This paper clarifies the current state of parent-teacher conferences conducted by high school teachers. A paper-based questionnaire was given to teachers and parents between January 20 and February 20, 2010. These responses were subsequently analyzed for their content, and appropriate statistical procedures were applied. Parent interviews were classified and integrated according to the definition of social support by J.S. House. Valid responses to the questionnaire were received from 132 incumbent teachers (56.2%) and 168 parents (31.4%) of high school students. Conferences involved teachers supplying information (57.8%) more than receiving it (42.2%). “Active lisening" was the type of emotional support employed most often. Informational and evaluative support were more common among older teachers. Informational support was the most common form of concrete support given (38.9%) in the parent-teacher conferences. Categorizing parents as either satisfied or unsatisfied and correlating this categorization by type of support reveals that the satisfied group received more informational and instrumental support. Evaluative support emanated from the empirical knowledge of the teachers themselves, with a particular focus on the parent-child relationship and the maturational development of high school students. Results there for suggest that, parents expect to receive specific support fromteachers in the from teachers in the form of informational and instrumental support, indicating a reliable reiationship between parents and teachers.

Physical assessment skills are important for Yogo teachers (Japanese school nurses) to apply appropriate first aid to students with sudden illness. We have been developing effective training programs for physical assessment by Yogo teachers, and have confirmed the validity of using simulated cases. This article reports a workshop in which instructors used a simulated case, which was an originally produced scenario. In this fragmented short story, a girl complains of a headache to a Yogo teacher and is finally diagnosed with aseptic meningitis. The effectiveness of using simulated cases was affirmed by analyzing the results of questionnaires administered to participants of this workshop and to participants of another workshop where we did not use simulated cases. A good simulated case would be (i) one in which physical assessments are indispensable for the decision to act and (ii) a realistic case that Yogo teachers can encounter. A part of the story of the simulated case should be presented at the beginning of the program, after which participants can imagine a simulated experience through the program. The allocation of time for the program should be re-examined. We plan to increase the simulated cases to improve our physical assessment training program.