The purpose of the present study was to examine the correlation between cognitive factors and stress responses in parents of individuals with hikikomori (acute social withdrawal). Parents (N =175) were requested to complete the following questionnaires: (a) Hikikomori Behavior Checklist (Sakai et al., 2004, in Japanese), (b) the Negative Evaluation of Hikikomori (Sakai et al., 2009, in Japanese) , (c) Self-Efficacy of Coping With Problem Behaviors of Individuals with Hikikomori, and (d) Stress Response Scale-18 (Suzuki et al., 1997, in Japanese) . The results of hierarchical multiple regression analyses indicated that the parents' scores on the Negative Evaluation of Hikikomori were positively correlated with their depression-anxiety scores, and their scores on Self-Efficacy of Coping With Problem Behaviors of Individuals with Hikikomori were negatively correlated with all their stress response scores. The results of the present study suggest that it would be important to intervene in the parents' cognitive factors.

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The purpose of the present study was to examine psychometric properties of the Japanese version of the Beck Depression Inventory-II (BDI-II) in a sample of undergraduates in Japan (N = 953) . The results indicated that Cronbach's a coefficient was moderately high; the Spearman-Brown correlation coefficient was fairly high as well. Furthermore, the Pearson correlation coefficient between the Beck Depression Inventory-II and both the Zung Self-Rating Depression Scale (SDS) and the Dysfunctional Attitude Scale Form-A (DAS-A) were comparable to previous research findings. Confirmatory factor analysis showed that a 2-factor model using "somatic-affective" and "cognitive" variables represented the population well. The results of the present psychometric analyses suggest that the Japanese version of the Beck Depression Inventory-II is a reliable instrument and suitable for use in measuring symptoms of depression in a Japanese college-student population. In addition, the distribution along cut-off scores and the statistical data for 21 items of the Japanese version of the Beck Depression Inventory-II showed that the Japanese university students tended to have higher scores than non-universitystudent adults. This result calls into question the practice of interpreting directly from the measured values for university students in the same way as other adults.

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The purposes of the present study were to develop a Cognitions Inventory of Non-lethal Trauma (CINT), and to investigate the reliability and validity of that inventory. After the inventory was developed on a sample of 302 undergraduate students, 902 undergraduates completed the resulting inventory. Exploratory factor analysis revealed that the Cognitions Inventory of Non-lethal Trauma consisted of 19 items loading on 4 factors. Cronbach's a coefficient was sufficiently high (a= .85), and the validity of the inventory was confirmed by content validity and criterion-referenced validity, concurrent validity. The present results suggest that the Cognitions Inventory of Non-lethal Trauma has high reliability and validity. The clinical availability of the Cognitions Inventory of Non-lethal Trauma was discussed.

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The present study was conducted in order to examine how summer camps for children with type 1 diabetes would affect the children's self-control abilities. The self-efficacy of 28 children with type 1 diabetes (average age 10.36 years) in the areas of self-control, knowledge about type 1 diabetes, stress responses, and HbAlc were examined before and after a summer-camp experience. After the camp experience, the children's self-efficacy increased and their stress responses decreased, compared to before they had gone to the camp. In addition, their increased self-efficacy in self-injection, diet control, and self-control of insulin dosage resulted in an improvement in their stress responses and HbAlc. The discussion suggested that summer camps for children with type 1 diabetes could be effective in improving children's self-efficacy in self-control and their knowledge about diabetes.

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The purpose of the present study was to examine effects of classroom-based social skills training for elementary school children. Elementary school children (n=18 boys, 24 girls; 9-10 years old) were divided into training and wait-list groups. All the children participated in a 4-week classroom-based social skills training program (C-SST). The effects of training were evaluated through self-reported social skills scores, social self-efficacy scores, and scores on satisfaction with school life. The results suggested that classroom-based social skills training improved social skills and social self-efficacy, and decreased negative feelings. Next, the participants were divided into 3 social skills groups (high, moderate, and low) based on their pretreatment scores, and group differences in each score category were analyzed. The results of this analysis indicated that classroom-based social skills training was especially effective in improving the social skills of the moderately skilled children.

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