This study examined the relation between the development of moral judgment and the quantitative and qualitative variables of interpersonal interactions from the viewpoint of cognitive development theory. As a result, (1) Interactions that do not cause cognitive conflict are not closely related to the development of moral judgment. (2) Interpersonal interactions, including role-taking opportunity, promote the development of moral judgment. (3) The act of discussing ideas among family members and discussing them until they are mutually convinced promote the developmental stage of moral judgment. (4) Self-disclosure is related to the quantity and quality of interaction. Interpersonal interactions are interregulated with the development of moral cognitive structures, and effective findings have been obtained for psychoeducational support that promotes the development of moral judgment.

The purpose of the present study was to develop a scale to measure self-stigma associated with seeking help from informal sources. The participants included 300 university students who answered questions about self-stigma, help-seeking intentions, anticipated costs and benefits, help-seeking preferences, and subjective needs. The results of principal component analysis showed that the scale of self-stigma had a one-dimensional factor structure. As predicted, self-stigma correlated with help-seeking intentions, help-seeking preferences, and anticipated costs and benefits. These correlations were stronger than that between self-stigma and intentions to seek professional help. Finally, self-stigma among men was more intense than women. These results supported the hypothesis and the validity of the scale.

This study focused on the motivational process of the Job Demands-Resources Model (JD-R model), a model that explains work engagement. The first objective of this study was to develop a scale to measure positive emotional experiences of high school teachers. The second objective was to examine factors affecting work engagement. First, we collected items from responses to semi-structured interviews with 10 high school teachers and from previous studies. Next, a questionnaire (the Positive Emotional Experience Scale) consisted of the above-mentioned items was administered to 239 high school teachers. The results of factor analysis yielded three factors: “student growth,” “teacher contribution,” and “workplace collaboration.” Reliability and validity were found at a moderate level for each factor. For the second objective, structural equation modeling was conducted assuming a model in which positive affective experiences and personal resources enhance intrinsic learning motivation for subject instruction through work engagement. The results showed that the model was an acceptable fit. Finally, we discussed ways to support the mental health of high school teachers.

The purpose of this study was to develop a scale to assess irrational beliefs of Yobiko students (Yobiko Students Irrational Belief Scale: YIBS) and to examine its reliability and validity. YIBS items were developed from a questionnaire administered to 484 Yobiko students. Factor analysis extracted four factors (a) Demanding Support,(b) Concentration on Study,(c) Sense of Duty, and (d) Evaluation of Failure in University Entrance Exams. These factors had a high degree of internal consistency. Factors of YIBS correlated with the factors of JIBT-20, MCPI, as well as with State-Trait Anxiety Inventory, ranging from .31 to .37. These results yielded support for YIBS scale’s reliability and validity for assessing irrational beliefs of Yobiko students.

Although the importance of school crisis prevention has been pointed out, concrete measures have not been taken from a broad perspective. The purpose of this study was to understand the crisis awareness of schools in order to identify and improve the situation of school crisis prevention in a simplified manner. In Study 1, elementary, junior high, and senior high school teachers were surveyed regarding their perceptions of school crisis prevention as a result of using a support tool consisting of collaboration, value, organization, environment, curriculum, and training. The results showed a common perception of inadequate organizational efforts, and different perceptions among roles, duties/divisions, and school types. In Study 2, the perception of crisis prevention issues among nursing teachers who have many opportunities to respond to school crises was examined. It was found that the crisis awareness of nursing teachers was differentiated into six areas, and their crisis awareness differed depending on their years of experience. Thus, curriculum, organization, environment, discipline sharing, and community-specific awareness of issues in crisis prevention education were identified, and specific measures to prevent school crises were suggested.

A case study was conducted to examine the psychological adaptation process and support needs of a mother whose child was diagnosed with an autistic spectrum disorder in adolescence. Data were acquired from the records of sessions between the mother and a counselor and were analyzed using qualitative data analysis. The analysis of the records yielded 20 codes which were extracted and organized into seven conceptual categories. The emergence of the conceptual categories allowed the identification of three phases in the mother’s psychological adaptation process. The turning point was noted as the mother’s attainment of a new perspective of her child in Period II. The new outlook concerned her discovery of the child’s characteristics and individuality based on the recognition of the disability. This perception was triggered by the continued search for solutions regarding child-rearing from Period I and the sharing of experience and understanding of events with members of self-help groups in Period II. The mother was also encouraged to change her thought process in Period III.

The purpose of this paper was to review previous domestic and international research and to propose issues related to teachers’ help-seeking behaviors to be examined further in Japan. Taking into account the similarities and differences between previous domestic and international studies, it was deduced that three issues should be studied: (1) the problems faced by and the resulting help-seeking features of Japanese teachers; (2) the effects of help-seeking on teachers and school education from multiple perspectives; and (3) the examination of interaction between individual teachers and the structure of help-seeking networks within groups of teachers from a macro perspective.