In this paper, the author discusses dissociation as a psychological phenomenon. First, from Jung's description of the case of Miss. E with hysterical delirium, the essence of dissociative disorders is extracted as the patient's futile attempts to compensate for her inner emptiness with something external. Second, the relationship between modern consciousness and dissociation is examined mainly from a review of Jung's discourses, and the author attempts to psychologically define the concept of dissociation. Third, variations on dissociative phenomena-from hysteria to multiple personality disorder-are reviewed by regarding psychoanalysis as a "vaccine therapy," with the history of the self-development of dissociation as a psychological "virus" mutating over time to produce new-generation viruses. Finally, the author critically reviews Putnam's research and discusses the psychotherapy of dissociative disorders from a Jungian viewpoint with some practical notes.

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Despite sound information and numerous campaigns, drinking, smoking and drugs fascinate many young people. This can be understood in the context of adolescent psychology. The addiction may represent an initiation path into the adult world, because it breaks taboos and allows excessive experiences. It is important from the side of the adults to take a counter stance to the positions of adolescents. In this way the adolescents can notice attention paid by the adults. Moreover, to take problems of addiction as mutual challenge for both adolescents and adults can bring forth the reductions of symbolic meaning of the addiction for the adolescence.

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As the SC system spread, activities of clinical psychologists in school became outreach style and SC-Teacher collaboration is becoming an important issue. In this paper, we reconsider the "collaboration", which clarify the "roles" of teachers and SCs, and propose a new paradigm. In previous research (Takashima et al., 2007, 2008), both Japanese SCs and teachers had "SC-like" and "teacher-like" viewpoints, and inspite of their job type their individual "way of reviewing cases" ("perspective") existed as an internal framework. In this study, comparing the practice of Western (Swiss) SPs who function independently, it was discovered that Japanese SC relations are characterized by an "understanding of feelings." In order to create SC-Teacher collaborations, there is a need for a relational "multiple viewpoint mode" that takes advantage of Japanese mentality. This approach will have them reflect their own mind towards their "viewpoints" and "perspectives," rather than defining people and events through static, substantive "roles."

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`Learning science' has become an independent area of empirical research, which enables us to develop evidenced-based educational programs for children with developmental disorders. Here we argue the perspective of such science as being an interdisciplinary one between cognitive neuroscience and psychotherapy. We suggest the possibility that the science would serve as the basis to identify the cause of learning difficulties, to develop educational support methods to facilitate learning, and to implement these methods at schools, homes, rehabilitation centers, and other educational venues.

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Culture serves as a major force shaping the way people conceptualize the self, think about happiness, and cope with difficulties and upheavals in life. The present paper starts with a conceptual analysis of traditional Chinese and modern Western views of the self, to contrast the social-oriented versus individual-oriented nature of the self embedded in the two cultural traditions. These culture-specific modes of self construction can then shed light on the diverse meanings people hold for happiness and well-being in different societies. Building on the social-oriented view of the self, which emphasizes relatedness, fluidity, morality, self-constraint, harmony, and sensitivity to others, subjective well-being for the Chinese is construed around fulfilling one's obligations and maintaining homeostasis (dialectical balance). In contrast, emanating from an individual-oriented view of the self, which emphasizes independence, self-determination, consistency, and personal striving, happiness is a prize to be fought over, and entirely one's responsibility to accomplish this ultimate goal of life. Similarly, culture-specific preferences in individual-society and/or interpersonal alignment mirror the two contrasting views of the self, and link up with the collaborative project of pursuing happiness.

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This reflective assay discusses the relationships between Quality of Life (QOL) and Psychology, in the context of culture. We performed a review of several data bases (including MedLINE and PsycINFO), using terms related to main theme of interest. The search period comprised articles published from January 1970 to June 2006. Reviewing the literature material, two aspects stand out: subjectivity and multidimensionality. In the methodological field, the construction and/or adaptation of QOL measurement instruments appear as a significant trend. Theoretical and methodological efforts have helped clarify and improve the concept's adequacy. The QOL construct is definitely interdisciplinary, encompassing contributions by different areas of knowledge and research, thereby improving its conceptual and methodological potential as a research instrument. We conclude that quality of life measures are potentially useful methods to be applied to research and clinical practice in psychology-especially when used to demonstrate the impact of psychological illnesses and the possible benefits of therapeutic interventions.

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