Organization is largely categorized into materials organization and temporal organization. While university years are a period during which students can more fully express their potential, substantial changes from their high school years raise their level of vulnerability. Students with attention deficit hyperactivity disorder (ADHD) in particular are highly likely to experience a range of difficulties. In this study, an organization skills improvement program was developed for implementation eight times in the first or second semesters of university, and conducted for 10 to 15 minutes in a lecture. Its effects were verified with crossover design. Participants were 77 freshmen (males, 26). Of them, 33 underwent the program in the first semester and 19 had an ADHD trait. Generally, self-rated organization scale total scores and scores of two out of three subscales, organization difficulty and time management difficulty, showed significant improvement after the program, with some contradictory findings. In addition, the results did not support the hypothesis that persons with ADHD have poor reaction to short-term programs. There were also some fields in which significant improvements were not seen, and qualitative analysis of the effectiveness of the program has not been done. Despite these limitations, interventions aimed at supporting organization skills, especially for university students with ADHD, should be developed and optimized in the future to meet the increasing demands for such approaches.

This study is aimed to focus on the efficacy of preschool teachers as a resilience factor under disaster conditions after the Great East Japan Earthquake and the Fukushima Daiichi nuclear disaster. A self-administered questionnaire was implemented, targeting preschool teachers in 20 private preschools in City A in Fukushima Prefecture a year after the disaster. Seventy six teachers responded of which, 73 were effective for the analysis. The survey content included preschool teachers' efficacy, childcare burden in earthquake and radiation disasters, and mental health. As a result, it was suggested that managers felt the burden of perceived differences with colleagues over radiation problems more strongly than the group with shorter childcare experience. In a Multiple Group Structural Equation Modeling, it was suggested that regardless of childcare experience, preschool teachers' efficacy is an inhibitory factor of depression either directly or through the suppression of the burden of childcare in the disasters. On the basis of the results, I consider the usefulness of peer support networks that go beyond preschools supporting managers and development of training programs, including disaster childcare.

This study aims to examine the efficacy of group cognitive behavioral therapy designed to enhance time management in adults with attention deficit hyperactivity disorder (ADHD). The eight participants were aged 20–65 years (average: 39.80 years; 7:1 female to male) and had a DSM-IV-TR diagnosis of ADHD. Eight 90-minute-sessions comprising six life scenarios, where patients with ADHD have difficulty in time management, were conducted. Each participant and their family answered a questionnaire at pre-treatment (T1), post-treatment (T2), and two-month follow-up (T3). Regarding self-report, participants demonstrated significant reduction in inattention/memory problems, impulsivity/emotional lability, DSM-IV inattentive symptoms, and DSM-IV total ADHD symptoms from T1 to T2 and from T1 to T3, as measured by Conners' Adult ADHD Rating Scales (CAARS). The patient scores were below clinical cutoff for all subscales at T3. For families' evaluations, significant improvement in inattention/memory was observed from T1 to T3. Subjective and objective efficacy of the intervention program was observed; the timing and perception of recognizing the therapeutic effect were different for the patients and their families.

A 24-year-old male who suffered motor disabilities due to a spinal cord injury from 7 years ago and who is currently capable of independent mobility was asked to tell about his experience in the acute and rehabilitation stages. His self-narrative was analyzed using the Prospective Restructuring Method (Shirai, 2015). The results showed that he constructed his self-continuity in three ways: 1) Defining his traumatic experience as commonplace and socially standard; 2) Attributing his own unchangingly worry-free personality to reflecting that he had “no time to worry” during his tiring days as an inpatient and generalizing from this; and 3) Temporal articulation—describing his pain at the emergency hospital in the past tense and his recovery at the rehabilitation hospital in the present tense. Temporal articulation allowed the subject to sort his traumatic experiences within his memories, thereby offering the possibility for him to construct a more elaborated meaning for his acquired disability in the future. Since this is a single-case study, more case studies are required to generalize the findings.

The study investigated young children who use emotional utterances of “omoshiroi (interest)” and “tanoshii (joy),” in the context of play interactions with peers to whom they are emotionally close. Two cohorts of three- to five-year-olds were observed in kindergarten over a period of three years (Time 1 to Time 5). We focused on the pragmatic functions of the utterances including such utterances in interactions in terms of how it contributes to their relationships. The results indicated that children expanded and developed relationships by sharing their interests (Time 1), used more persuasive and effective methods of appealing to peers (Time 2), adjusted their relationships according to their own feelings and those of others (Time 3), shared emotional experiences from the past (Time 4), and shared the same emotional experiences and realized the play according to their future expectations (Time5) in peer play communication, using the abovementioned utterances. The results highlight the significance of the utterances “omoshiroi (interest)” and “tanoshii (joy)” in the development of social and emotional competence in close peer relationships.