The purpose of this study was to compare teacher’s psychological responces during crises in school by teacher’s positions; doing so will help obtain suggestions for effective support. Three thousand five hundred and seven public elementary and middle school teachers participated in this study. A total of 927 teachers reported that they had experienced at least one school crisis during the past ten years. A comparison by teacher’s positions showed the following: (1) managerial teachers tended to have a weaker psychological responses and engage in more positive coping strategies, (2) student guidance teachers had similar responses to managerial teachers, (3) teachers related to the crisis tended to have stronger responses and engage in more positive coping strategies, (4) others teachers engaged in more passive coping strategies, and (5) school nurses tended to have stronger responses and engage in more passive coping strategies. The results show the necessity of supporting teachers more carefully during school crisis.

This study aims to examine the psychological impact of social interactive games on elementary school students through qualitative analysis.

The sample consisted of 31 third-grade students who participated in six sessions for a 2-month period. To that end, retrospective surveys were administered to the students after each game, and an interview was conducted with the homeroom teacher. The results indicate that the interactive games not only increased the involvement of the students but also had a positive impact on the class as a whole. Based on these findings, future investigation will focus the experiences of individual students (e.g., those that are withdrawn or aggressive) and verify the effectiveness of social interactive games through qualitative analysis.

This study was to explore a transition of psychological state that mothers who grew autistic children experienced until the children became adults. Based on preceding studies, nine states were assumed to appear in order, i.e., (1) anxiety about children’s future. (2) emotional confusion, (3) negative sense about children including compassion and guilt feelings, (4) denial of disorder, (5) struggle with disorder, (6) recognition of disorder as a fact, (7) perception of efficacy of one’s action for children, (8) sense of the removal of anxiety and the stability, and (9) acceptance of disorder as the actual. Among them, the first three, the middle three and the last three states were assumed to be negative, intermediate and positive states, respectively.

Eight mothers who were growing children of Kanner’s autism were interviewed to investigate the possibility of the following hypotheses; (I) A transition from (1) to (9) could be observed as a fundamental process, and (II-A) positive, intermediate and negative states would be always multilayered components of mothers’ consciousness, (II-B) positive state would tend to become more dominant than the other states as children grew up, and/or (II-C) mothers’ state would be affected by how adequately their children would be supported in schools or nursing facilities after they reached the positive state. As a result, hypothesis (1) was supported as far as mothers having slightly disordered children. Hypotheses (II-A) and (II-C) were supported for the most part, but some findings were also discussed for the future study.

The present study investigated the relationships among perceived social support for one’s most life-changing stress event, one’s meaning making for it, posttraumatic growth, and the stress reaction. The survey was conducted on 295 undergraduate students; 158 students who had suffered their life-changing stress event and gave effective responses were analyzed(71 males and 86 females, mean age:19.7). Path analysis showed that the scores for perceived social support related positively to posttraumatic growth mediated by meaning making. Simple linear regression analyses indicated that ‘meaning making’ have a week buffering effect toward ‘depression and evasion of others’, but there aren’t any remarkable influences toward other factors of stress reaction. These findings suggest that perceived social support at the point of the life-changing stress event does not necessarily buffer the various stress reactions but helps the process of meaning making, and eventually, posttraumatic growth.

In this study, first, we outlined the Special Needs Education (SNE) from the philosophy. Second, we explained recent situation such as institutional improvement concerning SNE and ratification of the Convention on the Rights of Persons with Disabilities. Finally, we explain the basic idea of the SNE in Early Childhood Education and Care (ECEC) from so-called three laws, then we discuss the findings obtained from actual practice in ECEC. As a result, the following was clarified. First, SNE in ECEC can be carried out by establishing subjective play and activities of children. Second, Promoting SNE in ECEC is to construct inclusive ECEC system. Finally, that is to be realized by the establishment of subjective play and activities of children providing reasonable accommodation, regardless of child’s disability or not.

