This study examined the efficacy of a bullying prevention program to improve students’ bullying sensitivity and related factors and identify future bullying prevention education methods. The study focused on bullying sensitivity, i.e., the degree to which people are aware of bullying in their surroundings. In Study 1, a bullying sensitivity questionnaire was administered to 573 elementary and 369 junior high school students. Then, exploratory factor analysis using the maximum likelihood method and Promax rotation developed a bullying sensitivity scale consisting of eight items with two factors: a keen sense of bullying and bullying coping orientation. Confirmatory factor analysis indicated a good model fit and adequate reliability and validity of the scale. In Study 2, a classroom intervention was conducted to change bullying sensitivity. Fifth-grade elementary school students (N=92) participated in the study. The results indicated that the participants’ post- compared to pre-intervention bullying sensitivity increased significantly. Based on these results, we have discussed future practices and research on bullying prevention education.

Chinese students account for a large population of international students in Japan. Prior research shows that both Chinese college students and Chinese international students are reluctant to seek help from mental health professionals. In order to understand the help-seeking behavior of Chinese international students’, it is important to understand Chinese college students’ help-seeking behavior before they come to Japan. This research aims to explore the factors related to help-seeking behaviors of Chinese college students in depressed scenarios while taking the impact of COVID-19 into consideration. A total of 500 Chinese college students were recruited to measure their help-seeking behaviors with the presented depression scenarios. Questionnaires also included the change of time spending on thinking and talking about mental health after COVID-19, COVID-19 anxiety syndrome, depression, social support, recognition of causes of depression, coping effectiveness, and stigma. The results showed that coping effectiveness is the most powerful predictor of help-seeing behaviors. In addition, significant correlation was found between coping effectiveness and recognition of causes of depression, social support, and the stigma of help-seeking.

This study investigated the relationship between motivation toward to going to school and subjective adjustment to school based on the self-determination theory. It also examined motivational profiles to reveal individual differences and the characteristics of these profiles. Data were collected from 282 junior high school students for motivation and subjective adjustment in school. Correlation analyses generally supported the basic hypothesis of self-determination theory that autonomous reason was positively related to subjective adjustment. Cluster analysis revealed five individual motivational profiles for groups with varying levels of autonomous and controlled reason. Subjective adjustment was generally higher for the autonomous-motivation group, high-motivation, medium-motivation, low-motivation, and controlled-motivation in that order. In terms of feelings of inferiority, the medium and the controlled motivation group were the worst adapted.

This study developed the Help-Seeking Intentions Scale for College Students and examined its reliability and validity. The scale consists of eight items designed to assess students’ intentions to seek help from friends, family members, and college counselors. A total of 1,353 college students in Japan completed the survey. Exploratory factor analyses indicated a unidimensional structure for each help source. The scale demonstrated high internal consistency (ω=.892–.905) and acceptable test–retest reliability over a one-month interval (r=.694–.771). Evidence for construct validity was provided by significant correlations with theoretically relevant constructs, including support-seeking behavior, self-stigma, and attitudes toward seeking professional psychological help. Predictive validity was supported by logistic regression analyses, which showed that help-seeking intentions significantly predicted actual help-seeking behavior one month later, controlling for the presence of personal problems. The scale also revealed gender differences and a general preference for informal sources of support among college students. The Help-Seeking Intentions Scale appears to be a reliable and valid instrument for assessing help-seeking intentions in this population and may serve as a useful tool for future research and the evaluation of mental health interventions in university settings.