Recently, the development and spread in Social Networking Services (SNS) has led to an increase in risk taking behaviors among especially young people. Risk perception is thought to affects the decision of whether to avoid “SNS use related risk taking behaviors”. We conducted a survey on the experiences of victim and perpetrator in “SNS use related risk taking behaviors”, and risk perception regarding SNS use among high school students. The subjects were 500 high school students (250 boys and 250 girls) who were registered as monitors by a web research company. Number of valid responses was 480.
90.2 % of students experienced SNS use, 44.4 % experienced the damages of risk taking behaviors, and 24.8 % were perpetrators. Students who had been the perpetrators of risk taking behaviors were lower in risk perception than others. There was no correlation between damage experiences and risk perceptions regarding risk taking behaviors. Significant positive correlations were indicated between risk perception and the knowledge score on safe SNS use, learning experience, the perceived possibility to avoid risks. It would be important to increase risk perception regarding risk taking behaviors, as well as acquiring knowledge, in order to enhance the possibility to avoid risks in SNS use.

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This study was aimed to clarify the structures of hardship experiences at the competitive sports activities of university athletes and the overcoming factors for them, and to obtain the attitude of university athletes and the role of the supervisors toward overcoming their hardship experiences.
The questionnaire method was applied in this study, proceeding factor analysis concerning hardship experiences at the competitive sports activities and factors to overcome them. The subjects were 313 university athletes of the physical course (20.7±1.2 years old).
The results of factor analysis identified a six-factor model with 44 items for hardship experiences at the competitive sports activities and a five-factor model with 40 items for overcoming factors. University athletes were faced with “consequence on the athletic activities by injury” “depressive performance” “hardness on the practice” “mental strain in the athletic life” “friction of human relations” and “sense of responsibility within the team” in their athletic competitive life as hardship experiences. However, “eagerness for sports and conviction” “support by others” “switching of thinking” “significance of the competition continuation” and “changes in the competition environment” were indicated as factors leading to overcome from those situations.
In the next study, the possibility of overcoming was examined concerning with the largest hardship experiences. University athletes with high competition level experienced higher “mental strain in the athletic life” and got better by “eagerness for sports and conviction” than others. University athletes leading their teams experienced higher “sense of responsibility within the team” “consequence on the athletic activities by injury” and felt better by “eagerness for sports and conviction” “support by others” and “switching of thinking” than others. For the first experience of great hardship in competitive sports caused mainly in their high school years (16.1±3.1 years old) in which victory supremacist was strengthened. It was interpreted that the stronger the degree of hardship experiences is the lower the overcoming from them becomes, and also the more the factors of promoting overcoming increases the higher the overcoming become.
It was important for overcoming from hardship that student players construct a good interpersonal relationship in their team receiving the support by others, and gain a positive thinking. And it was important as a role of supervisors that they do not only technical coach to student players, but also understand their sentiments while regulating the interpersonal relations in their team and supporting them. In order to the mental nourishment for their future for the hardship experiences as overcoming experiences, it was suggested that the power of the student players who get over from hardship with themselves and the power of the supervisors who support the capability of the student players and gave a lead to overcome.

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This article reports the practical example of a safety education programme aimed at prevention of child injury, especially in school. The programme characterised by the fact that elementary school students set their own concrete action goals for safety was developed and named Hinadori. This programme was based on the goal setting theory and implementation intention. In this programme, students were asked to detect hazard inside the school and draw a specific action goal for preventing injury as a pictogram and post it. The programme was carried out for 64 fourth graders, over five class periods (225 minutes). Although we investigated the frequency of unsafe behaviours for about one month before and after the safety programme, there was no significant decrease after education. In the meanwhile, an analysis of the number of students visiting the school infirmary due to injury saw a significant decrease in the fourth grade compared to other grades. The development of safety education aiming at preventing injuries outside school, and the possibility of disseminating this information to other schools were discussed.

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Narrative account of earthquake disasters in Japan is a relatively new type of concept. In this paper we research, analyze, and suggest how narrative accounts of earthquakes and their narrators or kataribe can contribute to disaster mitigation education. The author visited places around Japan where narrators are active and interviewed them, collecting some information on disaster mitigation education. For more detail we focused our attention on the Hokudan Earthquake Museum and its narrators. From the results of the study, the following is suggested.
1. When you start storytelling, some elements are central, such as the existence of disaster events around you, of people who know them very well, of a kind of facility to perform, and of students who want to listen to. 2. To cope with the ageing of the narrators, the current narrators group should organize a next generation group and teach the method of storytelling to students. 3. The narrator should check one’s performance and its effect on the student audience. 4. The narrator should listen to other narrators or get together and share their methods and practice. 5. Those students who want to perform story telling should firstly carefully study disaster or disasters around them. Then after acquiring some amount of knowledge about disaster or disasters students can try storytelling. Teachers should help students acquire knowledge by teaching about disasters, either as part of a lesson or through extracurricular activities and also help them find venues for storytelling. 6. The organizer of the storytelling should inform would be participants (from schools or universities) that some form of pre study about a disaster or disasters that they choose will lead to preparedness for listening.

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