According to attachment theory, the early relationship between a child and his/her caregiver greatly affects the development of self-image. A secure attachment enhances the sense of security while an insecure attachment causes a negative self-image and negative feelings and perceptions, which are associated with depression. In addition, negative reminiscence functions, i.e. negative reminiscences of one’s past, are related to the perpetuation and aggravation of depression. This study used several instruments, i.e. the Feelings Experience Scale (FES), the Self-rating Depression Scale (SDS), and the Reminiscence Functions Scale (RFS), to examine the relationship between previous images of parents and previous images of oneself and reminiscence functions and current mental health in 342 undergraduates. The FES rates feelings on 2 subscales, “Endearing” and “Painful.” The SDS features 2 subscales, “Depressive feelings” and “Feelings of inner contentment.” The RFS features 4 subscales, “Formation of interpersonal relationships,” “Reexperiencing painful events,” “Identification of positive past events,” and “Coping with problems.” Results of cluster analysis and multiple regression analysis suggested that previous positive images of parents were related to previous positive images of oneself, encouraging “Feelings of inner contentment” while inhibiting “Depressive feelings.” Previous positive images of oneself also encouraged “Feelings of inner contentment” via positive reminiscence of past events. In contrast, negative previous images of parents were related to negative previous images of oneself, aggravating “Depressive feelings.” Previous negative images of oneself also led to negative reminiscence in the form of “Re-experiencing painful events.” These findings were discussed in terms of attachment theory and previous images of oneself.

　　This study examined how school-aged children (elementary school students) who suffered directly from the Great East Japan Earthquake in 2011 were stressed by watching video of disasters on TV. This study also examined how that stress was alleviated or promoted based on family conversations during TV viewing. Participants in this study were 61 child-mother pairs. Two-way (duration of TV viewing and five types of family conversations) ANOVA revealed that the duration of TV viewing had a main effect, and stress (measured by physical reaction) was higher in pairs who watched TV for more than two hours a day. In addition, there was significant interaction between the duration of TV viewing and the topics of family conversations (moral topics and preciousness of life or safety measures). Analysis of simple main effects indicated that pairs with less family conversation experienced significantly increased levels of stress (depression and anxiety) when they watched TV more than two hours a day. Pairs with more family conversation also experienced significantly increased levels of stress (physical reaction) when they watched TV more than two hours a day. These results suggest that watching TV for more than two hours a day is a factor that promotes stress and that more family conversations about safety measures, moral topics, and the preciousness of life are a factor that alleviates stress.

　　Previous studies have revealed that interpersonal relations influence the psychological wellbeing of pregnant women and mothers of 1-year olds. Routine interaction affects the provision and receipt of assistance and it also serves to alleviate routine stress. This assumption presumably applies to pregnant women and mothers with an infant as well. However, the ways in which these women routinely communicate with others and the role that communication plays have not been sufficiently examined.

　　The purpose of this study was to investigate routine communication and its role for pregnant women and mothers with an infant. Semi-structured interviews were conducted with 21 pregnant women and 10 mothers with a 1-year-old. Interview transcripts were analyzed using the modified grounded theory approach (M-GTA).

　　Results revealed that both pregnant women and mothers of a 1-year-old were trying to adapt to changes in their environment by communicating with their husbands, their own mothers, old friends, friends who were mothers themselves, and work colleagues. During pregnancy, pregnant women developed a multi-tiered relationship with their husbands while relying on their own mothers and old friends. During child rearing after the child was born, the marital relationship appeared to strengthen and mothers' attitudes began to center on the family. In addition, mothers continued to actively form relationships with friends who were mothers themselves, but mothers grew apart from their own mothers and old friends. However, mothers valued their relationships with old friends, so they sought to maintain those relationships by selecting applicable conversation topics and means of communication.

　　The need for “psychological education” has been cited over the past few years, and psychoeducation should become a key component of schooling. The purpose of this study was to ascertain the communication experiences of junior high school students during career decision-making in order to use psycho-education in career advising. Data from interviews with 12 students were analyzed using the Modified Grounded Theory Approach to study students' communication with key figures during career decision-making and how students feel before and after that decisionmaking. Results yielded 42 concepts, 11 sub-categories, and 5 categories of responses. Results revealed 4 findings; (1) communication with parents developed primarily based on the topic of “ceasing reliance and gaining independence,” (2) communication with friends developed as part of an idealized sense of togetherness, though students ultimately achieved independence from their friends, (3) communication with teachers was more rational than communication with parents or friends, and (4) students were encouraged to accept themselves as they achieved independence from parents and friends. This study concluded by discussing the aforementioned findings in terms of the influence of communication experiences on students' psychological growth and practical suggestions for development of psycho-educational programs for career advising.