This study examined the current usage status of text messaging by cell phone in adolescents and their relationship between texting and interpersonal consciousness. High school and undergraduate students (n = 819; average age 17.8 years; 366 male and 453 female) completed a questionnaire assessing the frequency of sending text messages, the degree of cell phone dependency, and four kinds of attitude scales for measuring interpersonal consciousness: the scales for the consciousness of others (Tsuji,1989), emotional empathy (Kato & Takagi, 1980), contextualism (Kakimoto, 1995), and groupism (Yamaguchi et al., 1995). Results indicated that students exchanged text messages among a relatively small group of people and female students were more cell-phone dependent than male students. Moreover, the index of dependency was associated with some of the scores of the attitude scales. These results suggest that the dependency of adolescents on cell phones is related to their attitudes seeking for positive interpersonal relationships and strong affective ties with others

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The purpose of this study was to examine how the quantity and domain of self-disclosure among the members would be changed through the structured group encounter (SGE). The study was conducted on two SGEs for education workers. As a result, four factors of the self-disclosure standard (Ⅰ.personal life values, Ⅱ. family and daily life, Ⅲ.heterosexual interpersonal relationships, Ⅳ. small talk) showed the significant changes between the two SGEs. In particular, the factor for the personal life values was greatly changed. From the above-mentioned results, I understand that the SGEs format was effective in encouraging self-disclosure among the members. I found that the SGEs format was particularly effective to increase the factor for the personal life values.

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This study was to collect and analyze the positive and negative experience in the school life of the first graders of elementary school in order to administrate the classroom activities. As a result, the following points were considered: 1. It is necessary for the teacher in charge of the first grader to understand the friends’ relationship of each child in the phenomenological point of view since there is a discrepancy in the world of feeling depending on the child. 2. It is important to set a scene intentionally so that a positive attitude and atmosphere would be encouraged in the classroom. 3. The first grader is the first step for the friends’ relationship and the educational curriculum should be planned to encourage the social skill in the developmental stage.

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In this study, the relationship between burnout tendency and type A behavior pattern in university students who used to be the member of sports club in their high school days was examined. Questionnaires were distributed to a total of 408 first- to fourth-year female students who had belonged to a sports club in their high school days and who were enrolled in sports-related departments at university. Members of seven university sports clubs designated as competitive clubs had a significantly stronger burnout tendency than members of sports clubs not designated as competitive. Examination of injuries from past athletic activities showed that the rate of injuries was significantly higher in students who had belonged to a sports club in their high school days, but who did not join a club in university compared to those who also belonged to a sports club in university. These results suggest that students had discontinued athletic activities due to their injuries. The relationship analysis between burnout and injury showed that students who have had sports-related injuries had a higher Japanese workaholic score, a subscale of type A behavior pattern.

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This study analyzes the factors influencing support operations of special educational needs coordinators (SENCOs) of special needs education schools on services for preschool, elementary, junior, and senior high school students in Japan. Semi-structured interviews were conducted with 12 SENCO participants, and their narratives were analyzed using the grounded theory approach. The three factors that were found to influence support operations were as follow: 1) support requests from schools, 2) the support system of special educational needs schools, and 3) business executions by the SENCOs.

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The purpose of this study was the following two points: (1) to confirm the present conditions about the feeling of class adaptability to influence on problems found among the first-year students in a junior high school. (2) To understand the key points that teachers in those schools should be aware of. In this study, 1,310 sixth graders in the elementary school and 1,198 first graders of the junior high school participated and were asked to answer a questionnaire, which measured their feelings about class adaptability. Results showed: (1) the first graders of the junior high school had a lower score in “integrative perception of adjustment”, “friendship relations”, and “attitudes toward study” than the sixth graders of the elementary school. (2) The first graders of the Junior high school had a higher score in “mental and physical well-being” than the sixth graders of the elementary school. (3) Girls had a higher score in “integrative perception of adjustment”, “friendship relations”, and “mental and physical well-being” than boys. From these results, two points became clear. (1) The first graders of the Junior high school had lower feelings of class adaptability than the sixth graders of the elementary school. (2) The teachers in charge of these students should note the developmental stages of the relationships with friends and the gender gap or difference.

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The purpose of this study was to practice “Information Morals” education program using Assertion Training (AT program). In the method 1, we clarified categories of analysis by focusing on keywords in the free description. In the method 2, we extracted basic lexicons by employing morphological analysis of text mining, and we categorized the basic lexicons into groups. As the results, 13 categories: 8 categories belonging to information science, 4 categories presenting assertion, and other 1 category were found in the method 1. The major 4 of the categories: [Assertion], [mutual trusting], [hazard anticipation and danger avoidance by ICT application], and [importance of information-communication] were also appeared as the basic lexicon groups in the method 2. Through these two investigation methods, we found that the AT program is useful for students to promote understanding of the assertion, and encouraging “Information Morals” education.

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The purpose of this study was to clarify the role of the ego-gram in the relationship between stress responses and the acquisition of Group Autogenic Training (AT) in elementary school children. Seventy-five third graders in two classes were enrolled in the study. 37 children in the experimental group were daily trained for 3 minutes during their morning meeting. 38 children in the control group learned a song during the same period. The experimental group continued to receive training from April through February of the following year. Measurement indices included the AT learning process checklist, self-affirmation and stress reaction scales, and the ego-gram checklist. The results were as follows. 1) Third graders mastered the AT in about 11 weeks. A trend toward earlier learning was observed among children in the Nurturing Parent(NP)-dominant position on the ego-gram. 2) AT skills improved the ability to engage in self-affirmation, and to reduce stress reaction. 3) Scores on the Free Child(FC) and Adapted Child(AC) scales of the ego-gram changed significantly over the course of the study; higher FC and lower AC. and training increased the ratings for “I’m OK, you’re OK”. 4) The order of stress reduction was noticed as Adult(A)･NP･FC･AC. The results of this study support the use of the ego-gram to reduce stress reactions via AT and suggest that the school bullying and violence may be effectively reduced by this approach.

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