The purpose of the present study was to determine (a) what kind of environment and what care roles people who had mothers with mental disorders had experienced during their childhood, and (b) what mental health outcomes they had experienced during their childhood. The participants (23 men, 27 women over 18 years old; mean-age: 41.48 years), all of whom had mothers with mental disorders, answered a web questionnaire about their childhood experiences. The results suggested that when the children had a high degree of responsibility for care in their home, there was a risk of ambivalent and codependent relationships with their family members. Furthermore, the participants’ responses suggested that, in those cases, they were more likely to continue to be troubled and anxious when socially isolated. The reports of their experiences suggested the possibility of negative effects on their own mental health. Based on the above, the following were considered to be necessary support for children who have mothers with mental disorders: (a) environmental support to stabilize the mother’s medical condition and reduce the children’s burden of care, (b) psychological education of the children in order to promote understanding of the mother's medical condition and the idea that it is acceptable to ask for help, (c) psychological support, including creating a place for the children’s emotional support outside their home and providing a trusted person to whom the children can confide their thoughts and feelings, and (d) lobbying society to remove the stigma of mental disorder.

The present study examined the effects of several interventions on special education students’ use of mental state words in their writing. The participants were two 8-year-old boys enrolled in special support classes at a public elementary school. The interventions were conducted in the participants’ special support classroom in 22 15-minute sessions over a period of nine months. In a written composition task, the participants created a story by arranging three picture cards and describing the pictures in writing. The target behavior was the use of mental state words in the written compositions. The design was Baseline 1, Baseline 2, Intervention 1, Intervention 2, Probe (Baseline 2), and Intervention 3. In Baseline 1, the instructor scaffolded the written composition procedure. The instructor’s guidance was delayed or reduced in Baseline 2. In Intervention 1, the students were asked to verbalize their oral compositions in relation to picture cards and stories. In Intervention 2, the instructor asked “How do the characters feel?” In Intervention 3, the instructor wrote mental state words on the board, and the students participated in paired cooperative learning. Both participants used mental state words in their written compositions after Intervention 1. One of the participants increased the number of mental state words written in Intervention 3 (paired oral composition and board writing). These results suggest that the oral composition intervention may have been effective for increasing the number of mental state words used. Furthermore, the instructor pointing to the characters’ facial expressions and situations appeared to be effective in drawing the participants’ attention to the characters’ expressions and situations.

The aim of the present study was to compare three methods for teaching the reading of kanji characters in order to find out which method resulted in the best retention. The three methods used were (a) using printed materials, (b) a stimulus pairing procedure using simple picture stimuli with pictures depicting the meaning of the kanji, based on the reading of the kanji characters, and (c) a stimulus pairing procedure using picture stimuli depicting the situations described in the short sentences typically found in kanji workbooks. The latter two methods used tablet devices. The participants were two children with intellectual disabilities enrolled in an elementary school class for children with special needs. The results suggested that the children were most likely to remember the kanji readings when a stimulus pairing procedure was combined with short sentences.

The present article reports a home-visit behavioral intervention with a boy (elementary school second grade) with internet gaming disorder (IGD) and aggressive behavior. The intervention consisted of arranging the environment to ensure the safety of the boy’s mother, differential reinforcement of a low rate of responding targeting the amount of time spent playing games, and formation of school attendance as an alternative behavior. The results indicated that the time spent playing games and aggressive behavior decreased, while school attendance increased. At a one-year follow-up, time spent playing games and school attendance remained stable. Furthermore, aggressive behavior remained at the same level as at the end of the intervention. The effects and challenges of behavioral interventions for internet gaming disorder with aggressive behavior are discussed.