This study investigated the effects of attributional complexity and gender role attitudes on social distance in various family types and children living in families of those types. A betweenparticipants factorial design was used to evaluate family types (living with one's biological parents, living with a single parent, living in a step family, living with foster parents, and living in an institution), attributional complexity (high vs. low), and gender role attitudes (traditional vs. egalitarian). The results were as follows: (1) participants with an egalitarian attitude towards gender roles and high attributional complexity were more likely to be accepting of children living in an institution, (2) a child’s aggressiveness was not biased towards a particular family type, and (3) attributional complexity and gender role attitudes influenced the psychological acceptance of atypical family types and children living in those types of families. Psycho-educational programs that promote egalitarian attitudes towards gender roles and high attributional complexity are needed in order to achieve social inclusion in which people accept any family type and children from various types of families.

　　The aim of this research was to ascertain the process by which a child forms a new relationship with a non-custodial parent after a divorce. Semi-structured interviews were conducted with 15 adults whose parents divorced at age 18 or younger and who continued to visit their non-custodial parent. Interview data were analyzed using a modified grounded theory approach.

　　Results indicated that there are 2 processes by which a child forms a new relationship with a non-custodial parent through visits: 1) The child forms a stable relationship with the non-custodial parent, or 2) The child forms an unstable relationship with the non-custodial parent. In both processes, the child ultimately forms “A relationship with a parent as he or she is” as the child matures. However, results suggested that a child with a stable relationship with a non-custodial parent copes better with object loss after a divorce. During early visits, a child needs to feel loved but not smothered by a non-custodial parent. This is achieved through “A dependable relationship like that with one's grandparents.” Such a relationship needs to be formed in order for the child to form a stable relationship with his or her non-custodial parent.

　　Work-family research has examined the impact of work-family conflict on psychological factors. However, the positive side of work-family research has received increasing attention as a result of the influence of positive psychology since 2000. In recent years, work-family enrichment has garnered the most attention. Work-family enrichment requires resources (e.g., coping skills and self-esteem). Work-family enrichment occurs when resources generated in role A improve performance in role B. Work-family enrichment improves work and family performance, so work-family enrichment is being studied in industrial and organizational psychology. Several studies overseas reported that work-family enrichment facilitated work performance and satisfaction as well as family performance and satisfaction. However, work-family enrichment has not been adequately studied in Japan.

　　The aim of the current study was to examine a mediational model of work-family enrichment (work-to-family enrichment and family-to-work enrichment) from the perspective of the conservation of resources theory.

　　Participants were 163 mothers with infants who were recruited at five nursery schools. Data were analyzed using a structural equation model. Results indicated that family support was more likely to facilitate work-to-family enrichment and family-to-work enrichment. In turn, work-tofamily enrichment was more likely to facilitate family performance, and family-to-work enrichment was more likely to facilitate work performance and satisfaction. These findings' implications for research and practice are discussed.

　　The aim of this study was to discuss issues encountered in couples therapy for the elderly through an example of family therapy. Therapy focused on communication between the husband and wife from the perspective of the family life cycle. A main therapist and a sub-therapist who were both female conducted eight psychological sessions with the client couple. Therapy ended when the couple's perceptions changed. Each member of the couple wanted the other to change his or her behavior, but neither changed. Both members of the couple realized that they could not control the other, so changes in communication styles between the two could not be fostered. This example suggested 3 main points regarding issues in couples therapy for the elderly. First, the therapist must deal with a couple's resistance to change, the therapist must accept that changing communication styles will be difficult, and the therapist must have the couple delve into their acquired values and positive attributes. Second, the couple remained physically close as a result of periodic problems during the family life cycle. When conflict occurred, however, they remained psychologically distant due to their ties outside the family. The therapist must focus on this distance. Third, the issue of gender must be dealt with during couples therapy for the elderly. Elderly clients need support to actively express their feelings about gender and to flexibly change their minds and attitudes.