This study examined how the practicing group of approach based on Structured Group Encounter (SGE) and Recreational Sports (RS) contributed to shaping their positive self-concepts and trust for self and others. The approach consisted of three themes (self-insight, group works, and sports activities), to the students in a university class. Levels of self-consciousness, self-esteem, and trust feelings for self and others of 52 undergraduate freshmen (34 males and 18 females) were measured at pre-, mid-, and post-semester class sessions. Results revealed that participants who were more interested in themes such as self-insight or group works had gradually enhanced their private self-consciousness or trust feelings for others, whereas there was no relationships to those interested in sports activities. It was discussed that sufficient opportunities were necessary for the participants to receive feedback from other participants and to communicate verbally with each other.

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The sense of authenticity that refers to one’s sense of being true to oneself, felt by the junior high school students was discussed in this study. The analogous concepts, such as self-esteem, self-affirmation, and competence were taken as the indicators of the class adjustment. The effect of the sense of authenticity on the two subordinate concepts under the score of their class satisfaction, approval and mal-adaptation scores was also examined. The subjects were 341 junior high school students. The data were analyzed by the multiple linear regression analysis with forced entry of all possible models. Results indicated that the boys’ sense of authenticity and competence showed a significant positive influence on the approval, their sense of authenticity and self affirmation showed a negative influence on mal-adjustment score. On the other hand, the girls’ sense of authenticity, self-esteem and self-affirmation showed a significant positive influence on the approval, but only the sense of authenticity showed a significant negative influence on mal-adjustment score. Only the sense of authenticity showed as a common element in an influence on adjusting their schoollife for both girls and boys. The significance of considering and improving the students’ sense of authenticity in junior high school students was discussed.

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The purpose of this study was to examine self-transformation of a junior high school teacher through PAC (personal attitude construct) analysis. The result of cluster analysis showed two groups of the dendrogram, the first-third cluster and the fourth-fifth cluster. The former included three clusters that implied changed-self: the first cluster meant the image of true education, the second meant the image of his way of life, and the third meant the system of his belief, which was influenced by STEP (Systematic Training for Effective Parenting) learning, and the third cluster supported the first and second clusters. On the other hand, the latter included two clusters: the fourth cluster meant the readjustment of his past, and the fifth meant a trifling embarrassment after his own change. Through his dictation, the change was discussed from a point of view of individual and common universalities, and the effects of STEP learning, as well as the viewpoint of the crisis of the middle age.

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The purpose of this study was to examine the effective results of continuous social skills training in an elementary school. In reference to the previousfindings of an intervention study for the class group,this study focused on following two viewpoints: (1) Practice to be performed by the class teacher, and (2) Continuous 6 weeks Practice utilizing the class of one credit hour as well as a short-homeroom (15 minutes meeting) held in the morning once a week. The survey was conducted among 698 elementary school students. As a result, it was suggested that the social skills training could serve many students to improve their feeling of adaptability in the classroom. This result implies that this social skills training could be effective prevention intervention in case of maladjusted students in elementary schools.

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The purpose of this study was to present a model for a homeroom teacher to use when supporting one or two children with AD/HD in a regular classroom of elementary schools. Participants were a class of 4th through 6th graders (including 2 boys with AD/HD) and their homeroom teacher. In this model, the cooperation was requested to the parents, the family doctor, the classmates, and the various institutions involved. Moreover, the systematic approach derived from the results of the classroom satisfaction scale (Q-U) was an effective assessment tool for the classroom management. As a result of tutorial training combined with the social training as a group, overall improvements were observed in the children’s behavior in 3 years of their school life. The educational support given to the boys with AD/HD consisted of not only the personal tutorial training, but also the class training sessions as a group.

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Recently, the number of cases of school violence has been tending to increase every year. Therefore, it appears that the measures to deal with boys who use violence in schools are not functioning effectively. School violence cannot be resolved only through traditional methods of guidance and counseling for students, but a special method based on Educational Counseling needs to be developed. This study clarified the following seven characteristics of the counseling method for boys who used violence to teachers, based on the case study on the counseling that the writer carried out as a probation officer in Family Court: (1) active counseling based on developmental tasks, (2) active support for learning, (3) acceptance of boys’ negative feelings toward teachers and/or the school, (4) acceptance of and sympathy for feelings behind boys’ violence, (5) learning the alternative methods to violent acts, (6) effective use of authority that does not interfere with the boys’ independence, (7) career guidance suitable for such boys.

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