Effects of recognizing appropriate support from family, teachers, and friends and future orientation (improving good sense orientation, family orientation, and rich-person orientation) on life satisfaction in junior high school students were investigated based on gender. The results indicated correlations between support from family and friends and life satisfaction in boys. On the other hand, in girls, life satisfaction was strongly correlated with support from family, friends, and teachers, in that order. Hierarchical multiple regression analysis indicated interactions between recognizing support from teachers and improved good sense and family orientation, and recognizing support from friends and improving good sense orientation in boys. In girls, on the other hand, there were interactions between recognizing support from family and improving good sense orientation, recognizing support from teachers and improving good sense orientation as well as rich-person orientation, and recognizing support from friends and family orientation. It was suggested that life satisfaction of boys might increase by the moderation effect of improving good sense orientation even when recognizing support from teachers is low, whereas life satisfaction of girls might increase by the moderating effect of improving good sense orientation even when recognizing support from family is low.

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This study aimed to examine the effects of experiential training in nursery school on perceived preschool teacher-efficacy and interest in young children （ favorable attention， sympathy，curiosity， and tolerance） using a longitudinal method. The participants were university students studying early childhood care and education; they were asked to complete a self-reported questionnaire. Scores in the measure of perceived preschool teacher-efficacy and interest in children were compared before and after experiential training. To obtain insights in practicing experiential training， the study investigated the effects of permeability control power and perception of training contents. The results indicated that scores in perceived preschool teacher efficacy decreased after the experiential training. Regarding interest in children, scores for positive attention and compassion decreased after the experiential training， whereas no significant changes were observed for the other subscales. The results suggested the mediating role of perception of experience content and permeability control power. The discussion included a comparison with previous studies and also suggested topics for future research.

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Comprehensive sex education is a new global trend. However, Japanese sex education has got delayed. The provision of practical knowledge regarding sexual functions and sex-related matters meeting children’s needs is insufficient, including in universities. It is challenging to learn about sex from pornographic images appropriately. Moreover, Japanese people are especially sensitive to sex related matters because of the cultural characteristics of the “shame culture.” On the other hand, today, the Internet is a media familiar to young people. Solution-focused brief therapy regards ripple effects as important in contributing to toppling the first domino. In this study, a course was provided to university students in two ways: (1) developing proper attitudes toward sex in the class; (2) Obtaining practical knowledge about sexual functions and sex-related matters proactively by using media outside the class. Then, the appropriateness of the above methods was examined using a questionnaire. The results indicated 80% of the participants considered the course was appropriate regardless of gender. Both methods, especially (2), were appropriate. In the future, the effects of the course should be verified by examining whether proactive learning was conducted outside the class.

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The process of motivation in trainee child-care workers that result from practicums, as well as the coping hypothesis, were examined based on the job demands-resources model(JD-R model) of work engagement by taking differences in the school year into consideration. A questionnaire survey was conducted twice with students enrolled in a women’s junior college for training child-care workers. The motivational process was examined using multi-group path analysis. The results indicated that the sense of aptitude for child-care work, the efficacy of preschool teachers and supervisors’ teaching styles facilitated the self-development of trainees, and improved training achievements, mediated by engagement in training. Furthermore, the coping hypothesis was examined using hierarchical multiple regression analysis and simple slope testing, which partially supported the coping hypothesis in first-year students. It is suggested that the level of difficulty in teaching young children and interacting with young children might function to moderate the effects of the sense of aptitude for child-care work and preschool teacher efficacy for work engagement.

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本研究では，中学生810 名を対象として① Rogers の「建設的人格変化のための必要十分条件」の中核3 条件の友人への関係認知の学年・性別による特徴を明らかにした上で，②中核３条件が抑うつに与える影響から心の成長の視点から見た抑うつを乗り越える方向性を検討した。その結果，①中核３条件および抑うつにおいて女子が男子より高く，「共感的理解」および「無条件の積極的関心」では男子において学年差が見られた。このことは学年が上がるにつれ，今までの友人関係認知のやり方ではうまくいかなくなり，集団の中での孤独感を感じ，結果的に抑うつが高くなっていることと関連していると考えられる。②中核３条件と抑うつの関連では自己一致が抑うつに弱い負の影響を与えており，このことは周囲の評価と自分の価値観がずれていると抑うつを高めることにつながると考えられる。これらより自己一致を高める関わりとして抑うつの高い中学３年生に対して構成的エンカウンター後のシェアリングの有効性を提案した。

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Improvement in Parental Reflective Function Contributes to Parent’s and Child’s Mental Stability．The present study aimed to develop a reflective parenting program and examined whether the program resulted in the improvement of reflective functioning, parenting feelings, parenting attitude, parental resilience, and parenting self-efficacy, The subjects included six mothers with children aged 1-4 years. The program comprised four 90-minutes sessions, and a questionnaire survey was conducted before and after the program. The results indicate a positive correlation; there was significant improvement in “failure of reflection”, “childcare burden”, and “anxiety about childcare”. Additionally, parents with high “parenting skills” and “social support” showed reduced “trial-and-error understanding” and lower “failure of reflection” and thus a stronger ability to identify the child's needs. Moreover, the results of the study showed that parents with low “anxiety about childcare” and high “responsiveness” had improved “affirmative understanding”. Based on the above mentioned results, possible improvements to future programs are discussed.

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“Immodithymic character” proposed by Dr. Mituzo Shimoda in 1929 in “Abnormal Child Theory” is not clear about how “Immodithymic character” was constructed. However, it is said that the examination of the “adherence” phenomenon in modern Japan and the related pathological conditions is a task required for psychopathology (Tamada, 2018). Also, at the Japan Psychopathology and Psychotherapy Society Symposium (2013), “Shimoda’s Immodithymic character today” was the main theme of the research discussion. In Study 1, regarding the factor structure of “Immodithymic character” in the SPI Shimoda’s personality inventory standard version, we examined how the central concept is extracted as factors in the case of high school first graders. In Study 2, covariance structure analysis was used to examine the state of sub-items of “Immodithymic character” . From these results, we were able to confirm the validity of the question items that well included the concept of “Immodithymic character” proposed by Dr. Shimoda.

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