The purposes of the present study were to develop self-report measures for assessing the help-seeking cognitions and help-seeking skills of children and adolescents, and to evaluate the reliability and validity of those 2 measures. The participants, children (4th to 6th grade of elementary school, N=201) and adolescents (7th to 9th grade of middle school, N=309; 10th to 12th grade of high school, N=321) 9-18 years old, completed questionnaires. The results of a confirmatory factor analysis showed that the scales had sufficient structural validity and measurement invariance, and suggested that the scales had sufficient internal consistency and test-retest reliability. Measurement error and minimal detectable change were estimated. Hypothesis testing for construct validity showed that more than 75% of the hypotheses were supported. However, the responsiveness of the scales was not supported with an anchor-based estimation of minimal important difference. Although verifying responsiveness remains an issue for future research, these 2 scales may be useful in help-seeking studies.

  Students tend to fail to apply appropriate knowledge in problem-solving, even after they have been taught how to do that. Previous studies have demonstrated a familiarity effect in knowledge application, that is, students tend to apply category rules to known cases but not to unknown ones. The present study examined whether the familiarity effect can also be observed in other category rules, and to develop a hypothesis about its mechanism. Specifically, the present research examined whether existing knowledge on common properties of rules would affect the occurrence of the familiarity effect. The participants were university students (Study 1, N=52; Study 2, N=45). The familiarity effect was confirmed with both animal rules and seed plant rules. Furthermore, the results of the study with seed plant rules suggested that there may be 2 types of mechanisms underlying the occurrence of the familiarity effect: one that depends on existing knowledge about common properties, and one that is independent of existing knowledge. Teaching strategies aimed at eliminating the familiarity effect should be developed.

  The present study examined whether job-crafting experience during part-time employment might act as a determinant of the career resilience of graduating university students. In February-March 2023, an online survey was conducted, targeted at fourth-year university students who were going to graduate that March. The useable data, obtained from 521 students, were analyzed in order to measure job crafting (task, relational, and cognitive crafting) during part-time employment, and career resilience (ability to cope with problems and changes, social skills, interest in novelty, optimism about the future, and willingness to help others). Structural equation modeling results showed that (a) the ability to copy with problems and changes was positively related to task crafting and cognitive crafting, (b) social skills and willingness to help others were positively related to relational crafting, and (c) interest in novelty and optimism about the future were positively related to cognitive crafting. These findings suggest the importance of students engaging in part-time employment that enables them to have decision-making authority and use various skills, thereby facilitating job crafting. Such experiences are likely to promote students' career resilience.

  Bullying victimization has been shown to have long-term effects on bullied individuals, not only in the immediate aftermath of the bullying, but also in adolescence. The process of recovery from the long-term effects of bullying includes recovery from mental health problems and psychological transformation. Although resilience promotes mental health during the process of recovery, the relationship between mental health and psychological transformation such as post-traumatic growth has not been wholly supported by previous studies. The present study focuses on meaning-making with reference to organismic value theory, and examines how the processes of post-traumatic growth and resilience affect recovery from mental health problems and psychological transformation after bullying. Japanese college students (245 males, 173 females, and 2 unidentified; mean age 19.1 years) completed a questionnaire. Structural equation modeling resulted in the identification of appropriate models for both low and high qualitative resilience groups. A comparison of the models resulted in the adoption of a path equality constraint model. The present study revealed that an aspect of the long-term effects of bullying includes factors that promote recovery of mental health from assimilation through acquired resilience. The discussion deals with implications of the present study and the importance of support for meaning-making after bullying, with consideration of the bullied individuals' innate resilience.

  A mindfulness program called .b (pronounced dot-be), which was developed in the UK for 11- to 18-year olds, was implemented at a private high school in Japan in order to evaluate whether participation in .b would decrease the psychological problems and promote the mental health of high school students. The participants were 22 Japanese male high school students (11th grade) who were members of an athletic club at the high school. The mindfulness program was presented over a 10-week period, during times of regular club activities. Effects of the intervention were evaluated based on data from questionnaires on subjective mental health, well being, action problems, and mood; biomarkers of chronic stress (HCC) and anti-stress (DHEA) in the boys' hair; and subjective impressions based on structured interviews with the participants and the club's adviser. The data were obtained before and after the intervention and 2 months later. However, because of restrictions due to COVID-19, it was not possible to obtain the follow-up biomarker data. The amount of cortisol, a stress hormone, did not change, but increases were found in DHEA and DHEA/cortisol, which is considered to be an index of resilience. Although the mindfulness intervention was not followed by a decrease in the experience of stress, it is possible that the youth's medium- to long-term resilience, which promotes recovery from stress, may have been enhanced. Analysis of the questionnaire and interview data suggested that depression and action problems had decreased and well-being improved after implementation of the program. These effects were seen also in the 2-month follow-up measures. In addition, 19 of the participants (86%) rated the program positively. For example, the participants indicated that mindfulness had been helpful in their studies, in improving performance, and in their interpersonal relationships. The participants viewed mindfulness as a problem-solving skill, a means of self-understanding, and a future resource. The results of the program with respect to both the subjective and biometric indices suggest that the program may have an impact on Japanese adolescents and possibly become a life-long mental health asset for them.