The purpose of this study was to find the necessary behavior for both teachers and parents to build good relationship between them by exploring their behavior and image or impression, and examining their relationship and behavioral perception. Free description was requested to 356 elementary school teachers and 135 parents, and the results were analyzed and 5 latent classes in teachers’ group and 6 latent classes in parents’ group were extracted for this study. These results indicated that there is some discrepancy between image towards teachers/patents and belief what is needed to build a good relationship in each class. Based on this study, it is possible that the background to the discrep ancy between teachers’ and parents’ perceptions of what is important in terms of actions for building relationships may be related to the image that both parties have towards the other. The relationship between teachers and parents could be established when teachers felt secure with parents and imagined them as reassuring and understanding partners, and when parents imagined teachers as having beliefs, taking various challenges with their children in mind, and inspiring the children’s independence.

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The purpose of this research is to investigate the followings regarding the guidance which was published in 2019 by MEXT (Ministry of Education, Culture, Sports, Science and Technology-Japan) for the school teachers and staff to cope with the maltreatment of the children: 1. the acknowledgement level of this guidance 2. primary factors for the empowerment 3. the influence of the idiosyncratic attitude of the managers. As the result of survey requested to 300 teachers all over Japan in October, 2020, the acknowledgement of the guid ance was proved to be highly reflected on the teachers’ attitude towards the children. As for the empowerment, the most influential elements are the pliability elements, where various viewpoints and/or criticism were accepted, equalization and satisfaction of their work regardless of their position. High quality of coping ability was noticed to be essential for flexible attitude of the managers. Thus, those three elements, acknowledgement of the guidance, flexible empowerment, and high-quality coping atti tude of the managers, were noticeable to emphasize to support the maltreated children at school circumstance.

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In this research, the transition from the Totally controlled teaching method to Independent or Self-supportive learn ing method was investigated by producing the TEM (Trajectory Equifinality Model) chart to find the transition prob lem and the improving or protecting elements during such transition. The teaching method depends on the depth of the teacher’s teaching discipline. This report was investigated based on the interview to a single teacher who had ex perienced the transition by himself. Thus, the following results were noticed: 1. Conflict of the necessity to transform from the totally controlled teaching to independent study method, 2. His own prudence to this transformation, 3. Gradual awareness of the importance of the mutual understanding between the students for the stage to self-sup portive learning method. The promotive and/or preventing points during these process at each transition stage were investigated.

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The study was conducted on five children enrolled in an elementary school special needs class. This is a report ex amining how their changes awareness and attitudes toward self, others, and the classroom group as they continue co production activities. In this study, in the class of self-reliance activities, the activity of sharing and finishing one work was carried out once a month for a total of 12 hours. As a result, with regard to self, changes such as promotion of self acceptance and enhancement of self-esteem and self-competence were observed. As for others, changes were seen that looked at the strengths of friends and tried to recognize their goodness. Regarding the classroom group, it was confirmed that the atmosphere of the class was improved and the cohesiveness was increased by repeatedly having a sense of accomplishment and satisfaction as a group by finishing the work jointly. From this, it was considered that the collaborative production activities conducted in this study would be an effective means for classroom management.

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In recent years, there has been an urgent need to address the issue of loneliness and isolation. For children in Japan, loneliness is a familiar emotion and has been pointed out to be related to psychosocial maladjustment. Therefore, the purpose of this paper is to survey domestic studies on loneliness targeting pupils and to discuss issues in loneliness re search. As a result, the following research findings were identified: characteristics and measurement of loneliness in childhood, loneliness and interpersonal characteristics, loneliness and social skills, loneliness and cognitive character istics, coping with loneliness, and loneliness among children with special needs. Finally, the remaining issues and fu ture prospects for research on loneliness among children in Japan are discussed.

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This is a case study of a fifth-grade boy with intellectual disabilities who refused to attend school because he had an aversive experience at school in the past. The classroom teacher applied behavioral support to gradually approach the aversive situation in the real world. As a result, he decided by himself how to spend the day after coming to school. Then, he proceeded with the procedure of exposing in order from the one with the weakest feeling of anxiety and fear that was easy to carry out. After that, he gradually increased the time he spent in the special needs class. He was also gradually involved with his disliked friends. In this way, he was able to gradual ly approach the aversive experience scene and adapt to his class. Furthermore, no special problems were observed in the three months follow-up after the end of the intervention. In the end, it was confirmed that he was able to return to class completely and that he was spending his school life without any problems during the follow-up. Therefore, the intervention in this case was considered to be effective.

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