This article is the lecture of my research of H.Wallon which was taken at the Hokkaido University on the 30 in september 1999. There are tow ideas in my study of H.Wallon, that is, 1) the idea of distinction between emotion and feeling 2) the idea of continuity between education and formation , and of possibility about the establishment of new educational science in the period of social crisis. Now my research is going on to Wallon's "L'Enfant turbulent",especially to "the stage of emotion" in it. However in his discovery of this stage, there were many psychiatrists' efforts from 18th Century to the begining of 20th Century, for example, these of Charcot, Bernheim, Ribot, Fere, Binet, and Janet, which were these of finding "unconsience" or "subconscience" by other way than that of G.Freud. I hope that my reseach of H. Wallon is toward the combination of his action in life, his tought, and his personality. And also I hope to make clear not only the fact of Wallons' accomplished works, and his unaccoplished works even if wishing to reach his purpose, but also the fact of the unthinkable themes by himelf. I think there are many themes which include the dissolvable in H.Wallon's reseach for example, critical study of the proseses of "semiotisation" especially in regard to the "theory of mind",and new aspect of psychanalystic study on langege and mind, so on. But we should not research H.Wallon's thought in its fragments and by only pragmatic utility in the situation of today, because it makes his thought ineffectual for developping his essential and fundamental truth. On the contrary we should discover the basis of his historical thought and establish the truely historical psychology and pedagogy of H.Wallon in every respect.

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In this paper, the relationship between the college counselor and a female adolescent suffering from borderline personality disorder (BPD) is discussed. The client completely refused any kind of medical care or student personnel service. So the counselor (author) continued to support her mother by telephone and made her a "main actress" to support the client. Later the client's boy friend who was a "side actor" became a "main acctor" to support her. Moreover the counselor visited the client's home to have a direct interview with her. Her mind was frequently preoccupied with "abandonment depression" on the separation-individuation process in adolescence. She often tried to cut her wrist and did violence. She withdrew from the college or another external world. On account of "holding environment" which was made of her parents, her sister, her boy friend, the counselor and other people, she could gradually overcome "abandonment depression" and acting out. In general the treatment of BPO depending on the individual psychotherapy is very difficult. This case study suggests that "holding personal networks" are more effective than individual psychotherapy curing BPD client.

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The support by visiting one at one's home helps his or her activity clinically, lets him or her acquire adaptive behavior and overcome problematic behaviors. We used this method for a school refusal girl who had the body strain with uneasiness toward others from the junior high school 1st grade to the 2nd grade. By the effort of the girl and her family, the support of the school side, the support of the author of this paper, and their corporation, the girl became able to go to the classroom and receive the classes with her classmates. The strategies we used are ; (1) Relieve her uneasiness toward others and feeling of strain, (2) Recoinmend her to take activities that seem interesting to her ,show her how to react and praise her achievement so that she can become more willing to do so, (3) Make the anxiety hierarchy, (4) Advise her to go to school, (5) Try to keep her mother's mental balance. The process of her school attendance can be divided into five stages: (1) the first stage is the formation of the relation between her and us, (2) the second stage is the discrimination of the grades of her uneasiness and the making of the anxiety hierarchy, (3)the third stage is her attending school after her classmates going home and her participating in school events, (4) the fourth stage is attending school at the health room, and sometimes at the classroom, (5) the final stage is going to the classroom and can receive the classes with her classmates. Throughout these stages she became able to go to school , and receive the classes with her classmates.

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