up to the user's ideal end, and the first and second sheet members each have an adhesive member for affixing to a board member, each corresponding to a respective question, and the adhesive member has perforations around it, and is cut out with the answers written in and affixed to the board member.

[0008] A work set according to one aspect of the present invention includes the sheet set described above and a board member onto which adhesive members on which answers are written are attached. [Effects of the Invention]

[0009] The present invention includes a first sheet member on which a plurality of past questions are written, a second sheet member on which a plurality of future questions are written, and adhesive members corresponding to each question, which can be moved from the first sheet member or the second sheet member to a board member and attached. Therefore, since there is a high degree of freedom in the placement of each adhesive member on the board member, it is possible to effectively affect the user's emotions and efficiently increase the user's motivation to achieve their aspirations, etc. [Brief explanation of the drawings]

[0010] [Figure 1] FIG. 2 is a configuration diagram illustrating a work set according to the first embodiment of the present invention. [Figure 2] 2 is a diagram illustrating the configuration of an example of the first page of a first sheet member provided in the sheet set of FIG. 1. FIG. [Figure 3] 2 is a diagram illustrating the second page of the first sheet member included in the sheet set of FIG. 1. FIG. [Figure 4] 2 is a diagram illustrating the configuration of the first page of a second sheet member included in the sheet set of FIG. 1. FIG. [Figure 5] 2 is a diagram illustrating the second page of a second sheet member included in the sheet set of FIG. 1; FIG. [Figure 6] 1. FIG. 4 is a diagram illustrating the third page of the second sheet member included in the sheet set of FIG. [Figure 7] 1. FIG. 4 is a diagram illustrating the fourth page of the second sheet member included in the sheet set of FIG. [Figure 8] 2 is a structural view showing an example of a third sheet member provided in the sheet set of FIG. 1. FIG. [Figure 9] 1. FIG. 4 is a structural view showing another example of the third sheet member provided in the sheet set of FIG. [Figure 10] FIG. 2 is a diagram showing an example of the needs sheet of FIG. 1. [Figure 11] 2 is an explanatory diagram illustrating a state in which a plurality of attachment members or the like are attached to the board member of FIG. 1. FIG. [Figure 12] FIG. 4 is a configuration diagram showing another example of the board member according to the first embodiment of the present invention. [Figure 13] 1 is an explanatory view showing a configuration example in which an attachment member according to the first embodiment of the present invention is attached to a sheet member using masking tape. FIG. [Figure 14] FIG. 10 is a structural diagram illustrating sheet members of a sheet set according to a second embodiment of the present invention. DETAILED DESCRIPTION OF THE INVENTION

[0011] Embodiment 1 A sheet set and a work set according to a first embodiment of the present invention will be described with reference to Figures 1 to 13. In each figure, some of the reference numerals are omitted as appropriate to avoid complication. Note that in this specification, reference numerals are omitted as appropriate for generic terms.

[0012] As shown in Fig. 1, the work set 100 is composed of a sheet set 10, a board member 20, a needs sheet 30, a gift card 40, and a theme card 50. Fig. 1 illustrates the sheet set 10 formed in a booklet shape.

[0013] As shown in FIGS. 1 to 7, the sheet set 10 has a first sheet member 11 on which a plurality of past questions Qx are written, and a second sheet member 12 on which a plurality of future questions Qy are written. The past questions Qx are questions about the user's past experiences. The future questions Qy are questions about the process leading up to the user's ideal end. The sheet set 10 may also have a third sheet member 13 for prompting the user to think about a life theme (such as a mission or destiny), as exemplified in FIGS. 1, 8, and 9. The booklet-shaped sheet set 10 may have a front cover 15a and a back cover 15b, as exemplified in FIG. 1. The sheet set 10 may be made of paper, for example, and the surface may be coated.

[0014] Furthermore, the sheet set 10 has adhesive members (A1 to A4, R1, N2, N4, B1 to B10) for attachment to the board member 20, which are detachably attached in correspondence with each question on the first sheet member 11 and the second sheet member 12. The adhesive members are attached to the board member 20 with answers written on them. It is not necessary for all of the adhesive members corresponding to the first sheet member 11 to be attached to the board member 20. Similarly, it is not necessary for all of the adhesive members corresponding to the second sheet member 12 to be attached to the board member 20. The user can arbitrarily select multiple adhesive members to attach to the board member 20.

[0015] 1, a specific example of the configuration of the first sheet member 11, the second sheet member 12, and the third sheet member 13 will be described. When the first sheet member 11, the second sheet member 12, and the third sheet member 13 are referred to collectively without being distinguished from one another, they will be referred to as follows. 、 They may be simply referred to as "sheet members." The first sheet member 11 of the present embodiment 1 is made up of sheet members 11a and 11b, as exemplified in Figs. 2 and 3. The second sheet member 12 of the present embodiment 1 is made up of sheet members 12a, 12b, 12c, and 12d, as exemplified in Figs. 4 to 7.

[0016] In the example of FIG. 1, sheet member 12a is formed on the opposite side of sheet member 11b, sheet member 12c is formed on the opposite side of sheet member 12b, and a third sheet member 13 is formed on the opposite side of sheet member 12d. In this way, sheet set 10 may be formed with different sheet members formed on each side of at least one sheet. That is, sheet set 10 may be formed by combining sheets with a sheet member formed on only one side and sheets with sheet members formed on both sides. However, sheet set 10 may be formed only with a plurality of sheets with a sheet member formed on only one side, or only with sheets with different sheet members formed on both sides.

