Many experts have considered ‘utilization’ to be central among Erickson’s approaches. This paper introduced a case in which utilization was deliberately and successfully used, and discussed therapist-related factors in its application. The first factor was the non-negation of the client’s framework. In acceptance of the client, the therapist evoked a desire for improvement. The second factor was that the therapist did not hold fast to their own views in working with the client. In this paper such flexibility was referred to as relaxed awareness. The author argued that these factors facilitated respect for the client’s autonomy.

As an elementary school teacher in charge of the third grade, I have utilized the WOWW approach and the solution-focused peer support in my classes. The WOWW approach allows the coach to help his/her students to bring out their abilities and straighten out their problems effectively. The solution-focused peer support is also an effective approach to promote good relationships and friendships, and to eradicate bullying in classrooms. Nevertheless, there have not been many instances where homeroom teachers made use of these approaches. In this study, I have practiced the WOWW approach and the solution-focused peer support, and examined their effectiveness by observing the results of assessment. They indicated the increase of numerical values, and the positive feedback was obtained. I have confirmed that utilizing the WOWW approach and the solution-focused peer support at first hand provides good educational benefits for both children and homeroom teachers, and encourages the growth and development of children by fostering a sense of unity in the group.