The characteristics, significance, and utilization of clearing a space (CS) of the kigakari method used in Focusing were discussed by presenting a case. The kigakari method is a procedure to recall the things that are bothering you one by one in order and put them out of your mind and away from you. CS can be used as the first step in teaching Focusing, or when it is needed in the focusing process. The principle of CS is an effective valid technique and also used in other psychotherapeutic techniques. It deals with the adjustment of mental distance from an object or emotion. This method is especially useful when the distance to the subject is too close. But how to use it when the distance is too far needs to be further explored.

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In the present study, a model in which abandonment schema and aggression to selfexacerbate indirect self-destructive behavior was hypothesized, and gender differences were examined by simultaneous multiple-group analysis in structural equation modeling. A total of 224 general university students, 80 males and 144 females, were surveyed using a questionnaire that asked about abandonment schemas, aggression towards self and trial-created indirect selfdestructive behavior. The results of the analysis showed a good fit of the model of abandonment schema on indirect self-destructive behavior via aggression towards self. However, although sex differences were identified in some of the paths from the abandonment schema to aggression to self in the same model, the goodness of fit indicated that there were few sex differences. The item group for measuring indirect self-destructive behavior was flawed in that the content of the items was insufficient and the frequency of experience could not be answered, so it is necessary to improve these items in future surveys.

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In this study, we focused on the Sense of Coherence (SOC) as a concept that can respond to today's challenges in education to promote happiness and mental health, and after describing conceptual differences with self-affirmation, which has already received attention, we examined the uniqueness of SOC in its effects on subjective happiness and depression. A multivariate regression model with SOC and self-affirmation as explanatory variables and subjective happiness and depression as objective variables was used to examine data from 249 university students. Although the effect of self-affirmation was larger than that of SOC on subjective happiness, and the effect of SOC was larger than that of self-affirmation on depression, the standard partial regression coefficients for each were moderate. These results indicate that SOC is unique for subjective happiness and depression independent of self-affirmation, and that SOC may be one of the concepts that can respond to today's issues in education.

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