This study ais to elucidate expert nurses' practical knowledge on informed consent "IC" in the field of psychiatric treatment, and to conceptually structure their support process. The research design is based on the Grounded Theory Approach (GTA), and analytical methodology of Strauss & Corbin (1988). Subjects, eight nurses: six females and two males, aged 30-54 (average 43), with 6 to 28 years of psychiatric nursing chronic-ward experience (average 14.7 years), and 0.5 to 11.5 years of acute-ward experience (average 3.6 years), within 10 to 34 years of overall clinical experiences (average 22.7 years). Analytical results identified six categories; "relationship building", "communication", "trust building", "introduction/adjustment of medication and cooperation", "self-care and sociality", and "environmental coordination for discharge", in conjunction with a "team approach" providing in foundation for these categories. It has also revealed that a dignity-oriented practical knowledge lies underlies the IC support provided by expert nurses.

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(Objective) The objective of this study was to document the circumstances of students refusing to go to school and exhibiting learning and/or behavioral problems, and to then design a comprehensive support system based on the data collected. (Methods) A questionnaire developed specifically for this purpose was distributed to all of the elementary and junior-high schools in Fukuoka Prefecture (1148 in total). Of these, 246 schools (23.0%) filled in and returned the questionnaire. (Results) The survey found that, as a percentage of the total students refusing to go to school, 20.2% of students were refusing to go to school and exhibiting learning and/or behavioral problems. Background factors contributing to school-refusal with learning and/or behavioral problems were found to be "poor interpersonal skills", "developmental disorders", and "an unstable home environment". (Conclusion) Specialized support both inside and outside of school is required, suggesting that school social workers (SSW) play a key role.

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This study demonstrated the criterion-related validity of Social Skill Scale (SSS) with Interaction Rating Scale (IRS) by children with behavioral or environmental difficulties. SSS constructs 3 factors, "cooperation", "self-control" and "assertion", IRS does 5 subscales for child items, "Autonomy", "Responsiveness to caregiver", "Empathy", "Motor self regulation" and "Emotional self regulation", converged with 3 factors equal to SSS. Participants were 2-6 year old 121 children evaluated by both SSS and the child items of IRS. As expected, "cooperation" significantly correlated with "Responsiveness to caregiver" "Empathy", "self-control" with "Motor self regulation" "Emotional self regulation", and "assertion" with "Autonomy". The results showed that these 2 scales have broad utility by choosing different situation for child support.

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