The Coopersmith Self-Esteem Inventory (SEI) Japanese Version was used on 1, 455 junior & senior high school students in 1989 to assess its reliability and validity.
In intermal consistencies, Cronbach's Alpha of the Inventory and two subscales were acceptable : the Inventory 0.81, General Self Subscale 0.78 and Home-Parents Subscale 0.70. The alpha coef-ficients of the two subscales were low : School-Academic 0.41 and Social Self-Peers 0.29.
Test retest reliability of individuals' scores for the SET were calculated for 36 students (14 years old) who took SET twice with an 4-week interval testings. The Inventory and subscales were all in an acceptable range with the Inventory and General Self at 0.89, School-Academic at 0.85, Home-Parents at 0.89, and Social Self-Peers at 0.81.
Concerning validity, content and construct validity of the SET were studied. Items of the SET fit the construct definitions, and also there were few culture differences between U.S.A. and Japan. Factor analysis was done and there were seven factors. Two of the factors were supported the subscales, Home-Parents and Social Self-Peers. The relationship of Moos Family Environment Scale and the SET fit the construct of the concept on attitude of parents.
The findings show that the Inventory have enough reliability and validity. Hower, it is needed careful attention on the subscales.
[J.J.H.E.P, 1995; 2: 3-15]

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This study examines in child-rearing groups and the activities of the groups based on a survey on 445 mothers with infants three to four months of age, living in metropolitan Tokyo and the southern part of Saitama prefecture.
Major findings were in the following :
1.Some 10% of subjects participated in child-rearing groups. Most of them had older children and participated for under three years. Some 30% of non-participating mothers wanted to join such groups.
2. The groups, which most of mothers participated in were spontaneously formal on the basis of neighborhood relationships. The members met at least once a week or month at a member's home or at a public facility. They had little contact with public office or health care professionals. When they met, they played together, exchanged information, discussed, and advised one another. Assembling under a leader, their members were relatively fixed. Thus, most child-rearing groups were of a self-help nature.
3. In comparison to non-participants, participants were less susceptible to physical discomfort, loss of vitality, on closer terms with neighbors, and received greater mental support from their husbands and practical help in child-rearing from their friends and neighbors. Furthermore, they assumed positive attitudes toward the group activities and wanted to remain as a members. Thus, it appeared that group activities for child-rearing could provide ongoing resources for problemsolving in the local community.
4. At present, health care professionals develop and support child-rearing groups. Yet, our present investigation suggests that this support should be extended to those spontaneously formed group s as well. It is desirable that public health centers collect and provide information on local groups according to their needs make their resouces and expertise accessible to those groups.
[J.J.H.E.P, 1995; 2: 17-26]

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The need to develop code of ethics for health educators has been recognized. One advantage of developing an ethical code is that it helps professionals to define roles and to become aware of what is generally considered right or wrong professionally.
The purpose of this paper is three-fold. First, it is to clarify the advancement of research for the health educators' code of ethics in the U.S.A.. Second, is to clarify SOPHE's and AAHE's code of ethics. Its' final purpose is to provide some direction for further research in establishing a code of ethics for health educators in Japan.
SOPHE established a code of ethics in 1976, and it was revised in 1983 and 1993 to be more com prehensived and instructive. AAHE (Association for the Advancement of Health Education) sponsored a conference and seminars on ethical issues for health education. In 1994, AAHE established a code of ethics for health educators.
SOPHE (1983) 's code of ethics has seven categories- ·Relations with the public ·Responsibility to the profession ·Responsibility to colleagues ·Responsibility in employing educational strategies and methods ·Responsibility to employers ·Responsibility to students ·Responsibility in research and evaluation. AAHE's code has five categories- .Responsibility to the public ·Responsibility to the profession ·Responsibility to employers ·Responsibility in the delivery of health education ·Responsi-bility in research and evaluation.
The recommendations regarding a code of ethics for health educators (in Japan) are as follows:
1) Without a system to certify of health educators, ownership of the code of ethics may not be assumed by members of the profession. We should be more receptive to the fact that some professionals recommend further delaying the existing credentialing process. The establishment of a code of ethics will require much circumspection and patience.
2) It should be emphasized that health educators must observe the principle of informed consent or informed choice, self-determination and freedom of choice in developing the code of ethics.
3) A joint committee of professional organizations should be constituted to develop the code.
[J.J.H.E.P, 1995; 2 : 27-35]

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