[0017] (First sheet member 11) At least one past question Qx may be associated with a paste component (answer component) for entering an answer to the past question Qx and a paste component (reason component) for entering a reason for choosing that answer. At least one past question Qx may be associated with a paste component (answer component) for entering an answer to the past question Qx and one or more paste components (needs components) for entering terms that are evoked by the answer. At least one past question Qx may be associated with a paste component (answer component) for entering an answer to the past question Qx, a paste component (reason component) for entering a reason for choosing that answer, and one or more paste components (needs components) for entering terms that are evoked by the answer.

[0018] Hereinafter, the above parenthetical expressions (answer member, reason member, need member) may be used to distinguish between multiple attachment members based on their properties, etc. When using each of them collectively, the answer member will be marked with the symbol "A or B," the reason member will be marked with the symbol "R," and the need member will be marked with the symbol "N." The same applies to the second sheet member 12 described below.

[0019] For example, the multiple past questions Qx are configured by combining questions that inquire about direct emotions and questions that inquire about the user's behavior or characteristics. In the examples of FIGS. 2 and 3, Q1, Q3, and Q4 correspond to the former, and Q2 corresponds to the latter. As illustrated in FIGS. 2 and 3, the multiple past questions Qx may be configured to include a characteristic question (corresponding to Q2 in FIG. 2) that inquires about the tendency to become engrossed in something without paying attention to others, a word question (corresponding to Q3 in FIG. 3) that inquires about words that people would be happy to hear, and a target question (corresponding to Q4 in FIG. 3) that inquires about objects of respect or admiration.

[0020] A characteristic question may be associated with an answer component A for entering an answer to the characteristic question and one or more need components N for entering terms that are evoked by the answer. A word question may be associated with an answer component A for entering an answer to the word question and a reason component R for entering the reason for that answer. A target question may be associated with an answer component A for entering an answer to the target question and one or more need components N for entering terms that are evoked by the answer.

[0021] Past questions Qx that are "questions that directly ask about emotions" include the question "What do you like to do?", which is shown as Q1 in Figure 2, as well as questions such as "Where do you feel comfortable?", "What is your favorite scene?", "What is your favorite saying?", "What are your most important or treasured things?", "What do you like about your personality?", and "What are you good at?"

[0022] The user may enter terms selected from the needs sheet 30 into the needs member N. However, the user may also enter terms that are not listed on the needs sheet 30 into the needs member N. Therefore, the work set 100 does not need to have a needs sheet 30.

[0023] The multiple needs components N may be composed of, for example, one for the user to write and one for a third party to write. That is, for example, a user and a third party attending a workshop may discuss a certain question and answer. The user may then write one or more terms that come to mind in the needs components N, and the third party may write one or more terms that come to mind from the discussion in the needs components N and hand them over to the user. When writing multiple terms, the user and the third party may use different needs components N for each term. The user may then select one or more needs components N that ultimately match their own image, etc., from the one or more needs components N in which the user has written terms and the one or more needs components N in which the third party has written terms, and paste them onto the board component 20.

[0024] The first sheet member 11 has spaces reserved for attaching one or more adhesive members corresponding to each of the multiple past questions Qx. Each of the sheet members (11a, 11b) in FIGS. 2 and 3 has two question frames 11m, but these are not essential. Each of the sheet members (11a, 11b) in FIGS. 2 and 3 has answer frames (V1 to V4, X2, X4, Y3) used for positioning when attaching the adhesive members, but these are also not essential. In other words, it is sufficient that the first sheet member 11 has spaces reserved for attaching one or more adhesive members in positions adjacent to the past questions Qx.

[0025] More specifically, in the examples of FIGS. 2 and 3, past questions Q1, Q2, Q3, and Q4 are associated with stickers A1, A2, A3, and A4, respectively. Furthermore, Q2, a past question Qx, is associated with three stickers N2 for recording terms that are recalled from the answer to that question. Q3, a past question Qx, is associated with sticker R3 for recording the reason for the answer to Q2. Q4, a past question Qx, is associated with six stickers N4 for recording terms that are recalled from the answer to that question. The number of need stickers N (stickers N2 and N4 in this case) is not limited to the examples of FIGS. 2 and 3, and may be increased or decreased as appropriate.

[0026] The number and content of the past questions Qx on the first sheet member 11 are not limited to the examples shown in the figures, and may be increased or decreased as appropriate while adjusting the content of the questions. For example, the past questions Qx on the first sheet member 11 may further include progress questions, which are questions about stepping up. An example of a progress question is, "What was difficult for you until now but have you become able to do it?" However, progress questions may be arranged in place of other past questions Qx on the first sheet member 11.

[0027] (Second sheet member 12) The multiple future questions Qy include behavioral questions that inquire about the user's behavior until the ideal end, and multiple environmental questions that are questions about the user's surrounding environment until the ideal end. Here, the ideal end refers to a period near the end of one's life when one is physically and mentally fulfilled. The multiple environmental questions include questions about the situation of people around the user. In the first embodiment, the multiple environmental questions include pre-influence questions that are questions about the situation of people around the user before being influenced by the user, and post-influence questions that are questions about the situation of people around the user after being influenced by the user.

[0028] 4 to 7, Q1 to Q10, which are future questions Qy, are associated with adhesive members B1 to B10, respectively. In the examples of FIGS. 4 to 7, Q2 and Q5 correspond to behavioral questions, and Q3, Q4, Q6, Q7, Q8, Q9, and Q10 correspond to environmental questions. The behavioral questions can be subdivided into a question asking about actions taken to make oneself happy (corresponding to Q2) and a question asking about actions taken to make those around oneself happy and improve the environment (corresponding to Q5).

