The purpose of this study is to research two matters: (1) The constructive validity of environmental attitude and helping attitude; (2) The correlation and causal relationship between helping attitude and environmental attitude. Environmental attitude was measured by 36 five-point items of environmental attitude scale which consisted of seven subscales: Approach to information on environmental problems, confidence in science and technology, appreciation of natural beauty, awareness of causes of pollution, insight into the consequences of pollution, purchasing behavior, and coping behavior. Helping attitude was measured by 36 five-point items of helping attitude scale which consisted of three standards: Degree of costs to be paid for help-giving, kinds of persons being helped, and resources needed to the help. Four hundred and fourteen college students responded to both scales. The main findings were as follows: (1) Subscales of environmental attitude scale were divided into two factors: The first one is “analytical and estimative” factor, and the second is “behavioral” factor. (2) Of seven subscales of environmental attitude scale, the appreciation of natural beauty, the purchasing behavior, the confidence in science and technology, the approach to information on environmental problems, and the summed score of environmental attitude scale significantly correlated with the summed score of helping attitude scale. (3) The appreciation of natural

beauty had significantly strong effect upon the helping attitude.

This longitudinal case study investigates the 2 classrooms’ climates and the influence of students’ mental health on the climates in order to examine the clinical validity of the CCI (Classroom Climate Inventory) in a junior high school. First, the following mental health questionnaires were conducted in March before the classes were organized: (1) Scale on the school morale, (2) Scale on the general self-worth, and (3) Scale on the stress symptoms. Second, the CCI was administered in May and February which is the beginning and the end of the school year. In one class, the students’ mental health, especially girls, was good and the climates in May and February were both friendly. In addition, there was high involvement in class activities. The Inventories indicate that this climate was initiated by the attitudes the girls in the class brought with them. In another class, the students’ school morale, especially boys, was low and the girls’ stress was high. The climate of this class was characterized strangeness between students and there was low involvement in class activities throughout the year. It was concluded that concern for the students’ mental health was necessary to organize a good climate for the class and the CCI was useful to effective assessment in the classroom.

The purpose of this study is to present a case study of child rearing counseling provided by nursery school teachers. The counseling aims at increasing positive interactions between mothers and children.

The subjects of this study are a mother and her children. Taking the behavioral psychological approach, the study employs the ABA design to evaluate the effects of counseling on the social interactions of the subjects.

In the 7 counseling training sessions, the mother writes down her children’s positive behaviors as her assignment. During the counseling, the teacher emphasizes the positive behaviors mentioned by the mother.

It was found that the training sessions increased both positive behaviors of mother toward her children and that of children toward their mother. Particularly, the increase in children’s positive behaviors was substantial. In addition, the training sessions extended their ways of interactions.

The research findings show the significance of counseling service at nursery school in changing its climate.

Providing a counseling service in nursery school, it is crucial to improve the teachers’ working environment; and to enable them to acquire professional knowledge of counseling under research finding.

日本においてコミュニティ心理学が，1975年にコミュニティ心理学シンポジウムとして旗揚げされてから26年になり，学会となって3回目を迎えた現在まで，さまざまな問題に取り組んできたが，特に，コミュニティ心理学はその母体が地域精神保健にあるため，取り組む課題として精神保健や臨床心理学的問題が多くあった。コミュニティ心理学は，個人を中心とした精神保健や臨床心理の取り組みに対して，環境の重要性，社会とのつながりの重要性を強調し，社会的文脈で人間を捉えることの必要性を主張してきた。

ここでは，臨床心理士の業務として，3本目の柱として挙げられている「臨床心理学的地域援助」について，その明確なる定義，そこに備えるべき理念，独自性，方法などについてコミュニティ心理学の立場から提言した。

臨床心理学的地域援助とは，地域社会で生活を営んでいる人々の，心の問題の発生予防，心の支援，社会的能力の向上，その人々が生活している心理的・社会的環境の整備，心に関する情報の提供を行う臨床心理学的行為を指している，と定義した。

グラウンデッド・セオリー・アプローチは，データに密着（grounded）した分析から独自の理論を生成する質的研究法として1960年代に開発されたものであるが，近年日本においても，看護学や社会幅祉学などヒューマンサービス領域をはじめ社会科学領域においても関心をもたれている。その一方で，実際の分析技法に関しては分かりにくい，むずかしいという反応が多いのも特徴的である。1990年代初めに露見した，考案者であるストラウスとグレーザーの見解の相違も，そうした傾向に拍車をかけている。

そこで私は，彼らの立場を批判的に検討し，この研究法に本来的に備わっている特性を確認したうえで，私の解釈と提案を盛り込んだ分析技法を修正版GTAとして提示しているので，本稿ではその要点を説明する。大原則であるgrounded on dataの意味をこの研究法が考案された背景から明らかにし，ついで修正版の特徴である分析技法について具体的に述べ，合わせて実際の研究例を二つ紹介する。