The purpose of this study was to investigate perceptions of the effectiveness of horticulture therapy (HT) in Japanese Work Support Centers for Continuous Employment Type B(WCE-B). A questionnaire was mailed to all participating WCE-B. A comparison was made between the importance of and perceived need for improvement across the main work categories and the main disability type of users. The trends in perceptions of the importance of each item were almost identical between agricultural work (AW) and non-AW. In AW, the need to create a reassuring atmosphere, item 9 and 5, was found to be important while in non-AW, the need to provide physical experience opportunities, item 10, was responded to. Perceptions of the importance of each item were similar between people with psychiatric disorder and intellectual disability, with a higher selection ranking for items related to the provision of receptive places perceived as important across AW and non-AW. For psychiatric disorders, the provision of physical experiences in item 10 was needed while the promotion of opportunities for interaction between users in item 9 was needed for intellectual disabilities. Based on the results of this study, it is necessary to examine the role WCE-B are expected to play in the future.

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Based on the previous research by Yano and Han (2020), this study conducted a pretest for the development of the "School QOL Scale for Children" to evaluate the school life of children and the reliability and the validity of the scale was verified. As a result, 19 items in 4 areas were set by expert consultation regarding the composition of the scale. Regarding the question items, we asked for opinions on the content of the questions to be asked during the pretest for elementary and junior high school students, but there was no particular opinion. The pretest was conducted from February to March 2021 and 140 data were collected from elementary and junior high school students (recovery rate 100%). Of these, 136 data were analyzed, excluding missing values. In the reliability verification of the scale, the Cronbach's α value was calculated using internal consistency. As a result, the α value of the region was 0.645 to 0.842, and the overall α value was 0.890 and α > 0.700, confirming the reliability. Next, as a result of verifying the validity of the construct using SEM, GFI = 0.839, CFI = 0.883, and RMSEA = 0.072, which are not high goodness of fit. In the future, it will be necessary to conduct an unbiased survey of elementary and junior high school students who will be evaluated by the scale and expand the number of data to be analyzed to re-verify the validity of the constructs that could not be obtained in this study.

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Cultural competence refers to an ability to interact effectively with people of different cultures. Cultural competence comprises four components: (a) Awareness of one's own cultural worldview, (b) Attitude towards cultural differences, (c) Knowledge of different cultural practices and worldviews, and (d) cross-cultural skills. Developing cultural competence results in an ability to understand, communicate with, and effectively interact with people across cultures. In order to reconstruct the problem within the current cultural competence framework, we tried to analyze the previous studies and clarify the dilemmas of cultural competence ㏌ social work, based on the findings obtained from this review. The aim of the study is to further examine cultural competence and reexamine standard theories that are prevalent in social work today. We used the search engine "Scopus" and filtered the articles that included the keywords "cultural competence", "social work", and "dilemma" in the title or abstract. Afterwards, we went through the resulting ten articles. From the findings, we found that there were five perspectives on dilemmas in relation to cultural competence in social work, which are as follows. (1) Cultural competence is widespread among social workers but the fact of the matter is that there still must be a recognition that society has a structure of oppression that must be dealt with. (2) The principles of "Do no harm" and "respect for diversity" are often in conflict when meeting cultures who disrespect certain human rights we hold as fundamental in Social Work. (3) External conflict between the social worker and the minority community they service that hold opposing values or beliefs (4) Internal Conflict in which a practitioner holds certain core beliefs which threaten their ability to provide superior service to a client. (5) Social workers should work to alert their employers and colleagues about policies within the organization that are inadequate, oppressive, unfair, or harmful.

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