The purposes of this study were to clarify the relationships stages of change and decisional balance and self-efficacy which were constructs of Transtheoretical Model (TTM) and to examine the stress responses in each stages of change for the stress management among junior high school students in Japan.

　A survey of 1,533 students in the seventh to ninth grades of seven junior high schools was conducted, using an anonymous self-administered questionnaire between October to December 2010. The items surveyed were the stages of change for stress management, decisional balance, self-efficacy, and stress responses.

　Of the 906 respondents who answered “I'm stressed”, 24.6％ were in Precontemplation, 9.3％ in Contemplation, 14.5％ in Preparation, 28.5％ in Action, and 23.2％ in Maintenance, and these results indicate that stress management in junior high school students was practiced at all five stages of change defined in the TTM. Regarding to T-scores of pros and cons of stress management by stages of change, T-scores of cons was higher than that of pros in Precontemplation and T- scores of pros was higher than that of cons in Action and Maintenance. It was shown that the awareness of pros from Precontemplation to Preparation notably increased and that the awareness of cons from Preparation to Action notably decreased. Self-efficacy has become remarkably high from Precontemplation to Action, and the situation maintained also on Maintenance. As for the stress responses, it was shown that the situation became low from Precontemplation to Action.

　In conclusion, TTM can be applied to stress management education among junior high school students, and it might be useful. Moreover, in the stress management education among junior high school students applied TTM, it is necessary to improve the self-efficacy for stress management at all the stages of change. In addition, it is especially important to decrease their awareness of cons to execute for stress management.

　The main purpose of this study was to clarify the factors associated with medicine use behavior among junior and senior high school students.

　Valid respondents were 326 students in the 9^th grade of five public junior high schools and 1,369 students in the10^th grade of seven public high schools in Hyogo prefecture. The data were collected between September and October in 2011, using an anonymous self-administered questionnaire.

　The main results were as follows：

1) In the 9^th grade, the students who took medicines appropriately had a positive attitude that taking medicines in recommended time or dosage is important, and showed lower stress response scores than who did not.

2) In the 10^th grade, the students who took medicines appropriately had a positive attitude, and showed higher family-related self-esteem, problem-focused coping scores, and lower stress response scores than who did not.

3) According to the results of multiple logistic regression analysis, the students with more positive attitude were likely to take medicines appropriately in the 9^th grade. In the 10^th grade, the students with more positive attitude or higher problem-focused coping scores were likely to take medicines appropriately.

　The results of this study suggest that an attitude is one of the most important factors associated with medicine use behavior in junior and senior high school students. Further the results suggest that it is important to enhance students' family-related self-esteem and problem-focused coping skills to promote an appropriate medicine use behavior.

　This investigation aimed to reveal the characteristics and issues of an education program for improving the ability of Yogo teachers (namely, teachers for health promotion and health services) to assess the status of external injuries by inspection. The trial program used collected photographic images of common injuries in school infirmaries.

　Nine female senior-class students from the Yogo teacher training course (mean age: 22.1±2.0) participated in the education program. To ascertain the program's effects and issues, an anonymous self-administered questionnaire survey was conducted before (i.e., a preliminary survey) and after (i.e., a posterior survey) the education program as well as after the completion of the four-week on-the-job training.

　The following results were obtained.

1) In the posterior survey, the observation score, which formed the basis for assessment, increased for all 11 cases, in comparison to the preliminary survey. Significant differences were observed in four cases.

2) Response of the each case were compared between the findings of the preliminary and posterior survey. As for the cases that would require only one treatment, according to an assessment by many participants in the preliminary survey, the ratio of such assessment decreased and, instead, the “follow-up observation” assessment increased in the posterior survey.

3) The following were some of the opinions expressed after the program: “It was easy to visualize the situation, as it was concretely presented” and “Visualization and understanding were easier with the photographs of actual injury sites. I could understand the process of healing better than I do with texts or charts.”

　The above findings suggested that the program had the following characteristics: (i) on the basis of their basic knowledge, the participants could identify the parts to be observed (what to inspect) ; (ii) they could understand the importance of follow-up observation; and (iii) the program provided the opportunity for simulating participants' judgment about school emergency treatments. “Selection of an appropriate case of injury for this education program, ” and “method of pesenting the information of injury examples” were revealed as the problems of the program.

　This is a case study about a Yogo teacher's response to wrist cutting, which is one of the relatively common problematic actions among senior high school students.

　I had tried to be receptive to a student “A”, who cut her wrist, but as she had repeatedly cut her wrist, I came to feel my efforts to be in vain. As a result I also started to feel a kind of hatred for her and was unable to assume a receptive attitude toward her. In my efforts to stop her wrist cutting, I entrusted her to other experts. However, “A” felt she was forsaken, which worsened her situation was worseued and she committed various problematic actions.

　She appeared to be mentally stable in the classroom, so even though her the homeroom teacher he didn't readily understand about her problems. Since homeroom teachers are in charge of their students, I (as a Yogo teacher) was in no position to talk directly to her parents on my own.

　Later, when I had the opportunity to meet and talk with her parents, it turned out that her family had a big problem. In order to help “A”, we needed to pay attention to the parent and child relationship and support “A” in establishing her self-identity, which is an adolescent developmental task.

　While it is important for Yogo teachers to engage with those students, Yogo teachers' intervention alone is not enough. We must not forget that an effective response to the students requires good cooperation between the family, the organization concerned and the school.