A limited number of studies have been conducted on touching technique by Yogo teachers. The present study aimed to understand current practices of the touching technique and its recognition by Yogo teachers and also to investigate the practice in relation to the nature and the specialty of their duties using a questionnaire survey.

A self-administered anonymous questionnaire survey was conducted to 340 participants of incumbent Yogo teacher workshops held at four cities between July and August, 2010. The questionnaire consists of questions on demographic characteristics, current practices on the touching technique and recognition towards the technique（249 questionnaires collected, return rate: 73.3％）.

Results showed that 95.2％ Yogo teachers use the touching technique while corresponding with students. On the other hand, it has been speculated that Yogo teachers have less opportunities to attend training sessions for the touching technique and relied upon their own experiences. From the factor analysis on occasions which Yogo teachers use the technique, the technique was categorized into “touching for daily communication purpose”, “touching for anticipated psychological effects”, and “touching for physical relations”. Each category was related to each other and showed significant（p＜0.01）correlations with “positive reactions and changes of children”. Factor analysis on perceived effects of the touching technique extracted three factors, namely “effects on mental and physical recovery and drive for mutual trust”, “effects on Yogo teachers and health room”, and “effects on approval, protection and value for existence”.

Associations between the touching and other practices were also examiend and actions including “verbal support using consoling wordings”were significantly（p＜0.01）correlated. It is estimated that touching actions with “verbal support using consulting wordings” is an important element of the touching technique by Yogo teachers.