[0029] Among the environmental questions, Q6 to Q8 correspond to questions before the influence, while Q3, Q4, Q9, and Q10 correspond to questions after the influence. Possible questions before the influence include questions about the situation before the people around you became happy (Q6), questions about why that situation occurred (Q7), and questions about the problems the people around you faced (Q8). Possible questions after the influence include questions about the people around you and your living environment at your ideal end (Q3), questions about changes in the people around you and your environment (Q4), a number question about the number of people you were able to make happy by your ideal end (Q9), and a joy question about the joy you felt from being able to make those around you happy (Q10).

[0030] The multiple future questions Qy may include an age question (corresponding to Q1 in Figure 4) that asks about the ideal age at the end of life. The multiple future questions Qy may also include an ideal state question that specifically asks about the state in which the user will be happy. An ideal state question could be something like, "What will you be like at the ideal end of life?"

[0031] The second sheet member 12 has a space reserved for attaching one or more adhesive members corresponding to each of the multiple future questions Qy. Note that the second sheet member 12 in FIG. 4 has an answer box W1 used for positioning when attaching the adhesive member, but this is not essential. In other words, it is sufficient that the second sheet member 12 has a space reserved for attaching one or more adhesive members in a position adjacent to the future question Qy. The number of adhesive members corresponding to each future question Qy is not limited to the example in each figure and can be increased or decreased as appropriate.

[0032] (Third sheet member 13) As illustrated in Figures 8 and 9, third sheet member 13 has written thereon hook words H, which are words, sentences, or questions that allow the user to imagine words or sentences that will form the basis of the user's thoughts toward an ideal end. The third sheet member 13 also has a space reserved adjacent to the hook words H for attaching an adhesive member C. The adhesive member C is used to write words or sentences that will form the basis of the user's thoughts toward an ideal end, and is detachably attached to third sheet member 13. The adhesive member C is attached to board member 20 with the words or sentences written on it.

[0033] 8 and 9 illustrate an example of a third sheet member 13 having a decorative frame Z with an outer periphery large enough to enclose the hook words H and the attachment member C, but this is not limiting. The decorative frame Z is not limited to the examples shown in FIGS. 8 and 9, and various shapes, sizes, and arrangements can be used. For example, the third sheet member 13 may have the hook words H and the decorative frame Z positioned to one side, left or right, with an illustration related to the decorative frame Z on the other side. An example of an illustration related to the decorative frame Z in FIGS. 8 and 9 could be an "apple tree with fruit." However, the decorative frame Z is not essential to the third sheet member 13. Furthermore, the sheet set 10 does not necessarily have a third sheet member 13.

[0034] The needs sheet 30 displays a list of multiple terms that may be recalled from answers to questions. Fig. 10 shows an example of the needs sheet 30 in which multiple terms are organized in a table format. As in the example of Fig. 10, the needs sheet 30 may also include an English translation for each of the multiple terms to accommodate users who cannot read and understand Japanese.

[0035] The gift card 40 is composed of, for example, a card set 40n made up of a plurality of different negative cards 4n containing pictures and words that give a negative impression, and a card set 40p made up of a plurality of different positive cards 4p containing pictures and words that give a positive impression. In this case, the plurality of negative cards 4n each have words and pictures that can evoke negative thoughts and ideas, and the plurality of positive cards 4p each have words and pictures that can evoke positive thoughts and ideas.

[0036] The words in the negative card 4n include "fear," "revenge," "guilt," "judgment," "expectations," "ideas," "hidden self," "temptation of death," "dependence," "heartbreak," "sacrifice," "independence," "attachment," "control," "struggle for leadership," "roles," "ancestral problems," "personal myths," "trials," "past lives," "dark stories," "worthlessness," and "meaninglessness." The negative card 4n also features pictures that complement the negative connotations of these words.

[0037] The words on the four pages of the positive cards include "choice," "forgiveness," "letting go," "trust," "communication," "truth," "leadership," "freedom," "inspiration," "flow," "true love," "sexuality," "gifted talent," "success," "abundance," "purity," "love," "peace," "vision," "joy," "child of God," "higher mind," and "sacredness." The four pages of the positive cards also feature pictures that complement the positive connotations of these words.

[0038] The negative cards 4n and the positive cards 4p are not limited to Japanese words, and may contain English words or the like having the same meaning as the above words. However, the negative cards 4n and the positive cards 4p may contain a combination of words from two or more languages written side by side.

[0039] The theme cards 50 are composed of a plurality of cards K on which are written, for example, a destiny or mission determined by the date of birth, etc. In the case of the theme cards 50 based on the Nine Star Kigaku, they are composed of nine cards K corresponding to each of the nine stars, such as "Water Star No. 1" and "Earth Star No. 2," and each card K has written on it a word or the like associated with one of the nine stars.

[0040] The board member 20 may be made of, for example, cardboard, and may have a coating applied to its surface. The board member 20 may be made of a cork board or the like, or may be made of resin. The board member 20 is intended for freely arranging and attaching a plurality of attachment members. As shown in FIG. 11 , negative cards 4n and positive cards 4p may be attached to the board member 20, or a card K may be attached to the board member 20.

[0041] Here, a completed product for each user to which multiple attachment members are attached is referred to as a completed board 20z. FIG. 11 is a schematic illustration of the completed board 20z. As illustrated in FIG. 11, attachment members (A1-A4, R3, N2, N4) corresponding to past questions Qx on the first sheet member 11 are attached to a lower region 1R, which is the lower region of the board member 20. Meanwhile, attachment members (B1-B10) corresponding to future questions Qy on the second sheet member 12 are attached to an upper region 3R, which is the upper region of the board member 20. FIGS. 1 and 11 show an example in which the lower region 1R is approximately one-third of the entire area on the lower side of the board member 20, and the upper region 3R is approximately one-third of the entire area on the upper side of the board member 20. In this way, by placing adhesive members corresponding to past questions Qx on the lower side of the board member 20 and adhesive members corresponding to future questions Qy on the upper side of the board member 20, the completed board 20z evokes the image of rising towards an ideal end.

