Background: In most regions of the world, bystanders have low usage rates of cardiopulmonary resuscitation （CPR） and automated external defibrillators （AED）. There is therefore a need for CPR education to promote bystanders’ willingness to rescue or to circumvent factors that prevent them from helping.

Objective: To examine effective methods of short, teacher-basic life support （BLS） training that can be developed in schools, and to test the effectiveness of self-retraining.

Methods: A short BLS training was conducted for 183 high school students who were members of athletic clubs. The practical exercise consisted of chest compressions only, and the participants were tasked to perform chest compressions for 2 minutes. The practical training was conducted individually, and CPR training equipments were used. To examine the effectiveness of the self-retraining experience, participants were randomly assigned and divided into two groups: one group that underwent self-retraining 1.5 months later and a control group. Assessments were made on knowledge scores from a questionnaire and CPR skill scores from a practical exercise. The BLS training was used as a baseline, and the evaluation was conducted 3 months later.

Results: The short BLS training significantly improved knowledge and CPR skills in both the self-retraining and control groups. In the assessment, significantly more people in the intervention group performed chest compressions with accurate depth at 2 minutes （p = 0.033）, with 37 （46.8%） in the self-retraining group versus 23 （29.5%） in the control group. However, the effect of self-retraining performed 1.5 months after baseline could not be confirmed.

Conclusion: The results suggest that short BLS training are helpful in improving CPR skills. However, the effect of the intervention （self-retraining） could not be confirmed. Therefore, further investigation is needed on the effective methods of retraining in CPR education.

Background: Supporting women who become mothers as teenagers so that they can continue their education through pregnancy, childbirth, and childcare and leading them to a safe and healthy future represents an important social challenge. Negative views about teenage pregnancy and childbirth have persisted. Therefore, research specifically elucidating the positive life experiences of young mothers is necessary to develop effective support measures.

Objective: Using a qualitative research design, this study specifically investigates women who have chosen to live as teenage mothers to clarify the process and factors of how negative experiences such as stigma are transformed into positive experiences and how they step out of their once interrupted careers toward social independence, a developmental task for adolescents.

Methods: For this study, we recruited women who, despite social disadvantages and difficulties, found meaning and significance in those hardships and who have experienced processes of living toward social independence. The participants were 9 women who had given birth between the ages of 16-19 and had between 2 -9 years of childcare experience. Data obtained from the semi-structured interviews were analyzed using the Modified Grounded Theory Approach.

Results: Analyzing the qualitative data obtained from the interviews, 25 concepts were extracted from which 12 subcategories and 6 categories were generated. She became pregnant as a teenager, and the process begins with ［conflict and determination to become a teenage mother］, followed by ［child-rearing between discrimination against young mothers and social approval］. Eventually, through introspection, the mothers came to ［realize the value and strength of the motherhood experience during teenage years as a source of growth］. From there, aiming at realizing their own goals and dreams, and through ［exploratory desire for social independence and reorganization］, the process eventually led to the stage of “departure from past experiences to new social participation” to regain the educational and employment opportunities they had given up. Additionally, the ［factors influencing the process］ were “experiences that influenced the choice to live as a young mother” and “environment in which the young mother can stay as a young mother”. The former factors affected the first and second categories of experiences, and the latter factors affected the second and third categories of experiences.

Conclusion: The present study clarified the process of how women who became pregnant and gave birth in their teens transformed negative experiences such as the conflict and stigma of motherhood into positive experiences by acquiring benefit finding （BF） and stepping out of their once interrupted careers toward social independence, a developmental task for adolescents. The ability to reflect on oneself, nurtured by the conflict and decision of living as a teenage mother, and social approval and support from her social environment as a young mother were important factors in the process of acquiring the BF that became the turning point. While we proposed measures to promote BF based on these findings, it is necessary to conduct quantitative research to verify this process and explore factors that promote BF and social participation in order to develop evidence-based educational practices, policies, and social support programs.