This study aimed to explain the experiences of high school students who have refused to attend school. Interviews were conducted with four students, and the interview data were analyzed using the trajectory equifinality modeling. This research found that (1) uncontrollable situations surrounding the students discouraged them from attending school; (2) the students' engagement with novels, essays, and online games opened the opportunity to gain their locus of control; (3) the students made friends naturally after entering high school; (4) reliable relationships in school helped them face life-changing events involving the school and the self; and (5) the students' career choices depended on what they want to do, where they want to go, and who they want to be in the future . This study further discussed the use of symbolic resources to comprehend locus of control and the importance of self-oriented experience in career decision-making.

Research on the processes of self-injury is limited. Thus, this study clarifies the probable processes of self-harm in Japan. Twenty-two adolescents were interviewed, and the transcripts were analyzed using the modified grounded theory approach (M-GTA). Participants engaged in various forms of self-harm in response to varying degrees of anxiety. Results indicate that two types of self-harm, namely, elimination self-harm (e.g., hairpulling and skin picking), and invasion self-harm (i.e., cutting and hitting), were prevalent among adolescents. These forms of self-harm were categorized according to the action used to harm the body. This study concludes that certain behaviors of adolescents engaging in minor self-harm may diminish over time. However, those engaging in severe self-harm can seek alternative means of dealing with anxiety, such as talking with friends. To support adolescents in overcoming self-harm and similar behaviors related to anxiety, this study provides useful input concerning the processes of self-harm.

The paper discusses the classroom discourse participation process of students with intellectual disabilities. In lessons containing activities for independent living in a special education school, we assigned some students with the role of moderators and supported them using an interactive whiteboard. The research subjects were two students with mild intellectual disabilities (MID). We videotaped five lessons and examined them using classroom discourse analysis, focusing on the level of students' initiative in contributing to classroom discourse sequences, their contents as well as the focal points of the eyes of four student observers. Findings revealed that first, the increase in student-led discourse sequence stemmed from changes in the classroom activity system. Second, initiative participation enhanced students' awareness of their role as moderators. Third, students' initiative participation and student observers' acknowledgments were interactive. These suggest that transforming the way of MID students' participation should be regarded as a dynamic process involving multiple actors. This process makes teachers aware of different positive detours of development in children with intellectual disabilities.

This longitudinal study examined the acquisition of Japanese manual alphabet (JMA) reading and compared the results with hiragana reading among 3–6-year-old children who are deaf or hard of hearing in preschools for the deaf. The study analyzes the relationship between each JMA and hiragana reading test and a phonological awareness (PA) test, which were conducted three times in one year. The number of JMA readings increased by approximately the age of 4 years. By the age of 5 years, the children could read the entire JMA; the same result was observed for hiragana reading. However, JMA reading in 3–4-year-old children started before the occurrence of their hiragana reading. This finding suggests that compared with hiragana reading, learning hand shapes corresponding to character sounds was easier for the children because JMA is expressed near the mouth and pronounced simultaneously. In addition, their JMA reading test was scored before the PA test. Therefore, many young children who are deaf or hard of hearing could learn character sounds through the JMA and increase their PA development, which can help them read more letters.