【Purpose】The importance of cooperation among school counselors (SCs) and teachers has been highlighted in previous research. However, few studies have focused on the purpose of such cooperation. Therefore, this study examines the purpose and compares the needs of these two occupations in order to promote effective cooperation.

【Methods】An open-ended questionnaire was created regarding the purpose of such cooperation after which SCs and school counseling coordinators throughout Japan were asked to respond. A total of 142 SCs and 158 school counseling coordinators responded to the questionnaire, which resulted in 533 statements. The statements were then categorized, using the KJ method, and analyzed to investigate the differences in the two occupations.

【Results】The findings show that both occupations had interests in improving the environment of their students, strengthening their ability to deal with problems, and improving the mental health of their students and their respective parents. In addition, SCs had a stronger need to improve their students’ environment, while school counseling coordinators had a greater need to improve their students’ mental health.

【Discussion/Conclusion】The results indicate that to improve future cooperation, it would be helpful for those to first admit the existence of these differences and then understand and respect their colleagues’ opinions.

【Purpose】The purpose of this study is to develop a short version of resilience inventory for practitioners and participants in order to improve their comprehension of individuals’ psychological resilience during interventions.

【Methods】The participants of 616 university students (259 males, 352 females; non-responses=5; mean age=19.30; SD=1.17) were asked to answer a questionnaire composed of socio–demographic questions of which 25 resilience items were utilized to develop the Resilience Inventory for Daily Life of University Students (RIDLUS), the Life Skills Scale for University Students (LSSUS), and the Positive Coping Scale for University Students (PCSUS). Exploratory factor analysis, reliability analysis, confirmatory factor analysis, and correlation analysis were conducted to develop the RIDLUS. In addition, cluster analysis and higher-order factor analysis were conducted to examine the construction of the RIDLUS.

【Results】The results of the exploratory factor analysis identified a five-factor model on the basis of the 25 items of the RIDLUS. The findings of the reliability analysis and confirmatory factor analysis confirmed that the Cronbach’s alpha coefficient reliabilities and scale, respectively, had satisfactory fit indices of structural validities. In addition, the results of the correlation analysis revealed positive correlations among the scales, while the cluster analysis and higher-order factor analysis showed that the RIDLUS consisted of two higher-order factors (intrapersonal resources and social resources).

【Discussion/Conclusion】The RIDLUS was developed with satisfactory levels regarding reliability, structural validity, and criterion-related validity. Furthermore, the RIDLUS is expected to be applied in complex psychological models because it can also be used as a two-factor model.

【Purpose】In order to facilitate cooperation between teachers and mothers of children with developmental disabilities, it is necessary for schoolteachers of regular classes to comprehend the mothers’ outlook on education. Therefore, the purpose of this study is to investigate how these mothers formulate their outlook on education. In addition, this study examines the factors that facilitate or inhibit cooperation between teachers and mothers.

【Methods】Nine mothers were interviewed, after which the contents were analyzed using the modified grounded theory approach.

【Results】The findings show that the mothers’ outlook on education was characterized by ambivalence in terms of special educational support. Consequently, it was hypothesized that these mothers would stop cooperating with teachers if the latter failed to meet the mothers’ ambivalent needs.

【Discussion/Conclusion】The results suggest that the following effective measures must be employed in order to facilitate mother-teacher cooperation:

1) Discuss special educational needs from both perspectives;

2) Suggest ways to achieve solutions that are suitable for the children;

3) Determine methods to deal with the children’s failures.

The purpose of the present study is to increase the self-formation consciousness of first-year university students by focusing on psychological interventions that are based on individual character strengths (CS).

The methodology was as follows. During week one, the participants were asked to take an inventory of their CS after which they received individualized feedback regarding five of their CS in week two. In addition, they were requested to use one of these strengths in a new and different way every day for one week. The students were assigned to one of three groups: (a) the SS group (which used their top five CS in a new way; (b) the RS group (which randomized the CS in a new way; and (c) the control group (which included non-intervention). The self-formation consciousness scale was measured during the pre- and post-time periods for all of the participants. Among the SS group and the RS group, the individualߣs subjective feelings of their CS were assessed during the feedback and post-time periods.

