This study developed the Japanese version of the Self-concept and Identity Measure (SCIM-J). After the translation of SCIM into Japanese, we conducted two Internet surveys, involving 400 university students and 600 adults. Confirmatory factor analysis indicated that the factor structure of the SCIM-J was the same as that of the original version, that is, consolidated identity, disturbed identity, and lack of identity. Multi-group analysis confirmed gender equality. Internal consistency and the test-retest reliability of the SCIM-J items were both good. The SCIM-J subscales exhibited good validity for the processes and products of identity, identity disorder, depression, difficulty in emotion regulation, borderline personality traits, and self-injurious tendencies. The results revealed the adaptive aspect of consolidated identity and the maladaptive aspect of lack of identity. Disturbed identity was associated with adaptive and maladaptive indicators, suggesting that it can measure identity crisis in healthy development. The results confirmed the validity and reliability of the SCIM-J as a scale for measuring the psychopathological aspects of identity problems in adults.

【Research Impact】

SCIM-J forms a new identity scale that is created in accordance with the alternative DSM-5 model for personality disorders and can be used to assess clinical identity problems. The validity and reliability of the SCIM-J were confirmed, thus indicating the possibility of using the SCIM-J for a simple assessment of the impact of identity problems on mental health in adults, which has not been of much importance in the past.

This study aimed to examine the responses of early childhood education and care (ECEC) teachers to children's externalizing problems related to the teachers' cognition, ECEC methods, and years of childcare experience of teachers. Data from questionnaire-based responses from 628 ECEC teachers were analyzed. The appraisal of responsibility was positively associated with a variety of responses, including inappropriate ones. Meanwhile, inferences about the ECEC environment were negatively associated with inappropriate responses and positively associated with a range of other responses. Teacher-directed tendency in ECEC methods displayed a direct positive association with inappropriate responses, though it also demonstrated a positive association with diverse responses. However, child-centered tendencies were positively associated with a variety of responses, excluding inappropriate ones. Compared with ECEC methods, the association between years of childcare experience and the cognition of and response to externalizing problems was relatively low. These findings indicate that ECEC teachers respond to externalizing problems in various ways, including a few inappropriate responses. Furthermore, the responses varied according to cognition and methods of the teachers.

【Research Impact】

This study identifies multiple factors influencing ECEC teachers' responses to children's externalizing problems. The findings highlight the importance of inferring the causal factors of ECEC-related externalizing behaviors and reducing teacher-directed tendencies to prevent inappropriate responses. Addressing these issues is crucial, and the findings are expected to serve as reference for the development of support systems for ECEC teachers.

This study investigates how the relationship between an agent and the individual assessing the agent's intentionality influences the perception of side effects in behavior. By employing a minimal group paradigm, we manipulated group identity between participants and agents to examine the impact of group membership on both the side-effect effect and social evaluation of the behavior and agents. These findings confirmed the existence of the side-effect effect. Specifically, when the agent was an ingroup member, the judgment of their intentionality was not influenced by whether the side effect was positive or negative. In cases of positive side effects, both the behavior and the agent were judged more favorably, whereas negative side effects led to more negative evaluations. Notably, a positive side effect was judged as good more frequently when the agent belonged to the same group as the judge. This finding suggests that judgments of intentionality and the evaluation of actions are influenced by group affiliation.

【Research Impact】

This study highlights the influence of group affiliation differences between those judging the intentionality of actions and the actors themselves, particularly in the context of children's judgments of behaviors with positive and negative side effects. This approach identifies one of the factors influencing judgments of intentionality, which could be valuable in understanding how people assess intentionality in everyday communication.

Eliciting descriptions of clothing placement from sexually abused young children is essential to assess their allegations of abuse. In this study, we conducted an experiment with preschool children aged 5–6 to compare their responses to different question types, namely, yes/no questions (YNQs), forced-choice questions (FCQs), FCQs with a “something else” prompt (FCQ＋SEs), and wh- questions (WHQs). This study examined their responses to the pairing principle, indicating that open-ended questions followed option-posing ones. Furthermore, it explored the effects of FCQ＋SEs on children's responses. WHQs elicited more intermediate placement details than YNQs, and FCQs elicited simpler responses (on or off) than YNQ. Moreover, the results indicated that the pairing principle elicited additional intermediate placement details. FCQ＋SEs led children to provide self-generated placement details and FCQs did not. Furthermore, the implications of obtaining information on clothing placement from young children in forensic interviews are discussed.

【Research Impact】

This study examined effective means of questioning young children concerning clothing placement. The results indicated that WHQs elicited more intermediate placement details and FCQs elicited simpler responses as compared to YNQs. Moreover, intermediate placement details could be elicited using the pairing principle, indicating that open-ended questions followed option-posing ones. These results also showed that FCQ＋SEs led to self-generated details.