Michael Lewis is a leading figure in developmental psychology.In this essay, the author reviews and summarizes Lewis’s theory of self-development by examining his articles and books. It is suggested that Lewis’s theory of self-development should be considered an important perspective for researchers in developmental psychology, nursery teachers, and parents. According to Lewis, the two milestones in selfdevelopment are age 1.5 years, and 2 to 3 years of age. Children acquire “consciousness, or self-referential behaviors” at 1.5 years. This “consciousness” is a key term in Lewis’s theory and demonstrates its uniqueness. At 2 to 3 years of age, children demonstrate “self-conscious evaluative emotions”. According to Lewis, only humans and great apes have “consciousness”, and only humans can have “self-conscious evaluative emotions”. Lewis’s theory is a data-based theory, and therefore, obtaining more data on children would be expected to develop his theory even further.

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The purpose of this study is to analyze the contents of the bullying prevention program in each country and to extract and review an effective bullying prevention element, thereby aiming to develop a comprehensive evidence-based bullying prevention program. When overviewing each country’s bullying prevention program, “social-emotional learning” is often emphasized as a key prevention element. Implementation procedures of their programs are “systematized” with the “EBP” of the program being evaluated. In recent years, bullying prevention measures have been shifting from the past approach of focusing only the subject parties to the whole-school initiative approach (the ecological approach) involving the school, home and community. This approach also has a tendency to integrate various sciences and methods which suggests the necessity of a “comprehensive approach” towards the subject parties and the characteristics of the impact.

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Mindfulness is a particular method of purposefully attending to the present while non-judgmentally unfolding one’s experience moment by moment. Recently, mindfulness interventions have been developed for child-rearing mothers, which have yielded encouraging results by promoting well-being and reducing psychological distress in the mothers. Mindful Yoga is one of Mindfulness-based intervention. Quantitative research has shown that Mindful Yoga promotes, or preserves the mental health of mothers. The current study examined the effects of Mindful Yoga on mothers by using qualitative analysis. Mindful Yoga was conducted with mothers（N=21）for 2 weeks. A questionnaire survey was administered to collect qualitative data on mental and physical changes in the mothers that were caused by the intervention. The data were analyzed by qualitative analysis based on the KJ method. The main results indicated（1） Mothers realized the improvement of their mental and physical strain; （2） Mothers became more aware of their present moment experience;（3） Some mothers were ableto be fully present with their children, without scolding them. A hypothesis of mechanisms of Mindful Yoga for mothers was built up based on these qualitative data.

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