[0042] 11, the stickers (B6, B7, B8) corresponding to the pre-influence questions are attached to the lower region 3b, which is the lower region obtained by dividing the upper region 3R into two halves, and the sticker (B4) corresponding to the post-influence questions is attached to the upper region 3a, which is the upper region obtained by dividing the upper region 3R into two halves. In this way, among the stickers corresponding to future questions Qy, the stickers corresponding to the pre-influence questions and containing descriptions about the state before the people around them became happy are placed on the lower side, and the stickers corresponding to the post-influence questions and containing descriptions about the state when the people around them became happy are placed on the upper side, thereby giving the entire completed board 20z a unified direction toward happiness at the top.

[0043] In the example of FIG. 11, an adhesive member B1 corresponding to a question about age (corresponding to Q1 in FIG. 4), an adhesive member B2 corresponding to a question about behaviors that inquired about the actions taken in the process of becoming happy (corresponding to Q2 in FIG. 4), and an adhesive member B9 corresponding to a question about the number of people (corresponding to Q9 in FIG. 7) are attached to an upper central region 3n, which is the horizontally central region of the upper region 3R of the board member 20. More specifically, adhesive member B1 is attached to the top of upper central region 3n, adhesive member B2 is attached below that, and adhesive member B9 is attached below that. In this way, sandwiching an adhesive member with a sentence or the like indicating positive behavior between two adhesive members with intuitively recognizable numbers creates a three-dimensional effect, thereby improving visibility.

[0044] In other words, the board member 20 has a lower region 1R for attaching a sticker corresponding to a past question Qx and an upper region 3R for attaching a sticker corresponding to a future question Qy. The upper region 3R has a lower region 3b for attaching a sticker corresponding to a pre-influence question and an upper region 3a for attaching a sticker corresponding to a post-influence question. The board member 20 has a central left region 2b to the left of the vertically central region 2R, where one of the multiple negative cards 4n is attached, and a central right region 2c to the right of the vertically central region 2R, where one of the multiple positive cards 4p is attached. The board member 20 also has a central region 2a between the central left region 2b and the central right region 2c. In the example of FIG. 11, a card K indicating the user's destiny is attached to the central region 2a. The card K corresponds to a destiny object, which is an object indicating the user's destiny. An attachment member C corresponding to the third sheet member 13 may be attached to the central region 2a instead of one card K, in which case the attachment member C corresponds to the destiny object. However, both one card K and the attachment member C may be attached to the central region 2a as the destiny object.

[0045] The work set 100 may be configured without the gift card 40, or without either the card set 40n or the card set 40p. The empty space created on the board member 20 by not attaching at least one of the negative cards 4n and the positive cards 4p may be divided into the lower region 1R and the upper region 3R, or may be allocated to the lower region 1R or the upper region 3R. In other words, the area for attaching the adhesive member may be expanded. Similarly, the work set 100 may be configured without the theme card 50, and the sheet set 10 may be configured without the third sheet member 13. In this case, the central region 2a may be divided into the lower region 1R and the upper region 3R, or may be allocated to the lower region 1R or the upper region 3R. In other words, the area for attaching the adhesive member may be expanded.

[0046] In the above description, each region of the board member 20 is identified by its up, down, left, and right directions. However, this is merely for convenience. If a plain backing board or the like is used as the board member 20, the orientation can be freely determined by the user. However, a mark such as a figure indicating either the top or bottom may be provided on the board member 20. Alternatively, as shown in FIG. 12, the board member 20 may have a decorative portion 20s at the top of the upper central region 3n that evokes an ideal end. The decorative portion 20s may be text, an illustration, or a figure with at least one color, and may be of any shape or size. For example, the decorative portion 20s may be a logo containing the word "end." The decorative portion 20s may also be drawn by the user who receives the board member 20. When using a board member 20 with decorative portions 20s, the adhesive member B1 corresponding to the age question (corresponding to Q1 in FIG. 4) may be attached below or to the side of the decorative portion 20s, or it may be attached so that it partially overlaps the decorative portion 20s, or it may not be attached at all. If the sheet set 10 does not have an age question, the decorative portion 20s takes the place of the attachment member B1.

[0047] The attachment members (A1 to A4, R1, N2, N4, B1 to B10, C) are, for example, sticky notes that can be attached and detached to both the sheet member and the board member 20. That is, the attachment members may be sticky notes with adhesive on at least a portion of their back surfaces. The back surface of the attachment member is the surface opposite to the surface on which text or the like is written. In this case, even after attaching the attachment members to the board member 20, the user can freely change the placement of the attachment members, and it is easy to adjust the balance with other attachment members on the board member 20, which can help create an ideal completed board 20z that matches the user's preferences and inspires them. However, when finally attaching the attachment members to the board member 20, the adhesive strength of the attachment members may be reinforced with glue, adhesive, double-sided tape, or the like.

[0048] The attachment member may be a sticker-like member with an adhesive on the back. In this case, the surface of the sheet member should be coated with a release agent such as silicone for release paper, at least in the area adjacent to each question. However, with such a configuration, it is difficult to change the position of the attachment member after it has been attached to the board member 20.

[0049] The attachment members may be sticker-like (backed sticker-like) with an adhesive material on the back and a separator (not shown) made of paper or resin attached thereon. In this case, each attachment member may be attached to the corresponding location on each sheet member using a tape member T, as illustrated in FIG. 13. While FIG. 13 illustrates masking tape as an example of the tape member T, this is not limiting. For example, the tape member T may be double-sided tape or looped mending tape, in which case the tape member T will be hidden behind the attachment member. When attaching the attachment members to the board member 20, the tape member T is peeled off to remove the attachment member from the sheet member, and the attachment member may be temporarily placed on the board member 20 with the separator still attached. Then, once the arrangement of all attachment members to be attached to the board member 20 has been roughly determined, the separators from each attachment member may be peeled off and the attachment members may be attached to the board member 20. However, the adhesive member in the form of a sticker with a mount may be made by peeling off and folding or cutting off a portion of the separator, and using the adhesive exposed there, it can be detachably attached to the sheet member like a sticky note.

