This paper discusses web-based foster parent training and support in the United States. Following a review and analysis of related websites, websites were organized into five basic categories: ① interactive training websites; ② websites which describe all teaching material on the website itself, or provide links to download material; ③ websites providing information about training workshops; ④ hub websites for delivering comprehensive information about the foster care system; ⑤ training for adoptive parents, including web-based training. This research of web-based training and support in the United States provides an example of how web-based foster parent training and support may be developed in Japan. This paper concludes by indicating that web-based training and support in Japan could prove effective in the following ways: advertising and recruiting potential foster parents and the general public; recruiting a younger generation of potential foster parents; providing convenient and cost effective training; and provide a forum for networking among foster parents and foster care professionals.

The aim of this study was to identify the most effective collaboration process between Commissioned Volunteer Child Welfare Workers (Jido-in/Shunin Jido-in) and schools. An interview survey was the method of inquiry. Fifteen communities where Commissioned Volunteer Child Welfare Workers and schools had successfuly cooperated were identified and received an interview survey. The results of the interview surveys were subject to the KJ method of data analysis, from which a cooperation process diagram was created. Data analysis identified three aspects of the collaboration process: “activities making use of individuals,” “activities making use ofo rganizations,” and “common processes facilitating cooperation with schools.” In these communities where collaboration with schools has proceeded well, many activities at various levels had been implemented. In this study, the collaboration process between Commissioned Volunteer Child Welfare Workers and schools, and the Association of Commissioned Child Welfare Workers and schoois, was identified.

We examined the implementation of parenting support programs for fathers at Community Parenting Support Centers in Japan. We also analyzed differences between Community Parenting Support Centers with and those without such programs. The research targeted 1,160 Community Parenting Support Centers located throughout Japan. Self-administered questionnaires were distributed and received by mail during the time frame of April 1st to April 30th, 2009. We received questionnaire responses from 512 centers (response rate: 44.14%) and found that 44 centers (9.3%) were implementing parenting support programs specifically for fathers. Most of the programs at these centers consisted of workshops on interacting/playing with children (27%), entertainment and events to facilitate father-child interaction (27%), and talks and seminars on a range of parenting topics (17%). Comparing Community Parenting Support Centers offering programs for fathers with those without such programs, we found significant differences in perspective regarding the following three statements addressed in the questionnaire: “Fathers have the primary child-rearing responsibility,” “More and more fathers are actively involved in child rearing,” and “There is some uneasiness about the way fathers interact with their children.” Wef ound thatd ifferences inp erspective impacted whether or not centers provided parenting support programs for fathers.

The purpose of this study was to examine factors that affect the “parenting environment” (especially, the parent's child-rearing skills and competencies) in families utilizing Community based Parenting Support Centers (CPSC). Statistical analysis of parent responses to a questionnaire identified the following four-factor structures pertaining to the “parenting environment”: “gathering parenting-related information and making parenting friends,” “ability to interact according to the child's feelings,” “parenting anxiety and stress,” and “parent-child play that facilitates child development.” It was found that parents, who used CPSC more frequently, reported a greater ability to interact according to the child's feelings, than parents who used such centers less frequently. This correlation was not significantly related to the other three-factor structures of “gathering parenting-related information and making parenting friends,” “parenting anxiety and stress,” and “parent-child play.” In contrast, it was found that among parents who used the CPSC less frequently, there was a significant relationship between “gathering parenting-related information and making parenting friends” and “parent-child play.” These results suggest that family social work practice (in particular, “gathering parenting-related information and making parenting friend“ included “parent-child play”) at the CPSC focus on assisting the less frequent users to develop the "ability to interact according to the child's feelings."

Research in Japan concerning the health and welfare of children, including mentally impaired children, has a history dating back to the latter half of the Meiji Era (1868-1912). During the early stages of its development, the Japanese Society of Child Research played a significant role, and Hiraku Sandaya (1881-1962), a pediatrician, was a central figure in this process. In this study, Sandaya's lectures were divided into four periods (period I 1902-1907; period Ⅱ 1908-1913; period Ⅲ 1914-1924; period IV 1925-1936), and analyzed to obtain insight into his level of involvement with the Japanese Society for Child Research.

This study found that in all Sandaya conducted 47 lectures, representing 4.7% of all lectures held by the Japanese Society for Child Research. During period Ⅲ (1914-1924), meetings by the Japanese Society for Child Research held west of Osaka represented 70.4% of all meetings held by the society, suggesting that Sandaya was largely involved in the society's activities west of Osaka. However, during period lV (1925-1936), Sandaya's lectures decreased significantly tothree, all of which were held in his local region. Accordingly, this study concludes that during period IV, Sandaya distanced himself from the Japanese Society for Child Research, which was mainly active in the Kanto area, and focused on applying child research to direct practice.