Despite the widely perceived merits of using internet, its negative physical, psychological and social impacts have been realized. The present study examined the relationships between internet use including the tendency toward internet dependence, and mental health, and psycho-social problems of students. Two thousand, eight hundred and forty nine pupils and students from primary schools to high schools answered the questionnaire including the items about internet use, the tendency toward internet dependence, mental health and psycho-social aspects regarding human relations, communication, normative consciousness, aggressiveness, and so on. We analyzed the data from 466 pupils of primary schools and 769 students of junior high and high schools who used internet, in order to examine the relationships between internet use and mental health and psycho-social problems. The multi-logistic regression analysis and multi-regression analysis were executed with the internet use time (h/wk), the tendency toward internet dependence, grade and sex as the independent variables, and mental health and psycho-social variables as the dependent variables. In primary school pupils, the tendency toward internet dependence was significantly related to mental health, parental relation, communication, normative consciousness and aggressiveness. Internet use time was related to only mental health when the tendency toward internet dependence, grade and sex were controlled. In junior high and high school students, the tendency toward internet dependence was significantly related to mental health, parental relation and friendship, communication, intentions for family and school, normative consciousness and aggressiveness. Internet use time was not related to any dependent variables by itself. These results suggest that the tendency toward internet dependence was related to the problems in mental health and psychosocial development of children and adolescents who use internet.

　The purpose of this study was to gain information about mental health of junior high school students through the relationship between stressors (teachers, friends, schoolwork) and stress responses (physical symptoms, depression/anxiety, displeasure/anger, helplessness), and to clarify characteristics of students’Egogram as a parameter between the two variables above.

　Six hundred nineteen junior high school students filled out a signed inventory survey.

　The results were as follows: Some sex differences were found in junior high school student Egogram patterns. Male Egogram showed trapezoid shaped pattern with high NP, A and FC scores. On the other hand, female Egogram showed M shaped pattern with high NP and FC scores. The group of students that had higher stress response pattern showed an Egogram pattern with lower scores of NP and A, higher AC level, in comparison to the other group of the students with lower stress responses. In the case of male group, schoolwork as a stressor caused lower score of A and higher level of stress responses. As for female group, friends and schoolwork as stressors caused higher score of AC and higher level of stress responses.

　Based upon the above research, it is suggested that less objectivity in the male group and stronger restraint in the female group could be the main factors to strengthen stress responses. It is also suggested that we should promote the student mental health considering sex differences, and that the effective screening test should be introduced to the educational counseling of junior high school.

　The purpose of this study was to investigate the influence of self-regulation on school adjustment in junior high school students. The first study was conducted to develop a scale to measure individual differences in self-regulation. The 19-items questionnaire of self-regulation was completed by 888 junior high school students. A factor analysis resulted in four factors: “personal inhibition”, “personal facilitation”, “interpersonal inhibition”, “interpersonal facilitation”. The self-regulation rating scale showed adequate internal consistency. In a study of validity, the scale correlated significantly with the School-Life Skills Scale. In the second study, multiple regression analysis was conducted to examine the relation between self-regulation and school adjustment. The results schowed that school adjustment was influenced by “personal facilitation”, “interpersonal facilitation” and “interpersonal inhibition”. The gender differences of this relationship were discussed.

　This study aims to clarify the condition of in-service teacher training for health instruction among health and physical education teachers in high schools. The teachers' consciousness and factors affecting this consciousness were surveyed. In-service teacher training for health instruction is classified into the training planned by the board of education, the training within the school, and self-study. The anonymous self-administered questionnaire was given to 387 health and physical education high school teachers. The main results were as follows: (1) Most teachers depend on self-study for a teaching plan. (2) Further, the teachers evaluated all training as valuable and useful. In particular, they regarded self-study as the most valuable and useful. (3) The teachers' consciousness with regard to the training planned by the board of education was correlated with the evaluation of the training received. (4) The teachers' consciousness with regard to the training within the school was also correlated with the evaluation of the training received. (5) The teachers' consciousness with regard to self-study was correlated with the time available for self-study, teachers modeled on, and availability of useful teaching materials.

　The authors evaluated the immediate effects of an educational intervention concerning smoking prevention for 71 nursing school students. Tolerance toward smoking and willingness to control tobacco were chosen as main dependent variables. An experimental design with three times measurement across two groups (i.e. the first graders and the third graders) was utilized to show that the changes in measurement occurred by introduction of educational intervention. Ninety minutes educational program included instruction on the current situation of tobacco control in Japan and in the world and psychological support for smoking cessation, and behavior rehearsal of asking manager for prohibition of smoking in a restaurant where smoking is allowed.

　The degree of tolerance toward smoking widely decreased after the educational program for both the first graders and the third graders. Also the degree of willingness to control tobacco slightly increased for both the first graders and the third graders.

　However, the degree of tolerance toward smoking and the degree of willingness to control tobacco didn't change significantly for the comparison groups (comparison periods). These results demonstrated the effects of the educational intervention.

　The experimental design in this study was considered to be useful to evaluate the immediate effects of educational interventions.