[0050] The sheet set 10 may have one or more spare adhesive members S (see FIG. 1). The spare adhesive members S are basically used in place of the adhesive members when a mistake is made in writing. The spare adhesive members S may also be used for drafts. The spare adhesive members S may be made of sticky notes or stickers. The spare adhesive members S may be made of paper or cardboard, and in this case, are attached to the board member 20 with glue, adhesive agent, double-sided tape, or the like. The spare adhesive members S should preferably have the same shape as each adhesive member.

[0051] As described above, the sheet set 10 in the first embodiment includes the first sheet member 11 on which a plurality of past questions Qx are written, the second sheet member 12 on which a plurality of future questions Qy are written, and adhesive members that are detachably attached to the first sheet member 11 and the second sheet member 12 in association with each question, and the adhesive members are attached to the board member 20 with answers written on them. In this way, the adhesive members can be moved from the first sheet member 11 or the second sheet member 12 to the board member 20 and attached, allowing for a high degree of freedom in the arrangement of the adhesive members on the board member 20. This effectively influences the user's emotions and efficiently increases the user's motivation to achieve their aspirations, etc.

[0052] The affixing member may be a detachable sticky note attached to either the sheet member or the board member 20. If the affixing member is a sticky note, a user can easily change the arrangement and adjust the position on the board member 20. The affixing member may be a sticker-like member with an adhesive material attached to the back surface and a separator attached thereon. In this case, the affixing member is detachably attached to the sheet member using the tape member T or by peeling off a portion of the separator. The affixing member may be a sticker-like member with an adhesive material attached to the back surface and no separator. In this case, it is preferable to use a sheet member whose surface is coated with a release agent at least in the area adjacent to each question. Since the affixing member of the first embodiment has the above-described configuration, it is possible to reuse the main body of the sheet set 10 (the configuration including the first sheet member 11 and the second sheet member 12, excluding the affixing member).

[0053] However, conventional sheet sets such as those in Patent Document 1 are configured so that answers to questions are written directly on the sheet, and therefore the positions of the answers are fixed and cannot be changed afterward. In this regard, with the use of sticky note-like or sticker-like attachments with backing, subsequent changes to the position or fine adjustments can be easily made, allowing the user to create a more satisfactory completed board 20z that is more suitable for raising their own awareness.

[0054] The sheet set 10 may have one or more spare adhesive members S. With this configuration, even if a mistake is made, the answer can be written on the spare adhesive member S instead of the adhesive member and then attached to the board member 20, thereby minimizing waste of resources. Furthermore, if the spare adhesive members S are configured as sticky notes, the user can easily rearrange and adjust the position on the board member 20. However, the spare adhesive members S may be in the form of stickers with a mount, or simply paper or cardboard. Even with this configuration, rearrangement and adjustment of the position on the board member 20 are easy.

[0055] The multiple future questions Qy include multiple environmental questions about the user's environment up to the user's ideal end, and the multiple environmental questions include questions about the situations of the people around the user. This allows the user to imagine the happiness of the people around them, and gives them a broader image of happiness.

[0056] The multiple environmental questions may include pre-influence questions about the situation of the people around them before the user's influence, and post-influence questions about the situation of the people around them after the user's influence. By having the user imagine not only the situation after the people around them became happy but also the situation before they became happy, the gap between the answers and thought processes to the pre-influence questions and the answers and thought processes to the post-influence questions becomes clear, making the user's own contribution clear. This allows the user to have a real sense of having made the people around them happy. The pre-influence questions may include at least one of a question asking about the situation before the people around them became happy (equivalent to Q6) and a question asking about the problems the people around them face (equivalent to Q8). It is preferable to include a question asking about the reason for the situation before the people around them became happy (equivalent to Q7), as this further clarifies the user's thinking.

[0057] A post-influence question could be a question about the people around them and their living environment at their ideal end (equivalent to Q3 in Figure 5). This question allows users to imagine their good relationships with family, friends, acquaintances, and coworkers, as well as their ideal environment, firmly establishing the desire to "work toward an ideal end." A post-influence question could also be a question about the people around them and changes in their surroundings (equivalent to Q4 in Figure 5). This allows users to imagine the impact they will have on those around them and create a sense of reality. A post-influence question could also be a number question (equivalent to Q9) about the number of people they would have made happy by their ideal end. By having users visualize a specific number, it can broaden their imagination and allow them to visualize their own impact. A post-influence question could also be a joy question (equivalent to Q10) about the joy they felt from being able to make those around them happy. By incorporating joy into the five senses, the impression of the answer and the process can be strengthened, and the vivid image of the ideal ending and the process leading to it can be more easily reproduced.

[0058] The adhesive member corresponding to the past question Qx is for affixing to the lower region 1R of the board member 20, and the adhesive member corresponding to the future question Qy is for affixing to the upper region 3R of the board member 20. The adhesive member corresponding to the pre-influence question is for affixing to the lower region 3b of the board member 20, and the adhesive member corresponding to the post-influence question is for affixing to the upper region 3a of the board member 20. That is, the board member 20 has a lower region 1R for affixing adhesive members corresponding to the past question Qx and an upper region 3R for affixing adhesive members corresponding to the future question Qy. Furthermore, the board member 20 has a lower region 3b for affixing adhesive members corresponding to the pre-influence question and an upper region 3a for affixing adhesive members corresponding to the post-influence question. Therefore, the entire completed board 20z is engraved with an ideal ending, that is, a direction heading upward, which can provide a good stimulus to the mind of a user who views it.

