The present study examined the effects of school-based cognitive behavioral intervention on the feelings for friends among normal junior high school students (ages 13–14 years). In a waiting list control design, the students were assigned to either a cognitive behavioral intervention class (n=24) or a waiting class (n=23); the latter group was given identical intervention after the first group had been trained.Both groups answered self-report measures of social skills and feelings for friends. The program was composed of three 50-minute sessions; two social skills training sessions and one psychoeducation session on cognitive restructuring. In the social skills training sessions, assertive and declining skills were focused. Both groups showed improvement in their social skills and feelings for friends immediately after the program. The results suggested that school-based cognitive behavioral program improved students’ feelings for friends.

The purpose of this study was to investigate the mediating role of classroom atmosphere in the relationship between students’ trust in their homeroom teachers and school adjustment. A questionnaire was administered to 2440 junior high school students, and a multilevel mediation analysis was conducted on 2381 students’ data. The results showed that in both the within-level (individual level) and the between-level (classroom level), trust in the homeroom teacher directly influenced school adjustment. Furthermore, the relationship between trust in the homeroom teacher and school adjustment was mediated by the classroom atmosphere at both levels. The importance of students’ trust in their homeroom teachers and its influence on the classroom atmosphere were discussed.

The purpose of our study was to gain insight into the predictive role of subjective adjustment to school on meeting online contacts and related risky behavior (online interaction risk behavior). 344 female high school students completed an anonymous questionnaire with Online Interaction Risk Behavior Scale (OIRBS), Subjective Adjustment for Adolescents Scale, Revised New Internet Addiction Scale, relationship with online contacts met offline, and parental involvement when meeting online contacts. Multiple regression analysis showed that for female adolescents, subjective adjustment to school predicted connection-seeking behavior of the OIRBS, while higher school grade and less time spent studying outside of school predicted self-exposure behavior of the OIRBS. The result suggests that school efforts to improve subjective adjustment to school might be effective in reducing online interaction risk behavior in female adolescents.

This study investigated how school staff collaborated to assist elementary school children who had difficulty in school and examined the process for the support team to function effectively. Ten elementary school staff members with the experience of being in support team were interviewed, and the responses were analyzed using the modified grounded theory approach. A total of 21 concepts emerged. From the concepts, four sub-categories were further identified. The four sub-categories were then grouped into two categories, namely “the process of building a psychological foundation” and “the process from trial-and-error to systematic efforts.” For effective team support, efforts corresponding to these concepts should be sequentially applied.

In order to prevent junior high school students from becoming school non-attendees, nine sessions of the Social and Emotional Learning of 8 Abilities at School (SEL-8S) program were conducted over an eight-month period for all seventh- to eleventh-grade students in a school to improve their social skills. Students who had been absent from school for 10 days or more in the previous year were identified as the students with the tendency of school non-attendance. Training sessions were held for teachers to learn how to implement the SEL-8S program and to utilize individual adaptation records of all students. The results showed that the attendance rate of the students with the tendency of school non-attendance improved and their psychological conditions appeared to be improved as well.

This study focused on mediation in a conflict resolution education program and examined its effects on the acceptance of heterogeneity using the bootstrap method. As a result of analyzing the responses of 20 volunteer students enrolled in an integrated junior and senior high school, the scores of all four factors of conflict resolution attitudes and skills were significantly improved, indicating that the effects were equal to or greater than those of previous studies. In addition, there was an improvement in the index of acceptance of heterogeneity, suggesting that conflict resolution education has a certain effect on intercultural education.