This study is to clarify the causal relationship between the personality and personal creativity evaluated by the creation. It has been proved that personality and creativity is related by the creativity research so far. However, as the creativity evaluation has come from self-evaluation and behavior patterns of the subjects, the result was highly depended on the subjectivity and behavioral characteristics of the subjects. However, the objects of manufacturing are usually the creation and ideas, which means creativity is usually evaluated by other people. As a result, the objectivity is important on the evaluation of the creation. This study has evaluated the creativity of the idea sheet of wire hanger made by 98 industrial high school students using the CPSS method (creative product semantic scale). Further, we have also conducted the brief five factor personality inspection and tried to build up a casual model on the basis of the five factors, 'extrovert', 'coordination', 'good sense', 'emotional stability', and 'intellectual curiosity' combined with the 'novelty', 'elaborate and integration', and 'problem solving' of CPSS using structural equation modeling. As a result, the causal relationships between 'creativity', 'intellectual curiosity', 'good sense', and 'extrovert' evaluated by the creation have been confirmed.

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This study examines the characteristics and causes of stress in experienced teachers as well as investigates the relationship of their stress with burnout and coping from the preventive perspective. A questionnaire on stress was administered to 151 experienced teachers, all of whom had at least 25 years of teaching experience. The findings indicate that the characteristics of stress in experienced teachers can be summarized as Sense of stagnation,　Self-inadequacy, Lack of breathing room, and Not good a computer. In addition, the Gender and the Existence or nonexistence of a Spouse and the Existence or nonexistence of tiresome school-related duties and the Aspiring managers also caused stress and eventual burnout. However, under the Regressed feeling of achievement, male and female teachers did not designate Self-inadequacy and Lack of breathing room, respectively, as causes of burnout. Therefore, the results show that when experienced teachers are coping with stress, “interpersonally-dependent coping” and” preference-dependent coping” can at time effectively control stress levels. In contrast, “coping via cognitive control” is shown to promote stress. The prevention of stress in experienced teachers is examined based on the above results.

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In an attempt to improve the effectiveness of the limited students’ piano practice time in nursery school, kindergarten and elementary school teacher-training,a weekly practice self-report was introduced. Using the data collected from the practice self-report submitted, this study examined the practice self-report items compared to the performance achievement, and relationships between the effect of the practice self-report and degree of student’s skill (e.g. beginner, intermediate and advanced). Significant correlations were found among performance achievement, the submission rate of the practice self-report, self-evaluations’ total score and practice strategy adherence rate. Also, strategies of goal-directed practice, practice into short fragments, practice as if playing the piano in front of the others showed positive correlations with the performance achievement. Furthermore, in cases of the same quantity of practice, practices divided over several days were shown to be more effective than practice for a long time at once. Significant differences were found among degrees of student skill in the performance achievement, quantity of practice, self-evaluation scores and some practice strategic items. An elaboration of teaching materials composition for the intermediate students who seemed to have least quantity of practice, as well as of low quality, and finding the ways to use the practice self-report, taking into account student characteristics, would also be needed.

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In this present study, as the teacher responsible for educational guidance and supporting students with self-injurious behavior at a part-time high school, I used the qualitative analysis method to analyze records of interviews with 12 part-time high school students regarding the beginning, continuation, and improvement of self-injurious behavior. Here, I viewed the word “place for being” (ibasho) as used by students who performed acts of self-injury as a problem of the “holding environment” of Winnicott. Obtained as results were 18 concepts and three (3) categories. The obtained results were as follows: the beginning and continuation of self-injurious acts passed through a hopeless “state of absolute fault of the ‘place for being’ ” where there was completely no “place for being” in the external environment, including at home and at school, reaching a state where “self-injurious behavior serves to make a ‘place for being’ ” such that one's own body and injurious acts alone are forced to become the “place for being”. Thereafter, recovery from self-injury becomes possible via “acquisition of a ‘place for being’ ” centered on the concept of “the continuous involvement of a key improvement person”. From this analysis, I was able to obtain effective concepts and categories to understand the psychology of hopelessness of persons forced to commit self-injury; and, for improvement of self-injurious behavior, my study also indicated the importance of educators, friends, etc., at school who can serve as a key improvement person for long-term provision of a “holding environment”.

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