Problematic behavior in foster children is referred to as limit-testing behavior in Japan, and perceived as behavior where children test the limits of what their foster parents will accept. However, the concept of limit-testing behavior has been commonly used among foster parents without being included in academic parlance. In this study, the KJ method was used to analyze limit-testing behaviors described in interviews with 11 foster parents. Limit-testing behaviors described by foster parents were broadly classified into three categories: ① behaviors that required active involvement by the foster parent; ② behaviors where the child refused to be involve with their foster parent; and ③ behaviors that required active intervention. The study revealed that limit-testing behaviors include a wider range of behaviors than those described in the original concept. By developing a better understanding of limit-testing behavior, foster parents wished to more calmly accept their foster child’s feelings and developmental level, leading to the strengthening of the relationship to their foster child.

This study aimed to examine the foster care process for children with disabilities. Data of six such cases were collected through interviews with foster parents who have experience in fostering children with disabilities. The data was analyzed by employing an M-GTA approach (Modified Grounded Theory Approach), using a SCQRM (Structure-Construction Qualitative Research Method) as the meta research method. As a result, a model of the foster care process for children with disabilities consisting of five categories and 17 concepts was identified. The results showed that foster parents accept their foster child despite “uncertainty during matching stage” and eventually “face child’s behavioral problems.” “Lack of information on the foster child’s developmental history” was found to be an obstructing factor. This study suggests that it is possible to “build the foster parent-child relationship” by “getting help from different support groups and working as a team.” This promoting factor can help maintain the foster care process without placement disruption.

This paper focuses on youth served by a residential care institution (RCI) in Cambodia, where de-institutionalization is moving forward. The purpose of this paper is to capture the characteristics of youth served by the RCI, and to reveal the function of the RCI toward discharged youth. The method of study involved reviewing intake-interview data of 379 youth, conducting and analyzing information obtained from semi-structured interviews of 48 discharged youth, conducting a participatory observation of the institution, as well as performing three follow-up surveys. The study found that the RCI served the following two functions: 1) to provide a daily living environment and secure residents’ right to education resulting in economic stability following discharge; and 2) to provide support towards residents’ smooth transition to life following discharge.

The purpose of this study was to clarify the difficulties in human relationships experienced by newly appointed childcare workers (defined as having less than five years of experience) in Japanese nursery schools. I implemented a questionnaire survey to 126 newly appointed childcare workers (hereafter referred to as new childcare workers). The results were analyzed by a qualitative synthesis method. The results revealed seven specific circumstances in which new childcare workers experienced human relationship difficulties: ① when the new childcare worker experienced the guidance from experienced childcare workers as strict and negative; ② when the new childcare worker experienced expressions of emotions by experienced childcare workers; ③ when the new childcare worker found it difficult to consult experienced childcare workers; ④ when the new childcare worker found it difficult to take initiative; ⑤ when the new childcare worker found communicating with other childcare workers and parents as stressful; and others. The results suggest that the interactions between the new childcare worker and experienced childcare workers frequently resulted in a sense of difficulty and adversity, affecting communication and contributing to turnover of new childcare workers. It is suggested that nursery schools need to improve their consultation systems and supervision methods for new childcare workers.