The aim of this paper is to understand that better communication leads to mental well-being. It is broadly accepted that, in general, good communication leads to good mental well-being. In this paper we discuss inter-personal communication, specifically, face to face and parallel relationships. In particular, parallel relationships, often featuring intersubjectivity, can result in high basic self-esteem. Then basic self-esteem can sustain post-traumatic growth through difficult life struggles. Finally, we suggest that healthy communication is essential not only for a calm daily life but also for overcoming difficult life events.

This paper aims to show various interpretations of Donald Schön’s “reflective practitioner” as the professional model for caregiving in Japan. The “reflective practitioner” has already become a typical model when we refer to the professionality of the caregiver. On the one hand, some people argue that a “reflective practitioner” is the very model of the professionality of the caregiver. On the other hand, others state that it is just a reference for caregiver professionality. Schön’s “reflection” is in a dominant position and is divided into two types: “reflection in action” and “reflection on action.” The first describes “the present progressive form” of reflection, which occurs with action, and the latter describes “the past form” of reflection, which occurs after action. This view was originally presented by AKITA Kiyomi, but she recently changed this view: she never divided Schön’s “reflection” into the two types. KOGA Matsuka states that the two types are not divided by a tense, stating that the difference between the two is thinking of the meaning of action depending on the context, or thinking on the meta-levels of frame of action or system of learning.

The primary objective in this study is to describe the in-firm specific training and skill formation and their effects on productivity at Swarthmore Education Centre in the United Kingdom. Data gathered from the centre during a tenyear period beginning in 2003, and the responses of employees and the managers to questionnaires and interviews, were analysed on the basis of the theoretical framework of Koike and Inoki (1990). The findings show that the intellectual skills gained through on-the-job training (OJT) acquired by the subject employee was recognised as an incentive by the centre to retain her while her substitution was seen as providing other staff members requiring OJT with an opportunity to acquire new skills. While the programme manager was involved in the specific training in which the centre invested, the specific skills were generalised within the workplace to maintain upward productivity, and hence the team won additional contracts for its educational programme funded by the local government.

The target was 15 of day care users with care level of 1 or 2. Fill out a questionnaire, inspect with a body composition analyzer, and evaluate the behavior change stage. We proposed a Plasten activity and had it carried out for 4 weeks, and 4 weeks later, we conducted the same evaluation and inspection as the first time. The behavior change stage had the highest rate of transition from the preparatory stage to the execution stage. Regarding the behavior change stage after the Plasten activity proposal, the subjects who the behavior change stage was good are households with only couples, who could continue exercising for 30 minutes or more, who had a good subjective health feeling and subjects who answered that there was no anxiety about their future life. People between the ages of 75 to 84 and women are good. The bad stage subjects were men aged 85 over who lived alone who were unable to continue exercising every day and were not healthy with a subjective sense of health. Significant changes in skeletal muscle mass and basal metabolic rate were observed after the proposal of Plasten activity. Even elderly people in need of long-term care may be able to change their behavior by advocating Plasten activities.

The purpose of this study was to clarify the changes in the students’ perception regarding the training records on their pre-training education using F-SOAIP and the step-by-step learning in the training.

The subjects of the present survey were 12 students who had completed nursing care and social work training at a University A. Changes in the students’ perception on the pre-and post-practice records were summarized as follows. There was a change in their perception that the students of Nursing Care TrainingⅡ were able to understand the function of F-SOAIP, although they felt some difficulties in assessment. In addition, students in the social work training have realized the effect of visualizing the practical process despite that they felt the difficulty of F-SOAIP.

In conclusion, it can be inferred that the students were able to carry out step-by-step learning as to realize that F-SOAIP was an effective tool for promoting collaboration among multiple occupations.

The present questionnaire survey is few in case number, by which there is a limit in generalization. In the future, the research subject should be to explore the process of using the recording format properly to the learning proficiency such as descriptive formula, SOAP, and F-SOAIP.