This study aims to reveal the value of Nara Juvenile Prison other than the important cultural property architecture. Nara Juvenile Prison was established in 1908 as one of the five Meiji prisons and was renamed Nara Juvenile Prison in 1946. It is a special facility that has been used at the same site for 109 years until it closed in 2017. Furthermore, in 2017, the Nara Prison Building, which was built in the Meiji era, was designated as an important cultural property, and other parts have been demolished, and it is currently being renovated as an accommodation facility. The prison architecture as a cultural property building tends to attract attention, but it is important to evaluate the architecture, including the juvenile prison era, which occupied 70 years of the 109-year history. From the perspective of “school”, we have investigated the adaptation process of the school-like activities and spaces in the prison architecture through literature surveys, field surveys and hearings. This research deals with the rare case of prison architecture, and is highly unique in the following points. One is that we were able to understand the actual condition of Nara Juvenile Prison through a survey just after the closure, and the other is that we can understand the relationship between prison function and space by referring to the field of law. The following is a summary of each chapter.

In Chapter 2, we organized general juvenile prisons based on the Ministry of Justice literature. And as a representative of general juvenile prisons, we conducted a field survey at the Kawagoe Juvenile Prison to understand the relation between activities and spaces. Chapter 3 clarified the history, land transition, and floor plans of Nara Juvenile Prison, and showed that it was a special facility that changed from prison architecture to juvenile prison. It revealed that the Nara Juvenile Prison provided superior educational guidance compared to other juvenile prisons and that the prison function was adapted in relation to the local community. Chapter 4 clarified in detail the actual usage inside and outside the prison through an interview survey. The target of the survey was 12 persons including those involved such as Former instructor, Former prison officer, Former volunteer counselor and local residents. The results obtained in the previous chapters were put together to present the multi-layered value of Nara Juvenile Prison.

As a result, we could find the school-like activities in many spaces that were not designated as the important cultural properties and depict the formation of the environment and the detailed spatial composition connected with the activities, which are valuable materials. The prison architecture had spaces that could flexibly respond to "school-like" activities and its unique environment was related to its treatment based on the educational philosophy from 1946, its spatial configuration that was not seen in prisons after the end of the Taisho-era, its location on a hill in Nara City, the fact that Juvenile inmates were mostly first-time offenders, and security was good, and its acceptance by the local community.

　The purposes of this study are (1) to translate Family Satisfaction, Parent-Adolescent Communication, and FACES Ⅲ which are based on ‘the Olson Circumplex Model’ into Japanese, and to standardize them, then (2) to describe differences among three developmental stages (elementary school, junior high school, and senior high school level) on those scales. The scales are administered to 165 schoolchildren, 185 junior high school students, 322 high school students and their parents.

　(1) The data are separated according to developmental stages, then factor and reliability (Cronbach Alpha) are analyzed for each split sample. The results indicate that the Japanese version of Family Satisfaction and Parent-Adolescent Communication have high internal consistency and similar construction to the original ones. As for FACES III, the Japanese version is constructionally unstable, therefore it is analyzed into three factors provisionally, using total sample.

　(2) Those scales can describe some differences among the developmental stages, which are the older, the more negative. The other differences described by them are as follows; ①Boys response more negative than girls. ②Father-adolescent communications is more negative than mother-adolescent communications. ③Mother-daughter relationship is remarkably very close.

　Finally, the author plans to investigate relations between adolescents perceptions of their family and problems just like school phobia or cruel bullying.

　犯罪者の中には，有効性が確認されている処遇を受けても，再犯に至る者が一定数おり，自己統制力や自己認識力に乏しく，指導を受け入れ，生かせないことが処遇効果を減じる要因になっている。本稿では，幅広い認知機能に関連し，自他に関する認識の変化につながると言われるマインドフルネス瞑想に注目して文献研究を行って，自己統制力や自己認識力を高めるための具体的な方法について検討した。マインドフルネス瞑想を，マインドワンダリングとの関わりという観点から，注意制御やアクセプタンス，呼吸法などが相互作用する3次元モデルとして整理すると，脳の中央実行ネットワークの機能が高まり，デフォルトモードネットワークの機能が適正化されることによって，自己統制力や自己認識力が向上するというメカニズムが明らかになった。マインドフルネス瞑想は，そのメカニズムを理解して実施することによって，自己統制力と自己認識力を高めるための指導の選択肢として，あるいは，従来の犯罪者指導の効果を増幅させる手段として，再犯の防止に寄与し得ると考えられた。