Although video game playing is a most popular activity among students, demerits of regular playing video games for physical, psychological and social development have been concerned. The present study examined the relationships between video game use including the tendency toward video game dependence, and mental health and the psycho-social problems of students. Two thousand, nine hundred and forty seven pupils and students from primary schools to high schools answered the questionnaire including the items about video game use, the tendency toward video game dependence, violent game use, mental health and psycho-social aspects regarding human relations, communication, normative consciousness, aggressiveness, and so on. We analyzed the data from 708 pupils of primary schools and 835 students of junior high and high schools who used video game, in order to examine the relationships between video game use and the mental health and psycho-social aspects. The multi-logistic regression analysis and multi- regression analysis were executed with the video game use time (h/wk), the tendency toward video game dependence, violent game use, grade and sex as the independent variables, and the mental health and psycho-social variables as the dependent variables. Both in primary school pupils and in junior high and high school students, the tendency toward video game dependence was significantly related to mental health, parental relation, communication, intentions for family and school, normative consciousness and aggressiveness. Violent game use was also related to aggressiveness. On the other hand, video game use time was not related to any dependent variables, when the other independent variables were controlled. These results suggest that the tendency toward video game dependence was related to the problems in mental health and psycho-social development of children and adolescents who use video game.

　The purpose of this article is to clarify the process of establishing health education subject in Japanese elementary school from 1930’s to 1940’s and consider the idea of health education positioned in school education curriculum. Preexisting research has tended to portray this area of education history without a correct structural understanding of school hygiene reform. The results of this study are as follows; 1. School hygiene reform during World War II was conducted focusing on hygiene training. Health education during war was structured as a curriculum emphasizing mutual cooperation between “hygiene training” and “hygiene instruction”. 2. School hygiene reform after 1920’s was regarded as important educational function. 3. Classroom teachers and ‘Yogo Kundo (1941)’ provided careful education to every pupil at school, paying particular attention to individual differences. In order to provide health education cared for the individual needs of pupils, classroom teachers not only made an effective use of the results of physical examinations of their pupils, but also regarded as important the communication and networking among a teacher, a school doctor, a school dentist, a ‘Yogo Kundo’ and families. 4. The school hygiene reform conducted from the late 1930’s through the first half of the 1940’s focused on ‘physical strength’ and ‘spiritual strength’ as physical functions. This reform emphasized the need for training that aimed to promote better health, changing the context of hygiene training from ‘physical training’ to‘ attitude training’ that aimed to achieve good health. In this way, health education came to have an emphasis on significance in morals. This school hygiene reform during World War II was characteristically the government’s enforcement of self-control on individual lifestyles by providing knowledge and skills necessary to prevent illness through education.

　This study aimed to identify factors involving the healthy/dangerous behavior of high-school students by investigating associations between their healthy/dangerous behavior and self-management skills, satisfaction with school life, and stress responses. The survey subjects were 588 (217 males and 371 females), or 83.1％, of a total of 708（283 male and 425 female）students of a high school in a large metropolitan area comprising 240 first-, 236 second-, and 232 third-graders, excluding 24 who refused to answer, 86 with missing answers, and 10 being absent on the day of the survey. The results revealed that some of the survey items regarding healthy behavior were associated with self-management skills, whereas many of those concerning dangerous behavior were associated with stress responses. These findings suggest the importance for high-school students to improve their self management-related cognitive skills toward healthy behavior, and develop the ability to appropriately deal with stress in order to prevent dangerous behavior.

　The purpose of this study was to examine the consciousness of Yogo teachers for evaluating the appropriate location of school health room in relation to its function.

　Questionnaires concerning the location of the school health room were sent to all of 194 Yogo teachers of elementary schools in Kyoto City and answers were obtained from 97 of them. Every school health room was located on the first floor. 89.7％ of school health rooms were located on the same floor, and 74.2％ were in the same buildings as the teachers' room. 43％ of Yogo teachers judged the location of their school health rooms as appropriate, and 29％ of them judged as neutral, and 27％ of them judged as inappropriate. Easy access of other teachers and easy observation of children by Yogo teachers were chosen as important points. Four factors（needs for closeness to every place; close cooperation with other teachers; children's convenience; and closeness to children）were extracted from the 13 viewpoints of evaluation. The most time-consuming work of Yogo teachers was first-aid for sick and hurt children, followed by health consultation and health information. The comparison of the score of each factor among different viewpoint of their function resulted in no significant difference. In the free description part of the questionnaire, school health rooms distant from the teachers' room or the playground were judged as inappropriate. Analysis of ground plans showed appropriate health rooms were close to teachers' room and faced the playground. The importance of the need for closeness to every place and close cooperation with other teachers was confirmed by the analysis of interviews with Yogo teachers. In sum, the viewpoint of Yogo teachers, the main constituents managing school health rooms, should be considered for the evaluation of school health room location.