This study aimed to clarify the awareness of supporters belonging to employment transition support centers regarding self-improvement. An online survey was conducted for all 4096 employment transition support centers in Japan. The survey items included basic information, awareness of self-improvement, attitudes toward self-improvement, availability for self-improvement, and preferred training methods. While supporters recognized the benefits and interest of training, they also felt temporal and financial constraints in engaging in self-improvement. Supporters most preferred online training methods. Furthermore, a positive correlation was found between the perceived benefits and interest of training and the preference for face-to-face training methods. Work supporters recognized the necessity of self-improvement but were found to be in a state where they lacked the temporal and financial resources. It was also suggested that there is a high preference for online training. To promote further self-improvement among work supporters, it is necessary to enhance opportunities for self-improvement that are not constrained by time or location, and a mixed format of online and face-to-face training was considered effective.

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The aims of this study was to investigate the low adaptation to learning of students who exhibit reading and writing difficulties (hypothesis i), the effect of evaluative support on adaptation to learning through problem-focused coping in reading and writing difficulties (hypothesis ii), the effect of problem-focused coping on improvement of problem situations (hypothesis iii), and the effect of evaluative support on improvement of problem situations (hypothesis iv). The aim of the study was to examine whether evaluative support influences learning adaptation (hypothesis ⅳ) via improvement of problem situations (hypothesis ⅳ). A questionnaire was conducted with 168 students (79 boys and 89 girls) in the first to third grades of junior high school. In a preliminary study, the applicability and reliability of the Short Version of the Learning Difficulties Scale for University Students (LDSP7) (Takahashi & Mitani, 2022) were found in junior high school students. In the present study, the learning adaptation of the group showing high reading and writing difficulties was significantly lower than that of the group showing low reading and writing difficulties (hypothesis i). Evaluative support also influenced learning adaptation through problem-focused coping (hypothesis ii). Problem-focused coping, together with evaluative support, influenced improvement of problem situations (hypothesis iii). There was no significant path from improvement of problem situations to learning adaptation, and hypothesis iv was not supported. Future study may include examining the nature of evaluative support to further improve problem-focused coping in reading and writing difficulties.

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Background ：More and more patients with chronic diseases that developed during childhood are entering adulthood. As a result, they are expected to become professionally independent. Objective ：To organize the process of childhood cancer patients from the onset of the disease to the present. Through the results, to identify issues of support necessary for the professional independence of pediatric cancer patients. Methods ：Using the Trajectory Equifinality Model (TEM), we organized the trajectories of three pediatric cancer patients from the onset of cancer to the present, and examined the support needed for their vocational independence. Results. ：One was able to continue working as an educator and one as a health care worker. Considerations ：As necessary support, we proposed the following: fostering pediatric cancer patients' understanding of the disease and their ability to explain it, career education based on their experiences, family support, and ongoing support by medical institutions.

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Recently, social workers in Japan are increasingly required to transition to a worker-client relationship based on the client's culture while promoting diversity as a prerequisite. In this paper, I conduct a literature review of previous studies in social work that supplement cultural competence with a postcolonial perspective. Research that addresses the concept of cultural competence in social work while discussing it from a postcolonial perspective is now certainly recognized. Four perspectives were identified: (1) Positioning the "other" as distinct from "ourselves" concerning client culture. (2) The structure of social oppression: the prevalence of understanding other cultures and the lack of deep awareness of the oppressive structures within mainstream culture. (3) Questioning the universality of social work. (4) The blending of cultures and the potential for change. Based on these insights, a reconstruction of the theory of cultural competence will be necessary.

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The number of child abuse cases reported by child guidance centers and municipalities is increasing every year. Since abuse is difficult to manifest in the closed relationship of the home (Yojo, 2018), it is necessary to devise and educate children to seek help (Kobayashi, 2004; Takehara, 2019). Teaching youth the skills and strategies needed to recognize and resist abuse is an important step in preventing the pervasive and costly problems of child abuse (Diaz et al., 2021). This is especially true for high school aged students who can take an active role in their own protection and personal safety. Presently, there is little research being conducted to ensure the safety of high school aged youth exposed to or experiencing child maltreatment (Diaz et al., 2021). Furthermore, in Japanese studies, no literature review has been found the high school age group. This study aimed to examine the structure of the programs by comparing abuse prevention education programs in Japan and other countries to develop an abuse prevention education program for high school students. A study was conducted using Google Scholar for all articles regarding preventative education for child abuse to high school age group. Search terms are "Prevention education" "Child Abuse" "program". A total of 9 studies was extracted from this study, and no Japanese studies were included. The program, which targets high school students, was structured from two perspectives: protecting them from abuse and preventing them from becoming perpetrators of abuse, also it was effective.

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