The current psychotherapy concerns are extracted from the research of INOUE Enryo1), who first used the term “psychotherapy” in Japan in 1904, and MORITA Shōma, who developed systematic psychotherapy approximately 100 years ago. However, current psychotherapy neglects natural recovery (spontaneous or self-healing). Hence, this study revised the Three Steps Model published in 2021 as an approach for victims of the Great East Japan Earthquake based on these identified issues. The significant revision concerns the second step, including its concept and procedure, and the cases wherein the third step is used are discussed.

　 Unconditional self-acceptance has been regarded as a desirable type of self-acceptance in rational therapy. However, conditional self-acceptance and its conditions, have not been sufficiently examined and discussed. This study aimed to examine the ways in which conditional self-acceptance is related to stress response and positivity. It examines the types of conditional self-acceptance, the relationship between conditional and unconditional self-acceptance, and the stress response and positive attitude toward life that unconditional self-acceptance fosters. The survey results of 287 university students revealed that conditional self-acceptance was categorized into three levels: high conditional self-acceptance, acceptance-seeking, and low conditional self-acceptance, showing the highest to lowest stress response in the abovementioned order. These results indicate that it is important to foster an attitude of unconditional self-acceptance to maintain optimal mental health.

　In this study, the researchers conducted a Solution-Focused program based on the Solution-Focused Brief Therapy for 128 junior high school students (67 males and 61 females) in their first and second grades. The purpose of this study is to reveal the transition of the function of school refusal behavior scores after the implementation of the program and to examine the relationship between the effects of the “Solution-Focused program” in the first and second grades as well as the function of school refusal behavior in the third grade. A decrease in the function of school refusal behavior was found in a certain number of students after undergoing the Solution-Focused program in the first and second grades. Students who showed a decrease in the function of school refusal behavior throughout the two years exhibited a lower school refusal behavior in third grade than others. Thus, the researchers found that the implementation of the Solution-Focused program using worksheets based on Solution-Focused Brief Therapy is effective in preventing school refusal among junior high school students.

　This study aimed to develop a behavioral scale toward other people who fail at “taking a hint” and to test its reliability and validity. An internet survey was conducted with 419 university students (M=20.80 years, SD=1.85). The results indicated that the scale had a six-factor structure: Jeer / Tease, Criticize, Follow Along, Ignore, Avoid, and Gossip. Validity was examined in terms of both content and convergence. Reliability was tested in terms of internal consistency, factor invariance, and temporal stability. The results indicated the reliability and validity of the scale.

　Psychological assessments, such as intelligence testing, have two aspects: gathering information for treatment and therapeutic assessment, which directly link psychological assessment to patient assistance. This study examined a therapeutic assessment session using brief therapy questioning techniques, focusing on interaction and circular causality. In one particular case, this method was applied in the pediatrics department to a girl who was not attending school and her parents. The results indicated that the child's problem system changed significantly after one assessment session and one feedback session, followed by two follow-up sessions in which the chief complaint was resolved. This study examined a particular case, and although there are limitations to this study due to the absence of a control group and its focus on a single case, it remains important and worthwhile to examine the implementation of therapeutic intelligence testing for children using brief therapy perspectives.