[0059] The board member 20 may have a central left region 2b to the left of the vertical central region 2R, where one of the negative cards 4n and the positive cards 4p are attached, and a central right region 2c to the right of the vertical central region 2R, where the other of the negative cards 4n and the positive cards 4p are attached. That is, the work set 100 may be configured so that the negative cards 4n or the positive cards 4p are attached to the central left region 2b of the board member 20, and the positive cards 4p or the negative cards 4n are attached to the central right region 2c. This allows, for example, a user to be aware of the "circumstances that are holding them back from happiness" from the negative cards 4n, imagine the "image and direction of happiness" from the positive cards 4p placed next to them, and envision an upward spiral from the negative cards 4n to the positive cards 4p, and further toward an ideal ending.

[0060] The board member 20 may have a central region 2a between the center left region 2b and the center right region 2c, where a destiny object is attached. That is, the work set 100 may be configured so that a destiny object is attached to the central region 2a of the board member 20. This allows the user to sense destiny at the center of the completed board 20z, while creating a flow in which the worldview of the negative card 4n transitions to the worldview of the positive card 4p with "destiny."

[0061] As described above, in the work set 100 of the first embodiment, a plurality of attachment members are associated with each area of the board member 20. Therefore, the attachment members and the board member 20 work well together, providing a good stimulus to the user who is creating the completed board 20z, and also allowing the user who views the completed board 20z to efficiently recall inspiration during creation.

[0062] The multiple future questions Qy include behavioral questions that ask about the user's actions until the ideal end. This allows the user to visualize specific actions and concretely realize actions that will lead to happiness, thereby encouraging a smooth start to action. Furthermore, the completed board 20z, to which adhesive parts corresponding to the behavioral questions are attached, contributes to maintaining the motivation of users who view it. Note that the behavioral questions can be limited to questions asking about the actions taken in the process of becoming happy (equivalent to Q2 in Figure 4). However, including questions asking about actions taken to make those around them happy and improve the environment (equivalent to Q5) can encourage more multifaceted thinking from the user.

[0063] The multiple future questions Qy may include an age question (corresponding to Q1 in FIG. 4) that asks about the ideal age at the end of one's life. By providing such a question and allowing the user to imagine a specific age, the user can imagine a more realistic image of themselves at their ideal end of life. Then, by attaching an adhesive member corresponding to the age question to the board member 20, the sense of realism toward their ideal end of life can be enhanced.

[0064] At least one past question Qx may be associated with a sticker (answer item A) for writing an answer to the past question Qx and a sticker (reason item R) for writing a reason for the answer. In this way, by requesting not only a direct answer to the question but also an answer to the reason, the user can be guided to deeper consideration. It cannot be denied that there are users who change their answer to the question after the fact while thinking about the reason, and the question about the reason can contribute to deriving a more appropriate answer.

[0065] At least one past question Qx may be associated with a sticker (answer item A) for writing an answer to the past question Qx and one or more stickers (needs items N) for writing terms associated with the answer. In this way, the essence of the user's answer can be discovered from one or more terms associated with the answer. By associating multiple needs items N with one past question Qx, the essential background of the user's answer can be clearly constructed, and the impact of the completed board 20z can be enhanced.

[0066] For example, the multiple past questions Qx may include a verbal question asking what kind of words people would be happy to hear, and a characteristic question asking about being absorbed in something without paying attention to others. The verbal question may be associated with a sticker (answer member A) for recording the answer and a sticker (reason member R) for recording the reason for the answer. The characteristic question may be associated with a sticker (answer member A) for recording the answer and one or more stickers (needs member N) for recording terms that are associated with the answer.

[0067] Embodiment 2 Referring to FIG. 14, a sheet set and a work set according to a second embodiment of the present invention will be described. The work set 100 of the second embodiment is characterized by the configuration relating to the attachment members in the sheet set 10 (the relationship between the sheet members and the attachment members), and other configurations are similar to those of the first embodiment. Specifically, in the sheet set 10 of the second embodiment, attachment members corresponding to each of a plurality of questions are incorporated into the first sheet member 11, the second sheet member 12, or the third sheet member. The same reference numerals are used for configurations similar to those of the work set of the first embodiment described above, and duplicate explanations will be omitted or simplified.

[0068] The sheet set 10 of the second embodiment includes a first sheet member 11 on which a plurality of past questions Qx, which are questions about the user's experiences up to now, are written, and a second sheet member 12 on which a plurality of future questions Qy, which are questions about the process leading up to the user's ideal end, are written. The first sheet member 11 and the second sheet member 12 each have an adhesive member for affixing to the board member 20, which is associated with each question. The adhesive member is perforated around the periphery, and is cut off with the answer written on it and affixed to the board member 20. In other words, in the sheet set 10 of the second embodiment, the adhesive member corresponding to each of the plurality of questions is integrally formed with the first sheet member 11 or the second sheet member 12.

[0069] 14 illustrates only the first sheet member 11 and its corresponding attachment members (A1 to A4, R3, N2, N4), but similarly, the second sheet member 12 has perforations around the periphery of the attachment member (see B1 to B10 in FIGS. 4 to 7) to facilitate removal of the second sheet member 12 from the main body. The sheet set 10 of the second embodiment does not necessarily have to have the third sheet member 13, but if a configuration is adopted in which the third sheet member 13 is included, it is preferable to have perforations around the periphery of the attachment member (see C in FIGS. 8 and 9).

