The aim of this reserch was an investigation of children’s probrem behaviors in classroom from the standpoint of their norm-consciousness structures which had been pursued by our 6 years’ Japanese and American joint studies.

Children’s problem behaviors in classroom were classified into 4 types, withdrawal, aggressive, hyperactive and not problematic. 4 types were compared each other as to the mean scores of children’s norm-consciousness, children’s recognition about their parental disciplines and variables which would be presumed correlative with their norm-consciousness. Results were as follows.

(1) The mean scores of all scales of norm-consciousness in “not problematic” were the highest compared with the other 3 types. “Withdrawal” showed the lowest mean score in aspiration morality, and “aggressive” showed the lowest in duty morality.

(2) As for the recognition about parental disciplines, it was considered that “withdrawal” felt something short of positive feedback for the area of academic leaning from their parents.

The following results were obteined from the multiple discriminant analysis by using 3 types:Withdrawal, aggressive and not problematic, and by adding succesively the flloing 6 variables in this order: ①norm-consciousness, ②recognition about parental disciplines, ③feeling of adjustment to school environment, ④recognition of classroom atomosphere, ⑤teachers’ rating of children’s behavior, ⑥grades.

(1) Two discriminant functions were found out. Function1 served for the discrimination between 2 problem types and “not problematic” type, and Function 2,between “withdrawal” and “aggressive”.

(2)The discriminating power of Function1 increased when any variables was added, but that of Function2 didnot increase when teacher’s rating of children’s behavior was added.

(3) In Function1, it was found that duty morality recongnition, teacher’s rating of childrem’s behavior and grades contributed to “not problematic”, while in Function2, the contribution of duty morarity feeling and trust in teacher to “withdrawal”, and variables concerning academic learning to “aggressive”.

Juvenile delinquency can be considered in the context of adorescent conflict for becoming an independent adult and is closely associated with the familial interaction.

At first, to study the family functining, the self-report measure of 75-items regarding family functioning were administered to a sample of 214 high school students and a sample of 198 juvenile delinquents detained in the juvenile classification home.

As result of factor analysis, 3-factors (emotional cohesion, social activity, constraint) were found out. Juvenile delinquents were stronger in emotional cohesion and in constraint than high school students, but social activity was in the opposite derection.

Secondly, based on the hypothese that substance abuse (A-group) is rejecting to become an independent adult and that being a member of gang organization (B-group) is hurring to start independent social life, two groups were compared about 3-factors.

A-group and B-group were both strong in constraint and weak in emotional cohesion, but A-group was less active socially and B-group was opposite. It was examined that a member of gang organization trys to break away from the constraint in the family and wants to be independent from his family by coming into a gang organization, but substance abuser can not resist the familial authority or constraint and trys to forget the confict of independence by substance abuse.