This study is to aim at improving mutual learning among the classroom students with or without the students who need special education in each class, and to investigate the influence on functional activities in the class as groups with regard to the class satisfaction score and the detrimental score of such classrooms. The survey was conducted in all of the 6 public elementary schools in the B city of A Prefecture in Japan during the period of November and December in 2013, and 2,085 students (1,053 boys and 1,032 girls) in 67 classes (67 classroom teachers) participated. As a result, the recognition score of the students who need special support is lower than that of regular students, but for the higher functional class groups, both of their recognition scores showed better score. As for detrimental scores, both of the students needing support and regular students showed low scores in case of higher functional classes, but the scores for the students needing support was comparatively lower than that of regular students, although the difference between them was fairly small. It is the prerequisite condition that we need the higher functional classes in order to maintain a good effect for all the students with or without special support to live and learn together in the same classes.

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This study investigated how much the 9 cognitive emotion regulation strategies of the university students against negative life events effect on dispositional forgiveness. The participants were 223 undergraduate and graduate students (110 males and 113 females). Japanese version of Cognitive Emotion Regulation Questionnaire (Sakakibara, 2015) and Dispositional Forgiveness Scale (Ishikawa & Hamaguchi, 2007) were completed. Results mostly supported the following 2 hypotheses; (1) “positive reappraisal”, “put into perspective”, “acceptance”, “positive refocusing” and “refocus on planning” have positive effects on dispositional forgiveness; (2) “rumination or focus on thought”, “self-blame”, “blaming others” and “catastrophizing” have negative effects on dispositional forgiveness. Correlation analysis and multiple regression analysis revealed that “positive reappraisal” and “positive refocusing” have positive effects on dispositional forgiveness whereas “rumination or focus on thought”, “blaming others”, “self-blame” and “catastrophizing” have negative effects on it. On the other hand, some parts of the hypotheses were not supported: “put into perspective” had negative effect on dispositional forgiveness and neither effects of “refocus on planning” nor “acceptance” on dispositional forgiveness were found. This study pointed out that validity of “positive reappraisal” and “positive refocusing” to correct personal relationship, to decrease aggressive behavior and to increase well-being and mental health as “forgiveness of others”, “negative forgiveness of self” and “positive forgiveness of self” increased.

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This report describes how a girl student having Autism Spectrum Disorder was supported in a Special need Education School. The assisted person tended to cry and bite the back of her hand, or to lock herself in a room, when she has excessive anxiety. By assessment, it was assumed that she would not be able to build an appropriate human relationship with others, and that she is convinced not to fail or make mistakes. I assisted her to build her human relationship by means of Group Theory Approach, and for her convincement, I supported her to train herself to think logically during her school life, she seemed to have trouble adjusting her anxious feeling properly, and I supported her to express her feeling in words by means of individual interviews. As a result, she could build good human relationship and regain her self-confidence with other people. She also had less fear for her failure, and she feels at ease to express her anxiety to the supporter. Thus, her school life seems to be less troublesome with less inappropriate behavior.

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A structured group encounter (SGE) training program was developed and its efficacy for training university students in teacher training courses was evaluated. The training group (N=42) participated in a twelve-session SGE training program that was designed to develop SGE knowledge and skills, whereas no special experience or training was given to the control group (N=24). Before and after the training program, all the participants completed a questionnaire that assessed their self-efficacy for SGE. The results indicated that students in the training group compared to the control group increased their self-efficacy for SGE. These findings are discussed in relation to the training context and methodological issues.

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This study reviewed the results of the intervention cases by the teachers for elementary and junior high school students who require special support focusing on the non-social behavior or anti-social behavior in Japan. They were examined and categorized by means of the frequency and effects of "Analysis objects (School age, the presence or absence of the disability, and etc.)", "Kinds of non-social behavior", and "Technique". As a result, no evident difference for intervention was observed for school ages. Significant difference was seen for the existence of handicap in "normally developing infants", "Behavioral problems related to truancy", "Person Centered Approach" on the X2 test. On the other hand, differences were not observed in effect size between categories. However, reported number of studies and effect size were not large enough for sufficient consideration. For further research, it is necessary to collect and re-examine the cases, including the bulletins which are published in elementary and junior high schools.

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Recently, brief counseling has often been used for educational counseling. In the advanced courses for training the educational counselors, this method is explained, and Watanabe (2017) has indicated the effect of using brief counseling as a guideline for educational counseling. In the courses of “Educational Counseling” for renewing the teachers’ license, brief counseling was explained, the technical method of reflecting team was introduced for experimental understanding, and the attendants evaluated the method as the incumbent teachers. The evaluation result showed both brief counseling and reflecting team were well accepted, but some attendants indicated a few points such as “difficulty to express oneself”, or “the time shortage for the members to attempt to resolve the problem after taking too much time to understand the problem”. The directions for the inquiry or suggestion and/or support should be further investigated.

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