In Japan, workplace bullying and harassment have become a social problem, leading to victims committing suicide and developing depression. Therefore, the development of educational programs for bystanders, who play an important role in preventing and solving this problem, is an issue. The purpose of this study is to develop a gaming simulation that encourages constructive intervention by bystanders in workplace bullying and harassment. In this gaming simulation, players experience workplace bullying and harassment as bystanders. A unique feature of this gaming simulation induced to take the side of the perpetrator, and all players fail to achieve their goals. The study analyzed players’ comments during this game simulation, debriefings, and post-play interviews. The results confirmed that the players had acquired the knowledge and awareness through the simulated experience and dialogue. This knowledge and awareness include, for example, factors that cause or exacerbate workplace bullying and harassment, bystander intervention factors, and intervention ways and measures. This suggests the effectiveness of this gaming simulation.

Public–stakeholder engagement is required to build a consensus on the final disposal of removed soil outside Fukushima Prefecture. This study aimed to develop a game that simulated the stepwise dialogue process, and to determine the cases that successfully made acceptable proposals and those that failed, focusing on the public viewpoint and perspective-taking of the involved parties. A three-stage “removed soil game” was created. Stages 1 and 2 are the settings of negotiations and dialogues by stakeholders in a conflict situation. Stage 3 is a setting of public discourse by the citizens with no conflict. A questionnaire survey was conducted along with gaming. The results of 12 games showed that in the games failing consensus regarding policy goals in stages 1 and 2, participants were likely to propound acceptable proposals successfully reducing the burdens of the regions in stage 3. Moreover, the results indicated that participants in successful games were likely to strongly commit to the stakeholders’ role in the early phases, and they could take a perspective on stakeholders’ positions, interests, values, and emotions in the latter phase. It was discussed how to design the problem-solving process satisfying both the public viewpoints and perspective-taking of the involved parties.

In this study, teaching materials (transfer evaluation and facilitation materials) were developed and implemented to evaluate and reflect on the effectiveness of a social skills curriculum for university students, focusing on skill transfer. The curriculum and teaching materials were based on the warp and woof model of interpersonal problem-solving skills. Thirty-eight of the 127 students who attended the lecture engaged with the material 2–3 months after the course ended. Regarding the transfer evaluation and facilitation materials, 13 of the 38 students were able to think according to the model and were judged to have successfully transferred their skills. Nine of these 13 students articulated a final solution that met all evaluation criteria. Twelve of the 38 students omitted only the rational judgment process, and six of these students were able to write a final solution that satisfied all evaluation criteria. Further testing is needed to determine whether these students can produce better solutions when faced with more challenging problems. Logs of the materials provided during the lecture revealed that students who did not transfer their skills had issues with retaining knowledge about the general procedures of problem-solving and with consciously applying their ways of viewing and thinking in problem solving.