This study utilizes a phenomenological approach to elucidate the objectives behind organizing online meetings by and for people with developmental disabilities, focusing on the narrative of a meeting organizer. The results reveal that an organizer seeks online meetings as (1) a space free from the pressure to conform to the expectations of being a “good disabled person”, (2) just an environment that they feel safe, and (3) a platform for participants to engage in communication according to their preferred modes. The interrelation among these aspects suggests that (1) facilitates (2), and (2) serves as a precursor to (3). Notably, both the organizer and several participants, characterized by strong autistic tendencies, shared challenges related to venturing outside and in-person communication. Therefore, points (1)–(3) hold significance for both participants and an organizer. In a future study, further insight into the developmental disability community, including diverse online group experiences, will be pursued by delving into the narratives of participants with characteristics and experiences not covered in this study.

From the perspective of help-seeking and support, this study examined the process of ex-juvenile delinquents’ participation in communities (especially those with a sense of distrust) after leaving correctional facilities. For this purpose, we interviewed four ex-juvenile delinquents and analyzed the results by employing the Trajectory Equifinality Approach. Based on the results, help-seeking was classified into four types: help-seeking-in-crisis; help-seeking-for-relationship-building; help-seeking-with-view-to-the-future; and help-seeking-daily. Although the occurrence of each type was directly affected by the progress of getting involved in the community, help-seeking enabled the newcomers to assimilate into their respective communities. Through this approach, they were able to build more trust with the community and gain the support of community leaders and members. It also improved the newcomers’ confidence in the community and increased their overall participation. The implication of the findings is that effective support from community leaders and members is vital for helping former juvenile delinquents become more involved with their respective communities.

The purpose of this study was to clarify the process of subjective experiences in a place of residence support for social withdrawal parties who are beginning their journey toward social reintegration. We conducted an interview survey of four social withdrawal participants and analyzed their narratives using the method of Trajectory Equifinality Modeling (TEM). As a result, the process of “becoming able to stay in a place somehow”, “feeling accepted by supporters”, “being able to relate with other members”, “understanding each other”, and “being able to spend time safely with members” were identified as the bifurcation points (BFP) before reaching the equifinality point (EFP) <proceeding to each step>. The process of “feeling accepted by supporters”, “getting involved with other members”, “understanding each other”, and “feeling at ease with other members” were considered to be the BFP. It was suggested that through their interactions with others at the placements, the social withdrawal participants experienced acceptance by their supporters and other members, and also experienced being connected with others after constructing boundaries between themselves and others and recognizing the differences between themselves and others.

Based on quantitative text analysis of children’s free descriptions of participating in photo-based communication (PBC), this study investigated the significance of children taking photos with a single-lens reflex camera and looking at photos taken by their classmates. PBC is an educational program that aims to improve self-expression and self-esteem through communication using photographs, regardless of photography skill. The analysis included free descriptions by 202 sixth-year elementary school children who participated in PBC at public elementary schools. The analysis was used to create a co-occurrence network about why participating in PBC was fun and how the children felt after looking at others’ photos. The results revealed that by taking photos with a single-lens reflex camera, the children were able to satisfy basic psychological needs for autonomy and a sense of competence. The results also established that by showing each other photos, children were able to understand others and recognize differences between their own character and those of others. The results also indicated that by communicating with the university students in charge of PBC, the children were fulfilling their need for relationships. The results demonstrated that PBC satisfies children’s basic psychological needs.