Finally, the changes of the three groups during the intervention were analyzed using a 3×2 (condition×time) mixed analysis of variance (ANOVA). The results show that the possibility seeking score did not significantly increase in each group. Conversely, in only the SS group, there was a significant increase in the effort to possibility score from the pre-test to the post-test. In addition, in only the SS group, there was significant increase in the subjective feelings of using strengths score from the feedback-test to the post-test. The findings suggest that psychological intervention using an individualߣs top-five CS was effective for increasing self-formation consciousness.

[Purpose] Adolescence is a difficult time period for positive parent–child communication and programs that target the parents of junior and/or senior high school students have been rarely studied. Therefore, the purpose of this study is to examine preventive parent training for mothers of junior high school students based on cognitive and behavioral theory.

[Methods] This training program was implemented once a week for a total of five sessions in which 17 mothers participated. The four training components of this program included: (1) lectures on adolescent psychological and behavioral trait as well as basic behavior theory; (2) the self-monitoring of the mothers’ behaviors in daily life; (3) the modification of the mothers’ behaviors with homework; (4) feedback from the training staff as well as group discussions regarding their homework performance. In order to assess the effectiveness of this program, the mothers completed rating scales that assessed stress responses, perceived social support from their respective child, and family stressors both before and after the program.

[Results] The results of self-monitoring during the five-week training period showed that negative and neutral behaviors of the mothers decreased. Moreover, the results of the t-test and effect size d (n=9 or 10) showed that the mothers’ stress responses and family stressors decreased, while the perceived social support of mothers from their respective child increased, especially after the program.

[Discussion/Conclusion] The findings suggest that this preventive parent training program can improve the parenting skills of mothers and maternal mental health. Finally, the effectiveness of conducting this program for all mothers was also discussed.

[Problem and Purpose] Currently, there is diversity among students enrolling in part-time and correspondence courses at high schools, where many elementary and junior high students who have experienced school absenteeism are also enrolling. In high school, maladaptation can easily lead to students’ leaving school before graduation, and it is considered that recovering from school absenteeism experience and adjusting to school is becoming a challenge for these students. In the present study, we conducted a survey of the real life situations of part-time and correspondence course high school students who have experienced school absenteeism (referred to as “experiencers”). Based on this survey, a multifaceted comparison of characteristic differences between experiencers and those who have not experienced absenteeism (referred to as “non-experiencers”) was performed regarding aspects such as daily life, school life, and school satisfaction. Furthermore, by understanding their feelings and the ways they spent time during the period of school absenteeism, the study aims to promote adaptation of experiencers to part-time and correspondence course schools and provide suggestions to prevent the occurrence of school absenteeism.

[Method] A questionnaire survey targeting 3,215 students from 22 part-time and correspondence course at high schools within A Prefecture was conducted regarding aspects such as daily life, school life, school satisfaction, and school absenteeism experience.

[Results] A comparison of the experiencers and non-experiencers at the elementary and junior high school level revealed that the experiencers had a nocturnal daily life rhythm, had less work experience, had few friends from the same school year or from elementary and junior high days, and had low school satisfaction in elementary and junior high school. In addition, the results revealed that even with respect to school life in senior high school, the experiencers found it more difficult to attend school as compared with the non-experiencers.

Furthermore, the responses to the questionnaire items related to students’ reflection on the school absenteeism indicated that failure in relationships with friends and difficulties in learning were the main reasons for school absenteeism. The study shows that the students’ high school life could be improved in terms of their feelings of comfort at school by decreasing inhibitory factors such as changes in environment or by improving relationships with friends and increasing promotional factors such as identifying future goals.

[Conclusion] Thus, in order to provide support to help students adapt to school, it is important to aim for a precise school management system by the entire faculty that guarantees academic achievement by eliminating the sense of alienation that students have toward learning and facilitates the development of relationships with friends and teachers in everyday life situations.

【Purpose】The purpose of this study is to examine the effects of perspective-taking on the self-esteem of junior high school students through a causal process model.

【Methods】A total of 190 junior high school students completed questionnaires that measured perspective-taking, other-understanding, self-understanding, distrust, and self-esteem.

【Results】The results of the analysis indicate that the understanding of perspective-taking can lead to the promotion of self-understanding as well as the negation of distrust, which may eventually have an an effect on the self-esteem.

【Discussion】The findings suggest that by understanding others on the basis of their perspectives, not only can self-understanding be promoted but it can provide an opportunity to gain the trust of others, which ultimately increases self-esteem.