After the Fukushima Daiichi nuclear power plant accident, which was triggered by Great East Japan Earthquake on March 11th of 2011, mandatory evacuation was issued on residents in many villages, towns, cities and administrative districts sorrounding the plant. Residents of Okuma-machi were among those who were urged to evacuate, and later were brought to temporary shelters in Aizuwakamatsu. At the time of this study, most evacuees lived with uncertainty due to the ongoing decontamination of radioactive materials in their hometown, and, hence, their indefinite displacement from their homes. In this study, GHQ28 was used to evaluate the mental health conditions of the evacuees from Okuma-machi and residents of the host city, Aizuwakamatsu of Fukushima prefecture. This study was conducted two years and five months after the accident. The main results were as follows. Individuals who scored above threshold of 6 points are considered to be at high risk of mental disorder. 78.4% of the evacuees from Okuma-machi were found be high-risk individuals.
This study investigated a model in which internal working models of junior high school students are directly linked to their resilience while at the same time relationships with family members and teachers have mediating effects on the resilience of the students. Furthermore, resilience was assumed to be influenced by academic competence and sense of life satisfaction. The results of covariance structure analyses confirmed the validity of the model. Differences relating to grade level in school and gender were also examined by simultaneous analysis of multiple populations. The results revealed that positive relationships of junior high school students increase their resilience, which in turn mediates the promotion of life satisfaction and academic competence.
The purpose of this study is to identify transformation in occupation / career consciousness and behaviors, especially regarding commitment, through career lecturer experiences. Two working adults participated in a career lecturer training program that involved mentoring high school students and offering a career lecture. Personal Attitude Construct (PAC) analysis was performed. Each participant elicited free associations regarding stimulus sentences and evaluated the degree of importance regarding all the association items. A dendrogram of the cluster analysis was generated for each participant. Then each participant added "post-program thoughts", "career development behaviors", and "career value" to the association items. The same procedure was done to create another dendrogram. Using two dendrograms and a dialogical interview each participant interpreted the clusters and described the contents. The results of the cluster analysis clarified each participant's transformation in career consciousness and behaviors through the program and explored their value hierarchy.
This research aimed to explore the effectiveness and limitations of assertiveness training by using the grounded modified theory approach. Results showed the training to be effective in initiating internal changes, behavioral changes, and other changes in both the participants and the people around them. On the other hand, the training was found to be ineffective in translating its effect into real-life situations as indicated by participants' responses as "The effect of training does not reach real life" and "I was trained that behavior is bound." This can be considered as a limitation of the training.
Educational institutions need to train nursing students with an eye toward vocational readiness to increase the number of graduates who will continue to work in the nursing field. This longitudinal study of junior college nursing students examines the causal relationship between vocational readiness and 3 potentially related factors (School image, degree of understanding of the lessons, and interest in nursing) using the cross-lagged effect model. The only significant relationship observed was between vocational readiness and the student's interest in nursing. As having an interest in nursing increases vocational readiness, fostering an interest in nursing should raise their perceived value of working as a nurse, potentially increasing the number of graduates who remain working as nurses.