The aim of this study, was to clarify the educational effects of learning through movement of the body in children who require “Kenko-no-Hoji” by examining in detail changes to their health and exercise levels. It is based on the example of two children who need routine medical care, and discusses their experiences of “Jiritsu-Katsudou” instruction centerd around “Ou-Juryoku-Shisei”. After a one-year period of instruction, from an exercise perspective “Ou-Juryoku-Shisei” was observed in these children. From a health perspective, an improvement in SpO₂ levels was also observed. The results of this study suggest that “Jiritsu-Katsudou” body movement instruction may offer strong educational benefits in children requiring routine medical care for whom “Kenko-no-Hoji” is an important learning issue.

The purpose of this study was to clarify the relationships between psychological independence of the adult people with physically disabilities and their cognition of the commitment from their mothers. The two questionnaires were conducted to the people; the one was of the psychological independence and anther one was of the mothers’ commitment to them. The results were the followings; it was clarified that characteristics of the psychological independence of the people with physically disabilities were composed of four factors; “self-orientation”,“social-orientation” and “establishment of friendship” and that characteristics of their cognition of the mothers’ commitment to them were composed of “negative commitment”, “protective commitment”and“interference-commitment”. In addition, we found out the relationships among components of both characteristics. That was, intensity of “self-orientation” became to be lower when the people strongly recognized the mothers’ commitment as “negative”, “protection”and“interference”. Furthermore, their intensity of “social-orientation” also got to be lower when they strongly recognized “protection”. It was discussed that psychological independence of the people with physically disabilities could be established through the interpersonal relationships between the people who “have to be assisted by their mothers” and their mothers who “feel to be obliged to assist them”.

For social cognition of children with autistic spectrum disorders （ASD）, not only in terms of impairment and developmental delays, qualitative differences in social cognitive processes have been focused. The purpose of the present study was to consider how ASD children interpreted other’s utterance and decided owns’ responses from social information in the situations. We created the social situations tasks in which one character made some request to the other character. Participants were 30 typically developing children with CA ranging from 6 years 10 months to 12 years 6 months and 14 children with ASD with above-70FIQ, VIQ, and PIQ and with CA ranging from 9 years 8 months to 14 years 8 months. They were asked to answer responses of the character who were required, and explain why one character required to the other character and how they decided responses, while looking at the social situation tasks. There was no significant group differences between ASD children and typically developing children in response answers. ASD children were less likely to interpret the character’s utterances and decide responses from relationship between characters in the tasks. In addition, ASD children were more likely to add subjective information without using social information in the social situations. Further, within ASD group, the participants with higher verbal ability were more likely to decide responses from intention information in character’s utterances.

The present research aims at explaining the so-called well-affected support and ill-affected support provided in Clinical Dohsa-hou. The research targeted 60 people who have undergone Clinical Dohsa-hou sometime in the past. Their free descriptive answers were collected and processed by KJ method. The results allowed us to clearly distinguish the above two types of Dohsa-hou support as considered from the client’s standpoint. These include not only the support required for the completion of a certain task, but also the therapist’s general attitude, way of speaking, sense of distance, etc. Also, experiencing him/herself as a recipient very likely correlates with the well-affected or ill-affected support. In addition, ambiguous support, support that lacks congruence of the therapist-client experience, and acceptance and empathy-based support, too, appeared to be of high importance in Clinical Dousa-hou.

This study investigated the relation between teachers’ self-recognition of psycho -behavioral traits and their recognition of students’ challenging features in the classroom activities by means of two kinds of questionnaires, one was for the teacher’s self-recognition of psycho-behavioral trait and the other was for the recognition of students’ challenging features. Factor analysis revealed that there were four factors in teacher’s self-recognition questionnaire and three factors in students’ questionnaire. In the teacher’s questionnaire, the factors were 1）hyperactivity/impulsivity, 2） compulsion, 3） inattention, 4）angry/irritable mood. In the student’s questionnaire, the factors were 1）hyperactivity, impulsivity /aggression, 2）inattention, 3）difficulty of interpersonal behaviors. The t-test found that the teachers who scored higher in each factors of teacher’s questionnaire evaluated higher in the students’ factors of ‘inattention’. Moreover the teachers who scored higher in the factor of ‘compulsion’ evaluated higher in the students’ factor of ‘difficulty of interpersonal behaviors’. These results indicated that it is necessary for the professionals who is assisting the teachers in schools to conceive the tendency of recognition of teachers’ own psycho-behavioral traits.