The minimum fundamental conditions for Cooperative Learning in a class are 1. “Sharing the common rules” and 2. “Establishing the close and friendly relationship with each other.” The percentages of these conditions are investigated in the current school system, and the one-way informative school system which Ministry of Education, Culture, Sports, Science and Technology is concerned, is also investigated. The latter style of teaching is most commonly operated in Japan. As the result, 10 classes (32%) have sufficient conditions for establishing the close and friendly relationship with each other, whereas 5 classes (16%) have Informative method led by teacher initiative and the atmosphere of these classes seem to be rather inflexible. For the sampling classes, the daily activities related with the class work were observed during the certain period of time and the characteristics of the students’ learning attitude were investigated and analyzed. As a result, the classes intended to work cooperatively with autonomous learning attitude supported by the teachers in the group of “Establishing the close and friendly relationship with each other” had the highest quality of motivation and learning desire.

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This study examined the factors influencing the degree of satisfaction with extracurricular activities (abbreviated as EA below) of the students in public junior high school, by investigation, observation and interview for one year. The higher degree of satisfaction with EA in total was recognized from obtaining multiple scores of educational interaction with EA members. The scores are “identicalness of a group and autonomy”, “group cohesiveness”, “a function of performance”, “a function of maintenance”, “pressure of a group” and “altruism”. The results of observation and interview revealed that ①acquisition of a regular position, ②situation of role behavior such as a captain, ③human relations in a group, and ④relations with an advisory teacher, were found as the influencing factors of each student’s degree of satisfaction with EA. From the above results, it was found that degree of students’ perception satisfaction in the EA is constructed by 1) the process of working contents to pursue in EA, and 2) their group experiences of EA. Moreover, this findings suggested that students’ perception satisfaction in the EA is affected about 1) and 2) by the teacher in charge of the EA.

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The purpose of this research is to reveal what is expected to School Counselors (abbreviated as SC (s) below) and what Yogo teachers should consider in order to make good use of the function of SC system in schools. The questionnaire survey was carried out among 295 Yogo teachers in 8 prefectures. As for the items, “the feeling toward SCs” and “the expectation to SCs,” the factor analysis was conducted to create the scales. A variance analysis of those who have co-worked with SCs was made for each school type: The result shows that the score at elementary school was high on the factor ‘uneasiness to counseling’ and ‘skepticism about SC system,’ while the score at junior high school was low on the factor ‘expecting the cooperation to educational activities.’ 191 free descriptive answers were obtained. They were classified into five categories (30 subcategories), and the occurrence ratios were compared between different school types. As a result, there were lots of descriptions about ‘specific measures and suggestions for improvement’ at junior high school. Many suggestions were found especially in ‘problems and issues.’ Therefore, it is important for Yogo teachers “to make good use of the system to encourage communications, cooperation and reporting” as an SC coordinator and support team member.

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The purpose of the present study was to investigate the relationship between the Satisfaction with School Life Scale and the School Morale of University Students. The Satisfaction with School Life Scale ( Kawamura, 2010 ), The School Morale Scale ( Kawamura, 2010 ), and The Passivity Area Scale( Shimoyama,1995 ) were completed by 117 sophomore students ( 36 male, 81 female ) enrolled in a teacher-training course at one university. Students were classified into 4 groups depending on the satisfaction scale of the school life: “Satisfied with School Life”, “Unapproved as a Classmate”, “Recognizing Infringing Behavior”, and “Unsatisfied with School Life.” The results were as follows: ANOVA showed that Group “Satisfied with School Life” got the highest scores of School Morale and the lowest scores of Passivity Area scale, whereas Group “Unsatisfied with School Life” got the lowest scores of the School Morale and the highest scores of the Passivity Area Scale. In other words, the scale of the School Morale of the students’ life is closely related with their Passive Area, and we think it is necessary to research the screening system about the student characteristics of the university. Furthermore, this study pointed out that the reinforcement of psychological and educational supporting services should be helpful to both “the learning phase” and “the aspect of human relations”.

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In this study, two elementary school teachers' practices were reported. In the beginning of each case, the teacher identified herself and her school children as the partners in the community-life to share the results of a Q-U survey with each other. At the next stage, a class goal and well-defined behavioral plans were discussed and decided through the coordinated class meetings. This was an application of ″ Exploring alternatives″ in the STEP (Systematic Training for Effective Parenting: Dinkmeyer & Mckay, 1976) program. In daily interactions with children, the approach adopted by the teachers was based on STEP methods: Strategies such as ″ Encouragement″ and the ″ I-Message″ with mutual respect were implemented instead of a system of rewards and punishments. In this report, these practices were discussed in terms of sharing the Q-U results, with personal consent in advance especially for each child in concern, and the consideration to build up the class concepts utilizing joint information, the skills and ideas to make such an approach possible.

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“Educational counseling” has two aspects: therapeutic activities by psychotherapists on non-daily events, and day-to-day educational activities by teachers. In educational counseling workshops, there often arises miscommunication or misunderstanding between instructors (psychotherapists) who refer to educational counseling in the former sense, and attendees (teachers) who expect in the latter sense. To address this issue, the present study examined these workshops from the standpoint of “solution focused approach” and a workshop program was proposed where instructors respect teachers’ professionalism as experts in educational counseling, rather than simply instruct teachers on the “right” counseling methods, and thereby work to inspire teachers to develop their own inner resources toward achieving. Results of evaluations feedback from the workshop attendee and psychological measures demonstrated that this type of workshop facilitated teachers to improve their own self-efficacy regarding educational counseling.

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In this study, I tried intervention to promote social skill (″ heartfelt message″ ) for a class of the second grade of the elementary school. And I examined the effect. I intervened using the enforcement of the class to promote heartfelt messages, the reflexive sheet to look back these messages, the presentation of the subject that accepted the individual actual situation, and the positive reinforcements by means of an evaluation seals and the praise. As a result, heartfelt messages of the children were promoted, they called out to each other in a class, and the cooperative attitude came to be seen. Thus, it was suggested that the intervention by positive reinforcements such as introductive class for the heartfelt message, the presentation of the subject depending on the actual situation of the child, the evaluation seal given by the teacher, and the praise between children, was effective to promote heartfelt messages.

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