The purpose of this study was to discover the characteristics of date DV perpetrators from the bidirectional point of view of date DV perpetrator and victim experience by gender and to obtain suggestions to create a date DV perpetrator education programme. Two-hundred and three men and women with experience of heterosexual relationships (94 men and 109 women) were asked to complete questionnaires about the frequency of the perpetrator/ victim experience, degree of recognition of perpetration, their preferred type of relationship with a partner, their actual type of relationship with their partner and their impressions of dating violence. The results were as follows. (1) In groups with high levels of perpetrator and victim experience and groups with high levels of perpetrator but low levels of victim experience (2 groups with high perpetrator experience), there were similar ratios of both men and women and the fact that it was different to DV between spouses, (2) The two groups with high perpetrator experience showed the same characteristics in both men and women as well as characteristics that pertained either only to men or only to women. From these results, we were able to obtain specific suggestions to create future date DV perpetrator education programmes.

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This study was conducted for the purpose of following 2 points. (1) Investigating the actual state of mobile phone use by junior and senior high school students. (2) Clarifying the causal relationships among use of mobile phone and email, dependence on mobile phone, and degree of life satisfaction. Results indicated that those using mobile phones for long periods of time showed increased dependence on mobile phones, and those with high dependence on mobile phones showed lower life satisfaction. In addition, a difference among sexes was recognized regarding email usage time. Among boys, we detected no effect of email usage time on increased dependence on mobile phones. However, among girls, we detected an effect resembling that of mobile phone use - that life satisfaction in girls was reduced. Moreover, we also found partially opposite cause and effect relationship among the factors noted above, indicating that low family satisfaction and health satisfaction raised mobile phone dependence, and high dependence on mobile phones led to increased use of mobile phones and emails. These results suggested that mobile phone and email use by junior and senior high school students do affect life satisfaction and that careful attention needs to be paid to such usage.

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The purpose of this study was to compare levels of class satisfaction and school morals in classes that contain children who require special educational support and those that do not and further, to make a comparative review of the situation of the class group. The survey was conducted from November to December 2013 in six public elementary schools over 67 classes (67 different homeroom teachers) on 2,085 children (1,053 boys and 1,032 girls). The results showed that scores that were detrimental the class level of satisfaction scales were significantly higher for children who required special support. Furthermore, the prevalence of classes in which there are children who require special support is higher than that of classes without and it was discovered that scores that were detrimental in classes with multiple children who required special support were high. However, through the attendance of children who require special support, it was discovered that a bias to the prevalence of class group typology was not recognized.

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This case report describes transformation of a second-grade pupil who used to resist participation in academic activities in which he had no confidence. A school teacher offered psychological support to the pupil through making friends with him. At first he often quitted in the middle of marathon exercises, but came to complete running the course. At last he was able to set his own goal and practice running while monitoring the performance. Moreover, from the results of the Baum Test his psychological state as well as willingness to try challenging activities were improved. Thus, the following approaches seem effective for teachers to support pupils with behavior problems: all-embracing principle, active interest in the target pupils, and facilitation of academic goal setting.

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This study aims to examine the factor structure of inappropriate child-rearing behaviors that fathers display toward their children and to investigate the effects of such behaviors by the fathers on the children’s problem behaviors. A survey was conducted using the Japanese editions of the PS (Parenting Scale) and SDQ (Strengths and Difficulties Questionnaire). The participants included 885 father-child pairs, with the children aged 4-6. The first analysis was a determinate factor analysis on the items in the Japanese edition of the PS. Three factors of fathers’ inappropriate child-rearing behaviors were extracted: rebuking reaction, threatening reaction, and neglecting reaction. The second analysis was a path analysis model of the effects of fathers’ inappropriate child-rearing behaviors on problem behaviors in children. The results showed a positive effect of the fathers’ rebuking reaction on the children’s conduct, hyperactivity, affect, and peer relationships as well as of the fathers’ neglecting reaction on the children’s conduct and peer relationships.

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