This study aimed to develop an analytical method called bidirectional TEA, which describes mutual interactions in terms of processes from a multifaceted perspective by applying the conventional unidirectional TEA to a case study of a family (child, mother, and father) who experienced truancy. Specifically, it endeavored to create a TEM/TLMG diagram for each of the three parties and superimpose them to create an interactive TEA diagram that presents the overall picture and an interactive TEM/TLMG diagram that depicts the family system. For visualization, we proposed new concepts and methods of description, such as bidirectional SD and SG, which indicate the bidirectional interactions between reception and transmission. The results demonstrated the transformation of the family system across six time periods (first: less than truancy as a foreign substance; second: truancy to be eliminated but not possible; third: truancy not to be handled; fourth: benefits of truancy in the form of a new sense of unity; fifth: truancy to be handled; and sixth: daily life incorporating truancy). The study concluded that the analytical method of bidirectional TEA may be useful as an application to narrative therapy in clinical psychology practice, especially for supporters who are seeking various support measures.

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Recently, the Trajectory Equifinality Approach (TEA) has been widely used in various research fields. In the theoretical framework of the TEA, the concept of Equifinality Point (EFP) and the Historically Structured Inviting (HSI) are defined as inseparable relations. In the HSI, “history” refers to events and experiences in the “past.” Therefore, participants have been limited to those who have “experienced” the event of EFP (in the past). However, in educational and clinical fields, there are people who are in a state of conflict while facing their future goals. The limitation of the HSI is that it cannot “invite” participants based on such futures and goals. Therefore, in reconsidering the idea of “history,” this paper theoretically discusses Edward Hallett Carr’s philosophy of history and Jaan Valsiner’s cultural psychology. Based on these theoretical considerations, this paper proposes a theoretical extension of the HSI to include not only “past” events and experiences, but additionally, a person’s future perspective. This “extended version of HSI” enables us to invite people approaching the EFP.

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In this study, we examined changes in the behavior and values of Muslim students in Japan toward wearing the hijab. The Trajectory Equifinality Approach was used, and semi-structured interviews were conducted with three Muslim international students whose hijab-wearing behavior changed after studying in Japan. We asked about their perceptions regarding such behavior prior to studying in Japan and after returning to their home country. A figure of Trajectory Equifinality Modeling shows the transition in behavior, and the Three-Layers Model of Genesis shows a separate change in values. The students interviewed said that studying in Japan, questions by the Japanese about the hijab, and returning to their home country made them question wearing it. Their behavior changed in terms of putting the hijab on and taking it off. Wearing the hijab did not reflect their interpretation of Islamic doctrine, religious beliefs, or values. Study findings suggest that changes in the behavior and actions of Muslim women in Japan are influenced by their surroundings, circumstances, and relationship with God.

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This study used the Trajectory Equifinality Approach (TEA) to analyze the career development of a Japanese-language teacher who parallelly works as a volunteer assistant for local Japanese-language support service and a Japanese-language teacher in a university. The analysis focused on two themes: “the change in Japanese language teachers’ attitude toward Japanese language education and their own careers” and “the value that Japanese language teachers see in local Japanese language volunteer activities.” By modeling the career development of the two separate roles of Japanese language teacher (professional) and supporter (volunteer), which until now could only be captured in the comprehensive concept of “life career,” the two roles that have in common the act of “teaching Japanese” were fused together, and the “value that Japanese language teachers see in local Japanese language volunteers” was discussed. This modeling visualized the process of development of the two roles into a new mode of “wanting to help people through Japanese language education.” Furthermore, the survey’s Japanese language teacher participants the following three values of being Japanese language volunteers. “The value of building better relationships as a member residing in the same community as people who need Japanese language skills,” “the value of having a sense of belonging as not just a Japanese language teacher but also as a member residing in the same community,” and “the value of finding fulfillment in serving not only people who require Japanese language support but also individuals in various positions, such as those providing assistance and local Japanese residents.”

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