In order for yogo teachers to respond to children's current health issues in a timely fashion, it is extremely important that they be trained in the temperament and abilities required to properly respond to said needs. We utilized CiNii and the Japan Medical Abstracts Society to look up literature using the keywords “yogo teacher," “training," “case studies," “in-service training," “skill improvement," and “after-the-fact training". We selected 72 passages with titles and abstracts containing these words for more thorough reading. Of these, we reviewed 36 published papers with contents consistent with the topic.

The review of these sources found that the continued daily improvement of a yogo teacher's abilities hinged on engaging in health counseling activities and training in the same. Improving teachers' ability in this area requires their consideration of past case studies. We believe that further research geared towards praxis, such as the creation of yogo teacher networks and the launching of conferences with psychiatrists, clinical psychologists or school social workers for the examination of past cases, will be effective in this regard.

Objective: This research was undertaken to promote self-management behavior of junior high school students with food allergies, to develop peer support which can correspond appropriately to an emergency, and to estimate the behaviors through preliminary guidance of a school excursion.

Method: Third grade of junior high school students (154 people) in A area were subjects of this study. First, “group guidance" was administered to students with food allergies (17 people). Then “whole guidance" was given to all targeted third graders. Finally “group guidance" was administered to the peer, the group leader, and the student in charge of health in the group (26 people). Regarding “whole guidance," the problem-solving learning method was used: a fictitious case was prepared. Teachers presented it in front of students; then students considered the problem and the solution as a group. Analyses were conducted respectively of groups of “students with allergy," “peer," and “other students."

Result: The scores of “correspondence in case of emergency" rose significantly in all groups during learning (students with allergy, p=.043; peer and other students, p=.001). However, the scores of “peer" and “other students" fell significantly during the half year after learning was concluded (peer, p=.032; other students, p=.049). Regarding the question “Was it possible to behave while being conscious of the things learned during a school excursion?", “students with allergies" scored significantly higher than “peers" and “other students" did (peer, p=.015; other students, p=.001).

Conclusion: Results suggest that the learning methods which make students consider using a case in “whole guidance" and repeatedly make them check by “group leading" were effective to promote self-management behavior of junior high school students with food allergies and to develop peer support.