School-based health centers（SBHCs）are the health care facilities, literally what the name implies, locating on school campuses in the United States. SBHCs consist of various staffs of full- time or part-time employment such as nurse, nurse practitioner, physician assistant, physician, pharmacist, dentist, counselor, dietician, social worker, and psychologist depending on the needs of each school or school district. Most SBHCs open more than 30 hours per week, and their distinctive feature is that they can provide comprehensive health care services（e.g. primary care, mental health care, dental health care, health education, nutrition education, and behavioral health care）to children and adolescents on-site. The first centers opened in grass-root movements from the end of 1960s to the early 1970s; Cambridge, Massachusetts（1967）, Dallas, Texas（1970）, and St. Paul, Minnesota（1973）. After 40 years passed, School-based health centers have grown from a handful to 1,909 in 45 states. Furthermore, as the Patient Protection and Affordable Care Act in 2010 specified the federal support of $200 million in funding for SBHCs from 2010 to 2013, SBHCs are now regarded as the mainstream of the school health system in the United States.

On the other hand, Japan hasn’t selected such SBHCs in the U.S. at all until now. As it is generally known, Yougo teachers, who are Japan’s original school health staffs, are placed in almost all schools by full-time employment, and assume administration of an emergency measure, management of the medical examination for the illness, health observation and consultation, and health education duties in Japan. However, in the present days the health and medical needs of the children and adolescents is becoming complex and diversified because of various problems such as mental health matters of children caused by bullying or truant, correspondences to children having abused or neglected experience and/or developmental disabilities, and security of medical opportunity for children in welfare household. Therefore, the role of school health and Yougo teachers will be necessary more and more in the future, and measures for enhancement and reinforcement of their function will be demanded.

Therefore, in this article, I（i）analyze the developmental processes and present situation of SBHCs in the U.S.,（ii）formulate "SBHC model" and put it into one strategy of enhancing school hygiene function as a supplement of Yougo-teacher-based system in our country which I stated above, and（iii）examine it’s suggestion to the our country.

The purpose of this paper is to clarify the significance and problem of the juvenile court school for youth at risk such as truancy, drug and alcohol abuse, delinquency or damage of child abuse in California. The court school is a kind of alternative schools and provides public education for individuals who are incarcerated in facilities run by counties. These schools are located in juvenile correctional facilities or child welfare institutions. The United States continued working hard to guarantee public education for diverse students such as race and ethnicity, religion. As a result, historically, various educational alternatives are developed in the United States. However, there are few studies that clarified the alternative education system, especially the court school, for at-risk youth in detail because it is very complicated and different by states and school districts. Focusing on California, this paper is tried to draw the juvenile court school system in detail and clarify the meaning and issue.

At first, it is outlined the alternative education system in California. CDE（California Department of Education）has jurisdiction of educational options which are "continuation high", "community day schools", "county community schools" and "court schools". Continuation education is an alternative high school diploma program. It is for students who are sixteen years through eighteen years of age, and who are at risk of not completing compulsory education. Community day schools are schools for students who have been expelled from school or who have had problems with attendance or behavior. They are run by school districts or county offices of education. County community schools are public schools that are run by county offices of education. They educate students who are expelled from school or who are referred because of attendance or behavior problems.

Secondly, it is focusing on the court school system. For example, "DeForest Hamilton School （in Juvenile Hall）", "DeForest Hamilton High Schoo（l in Probation Youth Camp）", "Hood Mountain School（in Sierra Youth Center）" and "Valley of the Moon School（in Valley of the Moon Children’ s Home）" in Sonoma are taken up based the interview and document research. Multi agencies such as Probation Department, Human Services Department, Office of Education, and community based organizations（CBO）are collaborated for at-risk youth in their Court Schools.

Finally, through the analysis, it is defined that the court school as multidisciplinary system for youth at risk has significance for security of school education. At the same, it would be mentioned about problems of that system.

This article investigates how Japanese American history is taught in the US, based on observations on exhibitions as well as educational materials and activities offered at the Japanese Cultural Center of Hawai’i（JCCH）in Hawai’i. JCCH is a non-profit organization which aims to enhance the understanding of Japanese American experience in Hawai’i and has been playing an important role as a voice of the community.

JCCH has had a permanent exhibition on Japanese American history since 1994. Lesson plans for history class in high school were first made in 2009. They also began giving field trips for students and teachers at former internment camps in Hawai’i in 2011. While the museum focuses on Japanese Americans’ patience and their diligent efforts that led them to be finally accepted as American citizens, the lesson plans and student field trips emphasize their social activism, which gave rise to the Redress Movement and eventual restitution of their civil rights as well as receiving apology and monetary compensation from the US government.

The internment and the Redress have been controversial topics in the US. After WWII, the general American public praised the patience of Japanese Americans during the war instead of focusing on the federal government’s unconstitutional decision to intern American citizens. Many of the Japanese American leaders were also inclined to emphasize their success as model minority citizens of the American society and were reluctant to accuse the act of the government. These sentiments often left out the resistance and claims of some Japanese Americans against the internment. The exhibition of JCCH, which was made in the early 1990s, generally follows this trend and focuses on Issei’s value system and lifestyle in plantation era and Nisei’s contribution to WWII and postwar society.

However, the lesson plans made in the recent years focus on the act of the government during WWII and how it decided to unjustly intern Japanese Americans. The lesson plans teach about the Redress Movement and introduce many Japanese Americans who protested against the US government to protect their civil rights. At the school field trip, students learn about the unconstitutional and unjust decision of the government and are reminded of the importance of actively participating in local, state, or national discussion on civil rights.

To sum up, the exhibition at JCCH describes Japanese Americans as patient and hardworking minority who proved their Americaness. The lesson plans/ field trip present Japanese Americans as a minority group that advocates and promotes American democracy. This difference reflects the changing interpretation of Japanese American history and also the growing acceptance to teach the interment and redress in the field of American history in secondary schools.

This paper attempts to point out the lack of the recognition of family structure in the child development in Californian state educational policy. I assume the psychoanalytical framework would be able to precisely explain the "self" in the child’s development. From this framework, I can identify children’s emotion which stems from the model of parents behavior. The sexual desire of the individual child plays a significant role in identity formation. Formation of the self is constituted of the complex process of various roles; parents, brothers, sisters, peers, adults, and teachers. As has been stated, I believe in the importance of sexual motives deeply rooted in the development of self.

The problem of California State’s evaluation is not only the issue of methodology but also the fundamental understanding of the development of the self. The California State’s evaluation merely focuses on the explicit behaviors independent from the sexually explainable behaviors. That leads to the ignoring of the ability of children’s sexual roles and its ego development. The episodic or narrative description would clearly illuminate the significance of sexually played roles. Erik H. Erikson has provided the theoretical frameworks of sexual roles that children play.

His observation and conceptual frameworks rather nicely fit to the developmental process of the self. The children’s play would help enhancing the ego- identity controlling the ego, which is constituted of family structure. Family is a source of the ego-identity.

The Californian State evaluation, titled Desire Development Results Profile, is composed of seven domains and forty-three indexes. The domains are titled as Self and Social Development, Language and Literacy Development, English Language Development, Cognitive Development, Mathematical Development, Physical Development, and Health. The self is constituted of the areas of self and social development separates to thirteen indexes. In this paper, I focus on this area. The index defines development of self in mutuality with peers.

I attempt to analyze the validity and relevance of DRDP document about child development. The result of my analysis shows the incapability of the DRDP assessment because that evaluation does not refer to the meanings of children’s play, which is mostly, consists of the family structure. From my own observation, I can conclude the children’s development is significantly influenced by the complexity of family roles.