The purpose of this study is to investigate the relationship between “incomplete communication” of junior high school students with their mothers and their willingness to attend school. One of the most important factors in family of students lack of interest in attending school is "incomplete communication" they have with their parents.

　　A questionnaire which was prepared on the basis of Bateson’s communication theory was used. Subjects were 561 junior high school students. A group with a willingness to attend school and a group with an unwillingness to attend school were chosen.

　　The result of analysis of variance of three sources was applied. The students with an unwillingness to attend school showed significantly higher scores of “incomplete communication” between themselves and their mothers than those with a willingness to attend school.

　　This result showed that "incomplete communication" of mothers with their children concerning school attendance precipitates the unwillingness to attend school. The importance of counselors' consultation with mothers in educational counseling is further discussend.

　　The purpose of this paper is to report the follow-up of the school refusal children. In addition to that, attitudinal change of parents was described.

　　Semistructured interview was made on 18 parents and 26 children of school refusal.

　　One of the factors which could infulence the follow-up of the school refusal children was changes within the family. In this paper, it was focused on the parents' expectation and its change and the relationship with the process of child’s school refusal.

　　It was found that there were high “operational expectation” and low “operational expectation” parents. Follow-up process looked good for child with parents whose “operational expectation” was high.

　　If parents can focus on the school refusal as a main problem of the child, they expressed “operational expectation”, and their ability to assist the growth of the child was high.

　　“Operational expectation” was find to be an important concept in regards to follow-up process of school refusal children.

　　This study was intended to examine the relations between the development of mothers' perceived maternity and their child’s development. Here, images of children and the present situation of rearing practices, and the process of changes in the feeling during pregnancy were measured and analyesed in 148 mother with one child each. The main results were as follows:

　　1) In mothers with a child under 1 year each, positive image were doinant. On the other hand, mothers of a 1-4 year child each tended to have ambivalent images.

　　2) Mothers with a 0-2 year child each tended to have troubles with their child's habit in daily life, while mothers with a 3-4 year child each tended to have troubles with their child's personality. And most mothers tended to find an opportunity to aquire self-confidence as a mother in rearing practices.

　　3) Mothers were divided into 3 groups by the way they felt when the fact was turned out that they had become pregnant: pleased-mothers (group-P), worried-mothers (group-W), and ambivalent (pleased and worried)-mothers (group-A). When changes in physical conditions and figure due to pregnancy ocurred, mothers in group P and A tended to be glad. And mothers in group W and A tended to fell uneasy then. When they met their child for the first time after childbirth, most mothers tended to be glad. But mothers in Group W seemed to fell easier than the others.

　　This study was designed to examine wives' perceptions of equity/inequity in the performance of child-rearing role. Questionnaires were administered to wives who had at least one kindergartner. They assessed equity/inequity in the performance of child-rearing role. Measures of their contentment/distress with the relationships and their marital stability were also taken. They were asked to consider the major cause of equity/inequity and to rate the cause on 15 semantic differential scales. Furthermore, they rated their sex-role attitudes using Spence ＆ Helmreich's (1978) Attitudes Toward Women Scale.

　　The main results are as follows:

　1) Perceptions of equity were accompanied with four kinds of moods, labeled as “negative feeling toward themselves”, “guilt feeling toward their husband and themselves”, “contentment”, and “anger with their husbands”.

　2) The major cause of equity/inequity was perceived along four dimensions, labeled as “locus of causality/ self-controllability”, “stability”, “other-controllability”, “globability”.

　3) According to analyses using Davidson’s method (1984), more underbenefited wives were, they felt less satisfied and angrier. These results were consistent with equity theory.

　4) Wives with traditional sex-role attitudes were more sensitive to equity/inequity of the relationships than those with non-traditional attitudes.