This study investigated university student satisfaction with certain educational factors, especially the factor of student satisfaction with interpersonal relations and the educational environment, based on the

analysis of questionnaire results. 475 university students participated in this study(age average = 20.3, SD = 2.2). The questionnaire was composed of 118 items. Responses to the 61 questions among those items were subjected to factor analysis. Five factors(friends, freedom, lecture contents, support system, cafeteria and shops)were extracted from the results. Furthermore, a secondary factor analysis was performed and three secondary factors were extracted: academics, pleasure and service. A covariance structure analysis was performed to investigate the overall fit of the model to the data. Moreover, this study established a model of the influences related to a university student satisfaction with educational environment using covariance structure analysis.

This paper aims to examine the actualities of the teachers’ cooperation by clarifying the content of the team support related to the school non-attendance problem and the relation between organizational characteristics of the school and help-seeking preferences. The questionnaire to 245 teachers of 13 high schools contains the following 4 categories: (1) team supporting type (e.g., single teacher activities), (2) attributes of the teachers, (3) organizational characteristics of the school (e.g., the teachers’ cooperation), and (4) help-seeking preferences. The team supporting activities were related to teachers’ cooperation, informational level, help-seeking preferences. Female teachers were more likely to prefer to practice the team supporting activity than male teachers. Finally, the proposal concerning the teachers’ cooperation to the school non-attendance problem was suggested.

In this study, the factor to maintain a necessary environmental condition for the socially desirable behaviors of the individuals on the municipality-wide was examined. Five municipalities by which the researcher achieved multiple participation in the human care service were taken up, and participation was advanced in accordance with the behavior consultation model of J. R. Bergan. The target of participation was that various problems in practice were solved by the collaboration of labor of parties concerned, and an effective environment designed. The feature of the interaction with key person was described retroactively as a result at the opportunity to the researcher’s human care service when it got acquainted with participation and key person. Consideration was added from the point of collaboration of labor of the meaning of multiple participation of the researcher and key person to these results. Moreover, the effectiveness of the application of the behavior consultation on both sides of the case and the system was suggested.

I was assigned as a school counselor (SC) for a high school, where the staff struggled to take care of a female student with wrist-cutting behavior. I provided the crisis intervention to the school and her family. The intervention was proved to be effective. In this article, I examined techniques, principles, and measures for fostering the culture of team support, rather than SC’s trying to solve all problems by himself/herself. My practices include crisis intervention, collaboration with key persons, consultation to teaching staff members, and preventive program. In this case example, I directed my efforts to the student’s environment, including the school and family, instead of supporting the student. In this way, the support capacities of school and family were improved, and the culture of team support was fostered, which then solved the problem. In this article, I stress the importance of SC’s efforts to provide support using the technique of community psychology, in particular, to foster the culture of team support, apart from more conventional approaches, such as providing psychotherapy or counseling.