Background: University students in their adolescent stage are at risk of suffering having mental health issues problems arising from due to the interpersonal relationships problems they may have faced in the course of their school life. So, This study focuses on examining the forms of attachment developed that style necessitate consideration of preventive measures.

Objectives: Using a questionnaire survey, fundamental data on university students' views about their attachment style were collected aiming to clarify its distinctive characteristics and the relationship between their attachment style and their self- or other-consciousness.

Methods: The participants were 204 university students (104 male and 100 female) who completed our questionnaires (on Self-consciousness and Other-consciousness). These questionnaires were the Japanese the Relationship Questionnaire (RQ), regarding attachment style, and Japanese-version Rumination-Reflection Questionnaire (RRQ), regarding self-consciousness and over-adaptation to other-consciousness. Further, this study verified the fundamental relationship between Kato's self-view scale and other-view scale¹⁷⁾, including RQ

Results: From the results, attachment style was not a significant issue in the interpersonal relationship among the respondents, with 40% of them feeling ‘Secure' in their attachment, 23% ‘Preoccupied', 20% ‘Fearful', and 17% ‘Dismissing' the attachment. However, the findings also revealed that those who considered their attachment ‘Fearful' showed significantly higher self-consciousness scores than ‘Secure' (p=0.03) and ‘Dismissing' (p=0.002). In addition, those who were ‘Fearful' and ‘Preoccupied' in their attachment tended to be more aware of others' evaluations (p<0.05). Furthermore, being ‘Fearful' and ‘Preoccupied' was correlated more to ‘rumination' of RRQ (native self-consciousness: β=-0.48, p<0.001) and over-adaptation (excessive other-consciousness: Preoccupied; β=-0.31, p=0.05, Fearful: β=-0.46, p<0.01).

Conclusions: The study revealed how differences in attachment styles lead to variations in the consciousness about not only self but also others. Thus, attachment styles could be an effective assessment tool or health guide to enable evaluation of university students' mental health problems concerning their interpersonal relationships.

Background: In recent years, “health room use permit cards” have come to be used widely by teachers to control student visits in junior high schools because breakdown of school order leads to severe difficulties for school environments.

Objective: This study integrated views of teachers, Yogo teachers, and administratons to elucidate the process from two perspectives： how “health room use permit cards” have come to be used in junior high schools, and what influences they have had on students and health rooms.

Methods: At a junior high school in A city, Tokyo from June to December 2014, 5 schoolteachers, 5 Yogo teachers, and 3 administration were interviewed. Semi-structured interviews were conducted after explaining ethical considerations and after obtaining consent to participation in our study from each respondent. Interviews elicited opinions on “health room use permit card" use and related problems. A modified grounded theory approach (M-GTA) was used for qualitative data analysis.

Results: we generated 47 concepts, classified them into 13 categories, and then grouped those into 4 broader categories outlining card utilization. To elucidate these findings, we illustrated the utilization process of the “health room use permit cards" in junior high schools as a diagram. In summary, “health room use permit cards" were originally intended as a countermeasure against [breakdown of school order] because students exhibiting problematic behavior tended to gather there in junior high school. That breakdown led directly to the process of [making and using permit cards] as a measure for controlling student visits. Eventually, [making and using permit cards] continued to function even after problematic behaviors had diminished, thereby leading to negative effects of [students lacking support] and [school health room dysfunction].

Conclusion: This study clarified the use of permit cards in junior high schools and how they engendered negative effects on both the roles and functions of school health rooms and consulting behavior in students. Urgent tasks to prevent negative consequences are building capacity, including improvement of student guidance skills in younger teachers and Yogo teachers. From the perspective of school health, concurrently, all school staff must understand Yogo teachers and school health room roles and functions. Moreover, they must cooperate and collaborate in schools to support school health management that is available to meet the needs of all students.