In the previous paper “Family Role-Play: Part 1” by the same author, she reported the attempts of the use of family role-play in the small-group training workshops for the psychotherapists, and introduced the possibility of the use of family role-play for the purpose of training analysis of the therapists as well as family therapists.

　　In this paper, a case of the training of a male family therapist by family role-play as a training analysis is reported.

　　The training was conducted for a male therapist A, in order to promote his self-understanding and to solve family conflict of his family of origin, concerning his younger brother.

　　The three kinds of family meeting scene by all five members, and by A and his father and mother, were conducted, utilizing the technique of role-change and scene-change ; and double-role (alterego), and feedback by participants were effectively conducted. As a result, understanding of A himself and his family was deepened.

　　The skill of facilitation by the trainer to direct effective scene-making and the timing of role-change was also discussed.

　　In Japan over 90% of youngsters who graduate from junior high schools go to senior high schools. In. spite of high rate of going to senior high school, over 120,000 senior high school students drop out of schools every year. A student’s leaving school part way often brings his/her family to a critical situation.

　　I have tried to help them to solve the problems that prevented them from finding new careers by means of MRI-type of family therapy. Two cases about them are shown here. It is confirmed that this type of paradoxical interventions were usefull for these cases.

　　The process and the result were as follows; Their parents were present at some sessions and exchanged letters with me. At first the father was indifferent to his child’s school life and simply wanted him/her to continue to go to school as ever. Because of the father’s attitude, the relationship between the mother and the son/daughter became stronger. The mother took full responsibility to solve her child’s problems and found it impossible to deal with them by herself. Then the mother asked her husband to take part in the "batttle" and talked about their son’s/daughter’s future to each other. Improved relationship between the parents set their child at ease and enabled him/her to think about a new career constructively. By trying to overcome the critical situation the relationships among family members became stabler than ever.

　　This paper aims to examine whether separation anxiety caused school refusal in the case of a girl aged 6. I concluded that her school refusal was not caused by separation anxiety, but by other reasons which made her afraid.

　　Psychological researchers have tried to discover the reason for the high number of school refusals, especially in today's Japan. A. M. Johnson et al. in 1941, supposed that every "school phobia", school refusal is caused by separation anxiety between the mother and child. This assumption is still supported by some researchers, particularly for younger refusers. Other reasons are readily given for older children, such as too much School work, under-achievement, delinquency, laziness, serious. bullying, etc. Separation anxiety is apt to be thought of as the cause of school refusal in younger children. Is this true however?

　　I carefully examined one case of a school girl in the first grade. Certainly, there were symptoms of separation anxiety in this case. The girl wouldn’t move, cried with acute fear, and refused to go to school when her parents compelled her to go. Therefore this case might be classified as one of separation anxiety. But my opinion was different.

　　First, separation anxiety should be the greatest when she has to separate from her mother for the first attendance. Her first fear appeared when. she wanted to go to her friend’s house and occurred three months after her entrance into school. Besides, there was not any reliable evidence of a poorly resolved dependency relationship. between her and the mother. The mother didn’t try to hold on to her overprotectively.

　　To intervene in this case helpfully, I used a systemic approach. I linked the child’s system to the school (friends) system. For that, I expected the mother's role to be to accompany the girl until she would feel easy at her school. The girl’s inside (body) system showed problems as well and changed with the procedure for other systems. After about six months, she was able to go to school without any refusal, her body trouble, asthma had faded away and her anxiety had disappeared.

　　In conculusion, separation anxiety was not the cause of her school refusal, but a clue to the solution. The case, starting with the intervention helped her to conquer many intersystemic problems.