Originally, Bowlby’s principal interest was in the life-span development (i.e., continuity and change) of the attachment between emotionally deprived children and their caregivers, including clinical interventions with those individuals.  Recently, evidence has been accumulating concerning the influence of the relationship in early childhood between children and their caregivers on the children’s later socio-emotional development, including the quality of later attachment.  The present article surveys empirical studies of attachment and its influence during and after middle childhood, and summarizes the results of several longitudinal studies of the stability and change in individual differences in the quality of attachment from infancy to adulthood.  Clinical implications of attachment theory are discussed, focusing especially on disorganized/disoriented attachment, attachment disorders, and attachment-based interventions in cases with such difficulties.  Critical consideration is given to a dispute as to whether the relationship between Japanese children and their caregivers is unique, and its implications for modern attachment theory.  Finally, the review points to some problems in current empirical studies of attachment in Japan.

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    The brain-mind problem was reviewed in connection with the following: (a) monism-dualism controversies among distinguished psychologists, neurophysiologists, and theoretical physicists, (b) modularity and gradient theory concerning location of mental function in the brain, (c) brain correlates of autistic disorders as expressed in low brain connectivity, and (d) fMRI studies in relation to the theory of mind.  Finally, the important role of the self-referent function of the right hemisphere for understanding one’s own mental states and those of others was discussed.

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    Various problems, such as bullying, truancy, loss of discipline, and even suicide, can make human relations in classrooms difficult.  The present paper introduces several human relations approaches to these problems, and discusses the use of a laboratory method of experiential learning (ELLM) to improve human relations.  Classrooms that had received more than 4 classes in this method of experiential learning in a year reported more satisfaction with their classes and had a higher level of cooperation.  In another junior high school, where all classes were actively using the experiential learning laboratory method, the number of instances of delinquency and truancy, as well as visits to the school counselor, decreased over time.  A survey of the teachers who had implemented the laboratory method of experiential learning in their classes found an increase in their self-confidence as educator and a more child-centered educational philosophy.  Further empirical research is needed to demonstrate the efficacy of the experiential learning laboratory method in school education.

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    The present article examines collaboration between researchers and educational institutions in relation to the field of practice and the method of conducting action research.  Difficult problems between researchers and educational institutions include problems of “general bond,” collaboration, and networking, and the relationships of researchers with practitioners.  Examination of actual problems arising from the field of practice identified some challenges for researchers.  A framework approach is proposed that relates to the field of practice.  It is concluded that it is important to focus on relationships and processes.  With such a research process, it is possible that collaboration between researchers and the field of practice could be deepened.

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    In the present review, the role of consciousness (controlled processes) in clinical and educational psychology is discussed, using the construct of mindfulness. Mindfulness is a mode of attention characterized by receptive and nonjudgmental awareness of the experience of the present moment. In clinical psychology, mindfulness has been found to reduce emotional distress by enhancing a detached stance toward difficult-to-control negative automatic thinking. In addition, detachment is supported by attentional control. Evidence from the educational field supporting a motivation-enhancing effect of mindfulness is also reviewed. Mindfulness can decouple the automatic tendency to reduce motivation and actual behavior. It enables people to derive satisfaction from ordinary daily life and to be empathic to other people. Future directions for empirical research, especially intervention studies, are discussed.

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