Factors related to changes in the self-efficacy of junior high school students who participated in an adventure education program (the Outward Bound School) were investigated. The research question was, “What did the participants with improved self-efficacy experience?” Descriptions of the process model written by the participants were examined and factors related to the improvement of self-efficacy were identified. Self-efficacy was measured quantitatively using the Self-Efficacy Scale that was administered pre- and post-program. Qualitative data including introspection records on the participants' descriptions of impressions and field notes of the author's participant observation were also observed. Data of three participants with self-efficacy scores that significantly improved and two participants with self-efficacy scores that changed little pre-and post- program were examined. Qualitative data were analyzed using qualitative coding and categorized. Process models for the five participants were developed by referring to “The Outward Bound process” (Walsh et al., 1976). The results indicated that the participants with improved self-efficacy had the following characteristics: (1) Independent relationship with the group; (2) Leadership; (3) Introspective behavior: (4) Learning of skills; and (5) Being responsible; (6) Developing self-confidence; (7) Performance Accomplishments.

The purpose of this study was to investigate the recognition of junior high school teacher to interacting outdoor activities in to school subjects, and to identify the relationship between those outdoor activities and goals, contents, and units in national school curriculum. The subjects were 205 junior high school teachers of ten school subjects, such as Japanese (n=21), mathematics (n=21), social studies (n=21), science (n=21), English (n=22), physical education (n=21), music (n=19), art (n=20), home economics (n=20), and technology (n=19). The questionnaire developed by authors was consisted of the scales to measure the recognition to outdoor activities, the selection of outdoor activities relating to their school subject, and the relationship of outdoor activities with national curriculum. The date showed that the science teachers recognized outdoor activities to be effectiveness for encourage to understand the subject, while social study, physical education and home economics teachers recognized them to be effectiveness for human development. The teacher expected and utilized the outdoor activities for learning expression skill, nature awareness and sensibility, problem solving skill, local cultural and natural history, understanding and motivation behind the subject. selecting outdoor activities in connection with national curriculum.

We carried out a survey by questionnaire to understand the training and practice undertaken by Japanese prefectures to train local residents to become forestry volunteers. The training was carried out 41 prefectures in 2006 business year, 5 prefectures except for OKINAWA prefecture had been carried out before 2006 business year. The training included acquisition of forestry management techniques, management in artificial forests and SATOYAMA, the science of forest ecosystems and multi-functions, and training of volunteer leaders. We found that there were 15 prefectures which issued their own licenses and certificates, 17 prefectures will continue to undertake this activity and some prefectures positively try to have more forestry volunteers and to improve their skills and intelligence. There were 25 prefectures which did the training themselves, 13 prefectures contracted it out and 3 prefectures assisted with the training. Therefore, it was established that training of forestry volunteers was a service of the prefecture.