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”.

(1) Bloomの研究結果を参考にした家族機能についての尺度構成で，「情緒的結合性」，「社会的活動性」，「拘束性」の家族機能が取り出された。

(2)一般群では年齢，家族数，出生順について経験的予測と一致する結果がみられたが，一般群と非行群では，非行群の方が情緒的結合性と拘束性がより強く，社会的活動性がより弱く認知された。非行群では長男の群が家族の拘束性をより強く認知しているが，非行群が回答段階で防衛的構えをとりやすいことも疑われた。

(3)親の欠損状況や親との離別状況による分析で，情緒的結合性が母性に，拘束性が父性に関連していることが示唆され，幼少期の特に母親との離別体験が家庭認知に重大な影響を与えていることも考えられた。

(4)自立の拒否としてシンナー耽溺を，自立への焦りとして暴力団所属を位置づけ，それらと家族機能との関連を調べたところ，両者共に家庭の情緒的結合性は弱く，拘束性が強いが，暴力団所属群は比較的社会的活動性が高く，シンナー耽溺群は拘束性がより強いことがうかがわれた。

(5)非行少年の自立をめぐる葛藤を事例をとおして検討した。