[0070] The attachment member of the second embodiment is attached to the board member 20 using glue, adhesive, double-sided tape, or the like. However, the sheet member may be perforated around the periphery of the attachment member, with adhesive applied to the backside of the attachment member and a separator covering the adhesive, forming a sticker-like sheet with a backing. The sheet set 10 may have one or more spare attachment members S. Similar to the attachment members of the first embodiment, the spare attachment members S may be sticky notes, sticker-like, or simply made of paper or cardboard. The spare attachment members S may have the same shape as each attachment member. Other configurations and variations of the configuration of the work set 100 of the second embodiment are the same as those of the work set 100 of the first embodiment. Note that the sheet member of the second embodiment is not suitable for double-sided printing because it has perforations around the periphery of the attachment member.

[0071] As described above, in the sheet set 10 of the second embodiment, the adhesive members can be moved from the first sheet member 11 or the second sheet member 12 to the board member 20 and attached thereto. Therefore, the arrangement of each adhesive member on the board member 20 is highly flexible, which effectively stimulates the user's emotions and efficiently increases the user's motivation to achieve their aspirations. If the sheet set 10 is configured to have one or more spare adhesive members S, even if a mistake is made, the user can write the answer on the spare adhesive member S instead of the adhesive member and attach it to the board member 20, thereby minimizing waste of resources. Furthermore, if the spare adhesive members S are sticky notes, the user can easily rearrange and adjust the position on the board member 20. Other effects of the work set 100 of the second embodiment are similar to those of the work set 100 of the first embodiment.

[0072] The above-described embodiments are merely specific examples of sheet sets and work sets, and the technical scope of the present invention is not limited to these embodiments. For example, the shape, size, and pattern of each affixing member are not limited to the examples in the figures, and various shapes, sizes, and patterns can be adopted for each affixing member. The multiple past questions Qx may be added or replaced with other past questions Qx as appropriate, as long as the intent of the question "about the user's past experiences" is not violated. In other words, the number and content of past questions Qx are not limited to those shown in Figures 2, 3, 14, and the above examples, and may be increased or decreased, and their content may be changed as appropriate. Similarly, the multiple future questions Qy may be added or replaced with other future questions Qy as appropriate, as long as the intent of the question "about the user's history from the present to their ideal end" is not violated. In other words, the number and content of future questions Qy are not limited to those shown in Figures 4 to 7 and the above examples, and may be increased or decreased, and their content may be changed as appropriate.

[0073] The wording of the questions on the sheet members is not limited to the examples shown in the figures and may be changed as appropriate to suit the ages of the workshop participants. For example, past questions Qx that are "questions about the user's behavior and characteristics" include questions such as "What are you doing that you are so absorbed in that you don't realize it?" and "What is something that you do so much that you forget to eat or sleep, but don't feel tired at all?" The multiple future questions Qy may include questions about pets or other living things.

[0074] In the above embodiments, multiple attachment members etc. are described in association with each region of the board member 20, but this does not mean that the attachment members etc. are to be contained within the corresponding regions, but is merely a guide for arranging the attachment members etc. In other words, it is sufficient that at least a portion of the attachment members etc. is arranged in the corresponding region. Furthermore, the attachment members etc. may be attached in a partially overlapping state, as shown in FIG. 11.

[0075] In Figures 1 and 12, the rough boundaries of each area on the board member 20 are shown by dashed lines, but these boundaries are merely exemplary, and the shape and size of each area can be modified as appropriate. Each area on the board member 20 may be further subdivided. The board member 20 does not need to actually have boundary lines such as dashed lines drawn on it. However, the boundary lines between each area may be drawn as a guide when attaching the attachment material, and each area may be configured to be visible by differences in color, etc. The board member 20 may have a background image drawn on it that evokes an upward flow (such as upward thinking), or users may be asked to draw the background image during the workshop. Incidentally, Figure 11 shows a schematic illustration of a tree as a background image. The completed board 20z may be framed and displayed.

[0076] In the sheet set 10, the first sheet member 11 and the second sheet member 12 may each be formed from a single sheet (see FIG. 14 ), or may be formed from multiple sheets. In the sheet set 10, the first sheet member 11 and the second sheet member 12 may each be formed from a single sheet. In this case, for example, the first sheet member 11 may be formed on one side of a sheet and the second sheet member 12 may be formed on the other side, or either the first sheet member 11 or the second sheet member 12 may span both sides of the sheet. Furthermore, the first sheet member 11, the second sheet member 12, and the third sheet member 13 illustrated in each figure each have a page header M where a title or the like is written, but this is not required. For example, the header M may be written only at the beginning of each of the first sheet member 11, the second sheet member 12, and the third sheet member 13.

[0077] At least one future question Qy may be associated with a sticker (answer component B) for entering an answer to the future question Qy and a sticker (reason component R) for entering a reason for choosing that answer. Also, at least one future question Qy may be associated with a sticker (answer component B) for entering an answer to the future question Qy and one or more stickers (needs component N) for entering terms that are associated with the answer. At least one future question Qy may be associated with a sticker (answer component B) for entering an answer to the future question Qy, a sticker (reason component R) for entering a reason for choosing that answer, and one or more stickers (needs component N) for entering terms that are associated with the answer.

