This study had two purposes: 1) to investigate a Yogo diagnosis development system that would promote and systematize the development of Yogo diagnosis, and propose the system as a prototype; and 2) aimed at considering utilization of a Yogo diagnostic development system by examining the validity and the Yogo diagnostic framework of Yogo diagnosis (draft). To develop Yogo diagnosis, a workshop was organized, and a prototype of the Yogo diagnosis development system was designed as suggested by the prototype-model method for system development. The prototype was designed in two steps in accordance with the requirement definition. In the first step, Prototype 1 was designed as a system to develop Yogo diagnosis in a small group. In the second step, The prototype 2 was designed. The prototype 2 expanded the prototype 1 and created it as a system which can perform diagnostic development by a lot of people, and verification. Meanwhile, Yogo diagnosis (draft) developed using Prototype 1 was validated based on a questionnaire survey conducted among 490 Yogo teachers, and 393 of them responded. The validity of diagnosis was judged by the concordance rate among Yogo teachers. As a result, 8 of the 10 diagnoses addressed in the survey were regarded as valid. The diagnostic indicators and background factors of the 8 diagnoses were classified into primary and secondary indicators according to the rate of Yogo teachers' approval. Primary and secondary indicators were defined as those approved of by≧80 and 50-79%, respectively, of Yogo teachers. The above diagnostic indicators and background factors were provided for Prototype 2 if they were classified into either primary or secondary indicators. With these results, this study was successful in presenting a method to develop Yogo diagnosis and a model of the Yogo diagnosis development system.

A Yogo teacher offers consultation with regard to health care by attending to the mental and physical development of students. It is considered important to focus on the interpersonal skills of these students, who frequently visit the health center for health consultation activities. In this study, with the aim of examining interpersonal skills, I directed my focus on the students' abilities of the development of interpersonal relationships. In addition, the students were subject to an evaluation of their inter‐personal activities, particularly with help from the School Health Committee. First, the Health Committee decided on the formulation of a questionnaire so as to grasp the actual health conditions of the school students, and the investigation that followed was effective in serving this purpose. Further, I worked on enlightenment for a clarified health problem and evaluated the health education activities. In the activities carried out by the Committee, the health problems, which were discussed this time around, did not revolve around human relationships and communication. Therefore, the enlightenment activity will announce the contents about personal relationships at a student meeting. Following the announcement of the results of the survey, there was a conscious transformation of the communication skills of the students. I requested the School Health Committee to conduct questionnaire surveys in each class in order to determine the actual health conditions of their students and, therefore, work toward promoting health awareness. As a result, discussions on health issues were held and this led to the development of interpersonal relationships between students. Moreover, due to this activity, the overall awareness of students' with regard to interpersonal relationships has considerably increased.