There is the chapter “Disruptive，Impulse-Control，and Conduct disorders” on the DSM-5 compiled by the American Psychiatry Association. It is recognized that the disorders cited in the category develop as they affect each other with the passing of time，and the process is called “DBD march.” Those who have gone through the DBD march have the potential to show antisocial behavior such as delinquency and crime. This paper reviews the DBD march and then introduces a case example of the process. A number of attention-deficit and disruptive behavior disorders peculiar to the Attention-Deficit/Hyperactivity Disorder，Oppositional Defiant Disorder，Conduct Disorder and Antisocial Personality Disorder periods are sorted out based on this case，and consideration is given to how to deal with those disorders.

　The article describes a lesson conducted in the 6th grade students of an elementary school in Japan. The focus of the lesson, conducted by the author, was to make the students discuss a situation involving a cross-cultural conflict.The goal of this exercise was to make the students recognize the importance of shifting away from their own cultural norms to ensure a successful resolution. As an example, the author presented a scenario in which two graduate students -- one from Japan and another from South Korea - faced a conflict partly resulting from sharing a refrigerator and a room in a university dormitory. The students were unable to offer an effective solution due to failure to think outside the prescribed Japanese values. This experiment underscores the necessity of explicit explanation of relative value systems when introducing cross-cultural education in Japanese schools.