In recent years, there have been many cases of suicide resulting from bullying. While various measures have been taken towards the problem of bullying, there is a need to discover signs of bullying early, and to take appropriate measures. This study clarified (1) class group and rate of bullying in schools (2) class group and rate of unchecked bullying by teachers. The results showed that according to class group, the occurrence of bullying varied greatly, and those who are satisfied with school were bullied less, but controlling types, cooperative types, and violent types, were bullied more. Also, in a comparison of whether a teacher was aware of a child’ s bullying in children those who admitted to have been bullied, it became clear that for about half the controlling type children in elementary and middle schools, the bullying went unnoticed, while for cooperative types, the rate that bullying was overlooked by teachers was 70% in elementary schools, and 56% in middle schools. It is considered that there is a great discrepancy in the way class teachers think bullying in class should be managed. Accordingly, it is considered that importance will be given in the future to connecting proper class management and handling of the problem of bullying with planned measures for the prevention of bullying, while promoting a high level of class satisfaction as a result of the educational effect.

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In recent years, problems of school refusal, class breakdown and a decline in academic achievement have been identified. In order to tackle this, educational initiatives for small groups of people, such as smaller classes, and small group instruction, have gained attention. However, their effect has not been fully confirmed. In this study, (1) the relationship between class structure (number of students in a class) and children’s desire for learning and fixation level of academic achievement (2) the relationship between class structure and class and level of satisfaction of school life and (3) the relationship between class groups and fixation level of academic achievement were clarified. The results showed, the influence of class structure was different for the lower and upper grades of elementary school. Smaller classes were more effective for learning and school life in the lower grades. For the upper grades, learning was effective in smaller classes, but there was not such a positive influence on school life. In middle school, a negative influence was observed for learning in classes with over 36 students, and when a class had less than 20 students a negative influence was observed for school life. A great deal was learned about class groups and fixation level of academic achievement. It is considered that there is a need to further examine ways in which teachers who make up learning groups can improve academic achievement through class management, gain more ideas for guidance of classes according to each situation, and to examine how psycho-educational support should be provided for children.

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The objective of this study was to clarify the present state of teacher’s educational counseling training at education centers for administrative divisions in Japan, and to determine future policy. After assessing 45 facilities in Japan, it was determined that educational counseling training is implemented over most of Japan. Many facilities had various levels of courses, and for advanced levels, there was a tendency to have smaller classes, with more class lectures given. Both individual and group counseling was given in addition to brief therapy and organized group encounter. Also it was determined how schools can be helped to more concretely deal with school refusal. Based on these results, future educational counseling training should plan for the establishment of plans for training with careful selection of the content which guarantees various training styles. To achieve this, teachers’ guarantee and cooperation of higher educational facilities should be planned for. Moreover, for the enrichment of training for kindergarten staff and for unity with regards to the training of counseling education, it is considered that correction of regional space differences will be required.

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This case study reports on the understanding and communication that was undertaken with a student with learning disabilities who had entered general high school. He was unable to communicate with other students, often overly responding to small stimuli with panic. The student asked for help from his homeroom teacher, grade manager, guidance counselor and the school health teacher (the author) to aid him in coping with stressful situations. Several approaches were undertaken to assist the student. These were: (1) To fully understand the nature of his learning disability I communicated with him in school, gathering knowledge, information and support from him, his family, family doctor, the educational center and from meetings with parents of children with learning disabilities. (2) To hold the students behavioral acts as a result of a secondary disorder to a minimum, the sick bay was designated as a place where he could go to calm down and have some relief time. I then worked on developmental and educational tasks by using other students from different grades to establish contact with the student while he was taking time out in the sick bay. Through this he was able to establish communication with other students beyond his grade level. (3) While supporting the student I also supported the homeroom teacher so as not to affect his classroom management. (4) I also offered him information regarding his future course. Practical reports on students with learning disabilities in general high schools are few. In this case a systems approach was used in cooperation with the students surrounding the learning disability student, the parents, and the various Institutions involved. The cooperation of the aforementioned is a vital part in the support of a student with learning disabilities.

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The purpose of this study was to examine how to improve school committees and advise consultants for children who need special support. A third grade elementary school child who frequently used abusive language in class and disrupted lessons was considered to have a developmental disability. As a result of 5 consultations from a circulating school counselor, the teacher’s attitude towards the child changed. Moreover, support in the way of an individual education plan was offered based on a common understanding from the whole school, and overall improvements were seen in the child’s behavior. Accordingly it was suggested that the function of a circulating counselor is effective for consulting with school committees about children suspected of having developmental disabilities. Also, in order to improve the consultations, important points for consultants to keep in mind are considered to be, “giving concrete advice which takes into consideration the special nature of the education of children with disabilities and educational consultation” and “to consider the role consciousness and experience which a teacher and school have”.

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