The Ministry of Education, Culture, Sports, Science and Technology published the revised notification of the Courses of Study for Kindergarten, Elementary and Lower Secondary School Courses of Study in March 2017, and the revised notification of the Courses of Study for Schools for Special Needs Education Kindergarten Departments, Elementary Departments and Lower Secondary Departments in April 2017. Following a decade of implementation of Special Needs Education that reflected the revision of School Education Act in 2007, “Continuity of Learning” is the focus of Special Needs Education in the revised New Courses of Study for the School Education in Japan. By interpreting the revised New Courses of Study through the lens of “Continuity of Learning”, this study shed light on the concepts of (1) establishment of inclusive education system, (2) improvement and enrichment in each school subject at School for Special Needs Education, and (3) improvement of flexibility in curriculum for persons with Multiple Disabilities etc.

In this aging society, the importance of ‘support for child-rearing’ has been brought up. But without considering the meaning of ‘child rearing’ deeply, the importance and the necessary expertise of ‘support for child-rearing’ will not be evaluated.

Considering this situation in recent society, I’ll make up the opportunity to improve the way of ‘support for child-rearing’ by not only elementally thinking of the cause of the falling birthrate and the change of the meaning of ‘child-rearing’, but also examining the elements of ‘child-rearing’ and the new sides of ‘support for the child-rearing’ from now on.

In this research, in addition to examining the content of implementation of child-rearing course “Through the creation of the TANABATA decorations you can learn about the freestyle arts and crafts of children”, the course targeted at parents and children using the Support program for KSU Child-Rearing Support Center, in order to clarify the outcome and issues I conducted a questionnaire survey targeting parents who participated in that, and I clarified the outcomes and tasks, and I examined how to support child rearing in the field of artistic expressions utilizing ICT in the future.

Based on the results of observing the infants who participated in it, I think that “freestyle arts and crafts” is possible at a wide range of age. In addition, according to the questionnaire results, not only infants but parents themselves knew that they felt pleasure and joy of artistic expressions. Parents’ satisfaction with the contents of this course seems not to be low, and it can be said that the effects of ICT utilization have been largely effective. However, since the achievement of the goal of this course is not perfect, by continuing this course, I will support mastering artistic expressions knowledge, understanding of parents' children, furthermore, as tasks, it is necessary for me to call on fathers to participate in this course, and I will expand the scope of the survey to many parents who are raising children.

Recently, the number of students who has actual experience with children before entering the university is decreasing. This issue should be addressed by creating a good training program to prospective child care workers.

The students in the first grade study primarily the Principles of Early Childhood Care and Education. This idea is also the core principle practiced in the Child-Rearing Support Center of the university.

The students together with the parents and the children interact with each other and work together in an activity provided by the Child-Rearing Support Center of the university. This activity is termed “Sunflower cultivation”. This activity expose the students about the nature of children and eventually provide a deeper understanding on the contact of child growth and development.

The first hand experiences each student gained are shared among others in the classroom setting. Eventually, they presented their experiences and their studies in the open campus.

This study is designed by the Department of Childhood Education of the university specifically for the first year students. The aim of the study is the integration of the different theories on Childhood Care and Education to real-life situations through actual interactions of the students with the subject of the study.

The School for Children’s Education established in April, 2018, organized the traditional Tanabata event for infants & parents, who have been using KSU Child-Rearing Support Center opened at the same time as the school, and local residents. We devised this event as a place for infants & parents and students where they mingle with each other and enjoy the event together, for the purpose of mutual developments and intergenerational exchanges among them. We report how students deepened their learning through their one-and-a-half-month effort such as meetings, preparations, and practices and then consider the ingenuity and challenges about future supports for students and child rearing.

I examined if the job stress increases the risk of cardiovascular diseases in 466 employee of a private university. The cardiovascular risk points were calculated using a formula based on Hisayama study data or a formula based on Framingham study data. Stress check assessing job stress was performed using a questionnaire recommended by Ministry of Health, Labour and Welfare. As for the stress reaction, those having a point 17 or lower were regarded as higher stress subjects, while cumulative points of stress factor and support equal to 26 or less were also regarded as higher stress subjects. I compared the risk points between the higher and lower stress subjects according to sex- and age-groups. In any group analyzed, neither risk points based on Hisayama study nor Framingham study were significantly different between the higher and lower stress subjects. Job stress assessed by the stress check may not be a predictive factor of the cardiovascular risk. The health management of the employee in a work-site, educational activity for lifestyle modification to reduce the risk of cardiovascular diseases and measures to reduce the job stress should be independently pushed forward.