[0078] However, some users may find it easier to imagine a positive flow from right to left than from left to right. Therefore, the board member 20 may have the center left area 2b as an area where one of the positive cards 4p is attached, and the center right area 2c as an area where one of the negative cards 4n is attached. The work set 100 may be composed of the sheet set 10 and the board member 20, without including the needs sheet 30, the gift card 40, and the theme card 50. The work set 100 may be composed of a combination of the sheet set 10 and the board member 20 with one or two of the needs sheet 30, the gift card 40, and the theme card 50. [Explanation of symbols]

[0079] 1R lower area, 2R area, 2a center area, 2b center left area, 2c center right area, 3R upper area, 3a upper area, 3b lower area, 3n upper center area, 4n negative card, 4p positive card, 10 sheet set, 11 first sheet component, 11a, 11b, 12a, 12b, 12c, 12d sheet component, 11m question frame, 12 second sheet component, 13 third sheet component, 15a front cover, 15b back cover, 20 board component, 20s decorative part, 20z completed board, 30 needs sheet, 40 gift card, 40n, 40p card set, 50 theme card, 100 work set, A, B answer component, A1, A2, A3, A4, B1 to B10, C, N2, N4, R3 adhesive component, H hook word, K Card, M heading section, N needs component, Qx past question, Qy future question, R reason component, S spare attachment component, T tape component, V1~V4, X2, X4, Y3, W1 answer frame, Z decorative frame.

Claims

1. a first sheet member on which a plurality of past questions, which are questions about the user's past experiences, are written; a second sheet member on which a plurality of future questions are written, the questions being questions about the process leading up to the user's ideal end; and an attachment member for attachment to a board member, the attachment member being detachably attached in correspondence with each of the questions on the first sheet member and the second sheet member, The sheet set includes an adhesive member that is attached to the board member with answers written on it.

2. a first sheet member on which a plurality of past questions, which are questions about the user's past experiences, are written; a second sheet member on which a plurality of future questions, which are questions regarding the process leading up to the user's ideal end, are written; The first sheet member and the second sheet member are an attachment member for attachment to a board member, the attachment member being associated with each question; The adhesive member has perforations around it, and is cut off with the answers written on it and attached to the board member.

3. The attachment member is 2. The sheet set according to claim 1, wherein the first sheet member, the second sheet member, and the board member are configured with detachable sticky notes.

4. The attachment member is It is a sticker-like material with adhesive on the back and a separator on top of that. The sheet set according to claim 1 , wherein the sheet set is attached to the first sheet member or the second sheet member by a tape member.

5. The attachment member is It is a sticker-like item with adhesive on the back. The first sheet member and the second sheet member are The sheet set according to claim 1 , wherein at least the surface of the area adjacent to each of the interrogations is coated with a release agent.

6. The sheet set according to any one of claims 1 to 5, further comprising one or more pre-attaching members.

7. The plurality of future questions may include: a plurality of environmental questions, the environmental questions being questions about the user's surroundings up to the end; The plurality of environmental questions may include: The sheet set according to claim 1 , further comprising a question about the situation of people around the user.

8. The plurality of future questions may include: a plurality of environmental questions, the environmental questions being questions about the user's surroundings up to the end; The plurality of environmental questions may include: Pre-influence questions, which are questions about the situations of people around the user before the user is influenced; The sheet set according to claim 7 , further comprising a post-impact question which is a question about the situation of people around the user after the user has been influenced.

9. The attachment corresponding to the past question is For attachment to the lower region of the board member, The attachment corresponding to the future question is: for attachment to the upper region of the board member; The attachment corresponding to the question before the influence is: The upper region is divided into two halves, and the lower region is used for attachment to the upper region. The attachment corresponding to the question after the influence is: The sheet set according to claim 8 , wherein the sheet set is intended to be attached to an upper region obtained by dividing the upper region into upper and lower halves.

10. The plurality of future questions may include: The sheet set of claim 1 , further comprising a behavioral question, the behavioral question being a question asking about the user's behavior up to the end.

11. At least one of the past questions includes: the attachment for writing answers to the past questions; The sheet set according to any one of claims 1 to 5, wherein the sheet set is associated with the adhesive member for writing the reason for the answer.

12. At least one of the past questions includes: the attachment for writing answers to the past questions; The sheet set according to any one of claims 1 to 5, wherein the sheet set is associated with one or more of the adhesive members for writing down terms that are recalled from the answers.

13. The plurality of past questions may include: The question is about words, which asks what people would be happy to hear from others. The question about characteristics is about being absorbed in something without paying attention to the surroundings. The question in the above words is, The adhesive member for writing answers to the questions of the words; and the adhesive member for writing the reason for the answer, The question of said characteristics is: The adhesive member for writing answers to questions about the characteristics; The sheet set according to any one of claims 1 to 5, wherein the sheet set is associated with one or more of the adhesive members for writing down terms that are recalled from the answers.

14. The sheet set according to any one of claims 1 to 5, and the board member to which the adhesive member on which the answer is written is attached.

15. The plurality of future questions may include: a behavioral question that asks about the user's behavior up to the end; a plurality of environmental questions, the environmental questions being questions about the user's surrounding environment until the end; The plurality of environmental questions may include: Pre-influence questions, which are questions about the situations of people around the user before the user is influenced; post-impact questions, which are questions about the situations of people around the user after the user has been influenced; The board member is a lower area for attaching the attachment corresponding to the past question; an upper area for attachment of the attachment member corresponding to the future question; The upper region is a lower region for attaching the attachment member corresponding to the question before the influence, the lower region being obtained by dividing the upper region into two regions; The work set according to claim 14 , further comprising: an upper region for attaching the attachment member corresponding to the post-influence question, the upper region being an upper region obtained by vertically dividing the upper region into two.

16. The board member is a left-center area on the left side of the top-bottom center area, on which one of a plurality of negative cards including pictures and words that give a negative impression and a plurality of positive cards including pictures and words that give a positive impression is attached; The work set according to claim 15 , further comprising a right-center area on the right side of the top-bottom center area, to which the other of the positive card and the negative card is attached.

17. The board member is The work set according to claim 16 , further comprising a central area between the center left area and the center right area, in which an object indicating the user's destiny is pasted.

Images