Many schoolchildren who worry or agonize over their personality in human relationships, have health issues related to the body and mind, and visit the school health room, where yogo teachers offer every possible support.

　In response to these efforts, we carried out an educational program (henceforth “mental education”) that used an egogram to the fifth graders in an elementary school, after which their QOL scores improved, verifying the egogram's effectiveness. In this study, we conducted mental education to the first-year students (seventh graders) in a junior high school and were able to verify improvements in their QOL scores and elucidate the following points.

(1) Mental education for first-year junior high school students was viewed as a good opportunity to change oneself and enabled a positive outlook on school life. Compared with the fifth graders in an elementary school, the rise in QOL scores was more significant.

(2) From experience at elementary and junior high schools, we conducted mental education twice for fifth graders at an elementary school and first-year students at a junior high school, which was able to raise QOL scores, especially in the areas of school, physical health and feelings of self-respect.

(3) The fact that differences were observed in the results of the mental education interventional instruction as regards gender and egogram predominance types indicates the importance of mind and body education that allows students to make realizations from self- judgments.

Yogo teachers worry about what kind of teaching materials for mental health education are effective. We created the program of mental health which used egogram, and carried out for 238 fifth graders in 3 elementary schools of Nagano Prefecture. We verified whether the instruction was effective using the schoolchild version QOL measure. Furthermore, we investigated the relation between an egogram predominance type and change of QOL by intervention instruction.

As a result, children were motivated to raise their weak ego state portion while they had recognized their own egogram predominance type. That became clear from significant improvement having been especially observed in “self-respect feeling", “physical health", and “school" score while significant difference was observed in the QOL score before and after intervention statistically, as a result of performing t-test which has correspondence by the six-item sum total of QOL.

Furthermore, significant change was observed in the item of some QOL by the type of the egogram. Especially in NP predominance type, improvement in QOL score was generally observed by intervention instruction, and significant improvement was observed in the score of “physical health." This result suggests that improvement in QOL score by characteristic of “nurturing parent" which is NP predominance type causes tendency to accept intervention instruction. Moreover, although the significant difference in t-test was observed in QOL score before and after intervention, the significant difference was not observed in the QOL score before and after AC predominance type intervention. From these results, we have proposed that it is important to perform education of mental health according to the type of egogram.