This paper discusses the present trend in Japan of the declining number of children and the issues which will surface as a result of this trend. The structure of the paper is as follows: Preface I. The Phenomena of Declining Number of Children II. The Effects of the Trend on Education A. The Immediate Effects 1. The Effects on School Education (a) The Difficulties of Maintaining Standardized School and Class Sizes (b) The Unbalanced Recruitment of Teachers (c) The Competition Among Schools to Increase Pupils 2. The Effects on Home Education (a) Home Education in the Framework of "Modern Civilization" (b) Excessive Parental Protection and Interference Over Children (c) Lack of Constructive Sibling Interaction (d) Increase in Divorce 3. The Effects on Informal Education (a) Prosperity of Industries Targetting Children (b) Disappearence of - (c) Decline of Children's Activities in the Community B. The Long-term Effects III. Policy Measures for Increasing Birth Rate IV. Educational Policy Measures for the Promotion of Merits and Overcoming Demerits Concluding Remarks

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Aim of This Study: There seems to be some important problems in high school sport club activities. This study surveyed these problems through a questionnaire destributed to 84 chief P. E. teachers of 84 high schools in Saitama-prefecture in Japan. The Aim of this study is to infer a common cause of problems from the survey.
The Survey: The results of survey were obtained from 12 questions. These were deviled in 4 groups: 1) the students' participation in school sport club; 2) consciousness of sports club students; 3) administrative measures taken by school authorities: 4) conditional problems to sport club activities.
The Results and Discussion; Number of students' participation are decreasing. The basic cause arizes from social change, i.e. from, so called, the information society. The mind of students is lacking virtues related to achieve their objectives. The administrative measures by high school authorities are increasing and conditional problems to sports club activities are short of (1) facilities and (2) coaches.
Inference; The cause of decreasing in the desire to participate and increasing in administrative measures by school authorities are infered to destructions of - natural play groups in the communities. It means destruction of the basic experiences of informal group achievement and natural social adjustment. It has affected even in high school ages.

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There are following characteristics in PSD in childhood. 1. Because children are in the midst of growing and developing, they complain rather general symptoms such as general malaise in PSD, while adults complain somatic changes or functional disorders of some particular organs like as gastric ulcer or angina. Since these symptoms may shift each other, it may be difficult to make exact distinction between somatic factors and psychological factors. For instance, headache, abdominal pain or general malaise may be the first symptoms of the children who can not attend school but they may also be the symptoms of the children with diabetes mellitus or hepatitis. 2. One of the characteristics of children is a poor verbal communication. In other words, they may resemble alexithymic patients who have difficulties in expressing emotions in words, and for whom dynamic psychotherapy cannot be effective. Therefore, psychotherapy in childhood is necessarily different from that conducted with usual adults with PSD. However, they can express their feelings much better through the process of drawings. About 800 patients have visited us for various psychological problems until now. They have left behind several hundreds of pictures that have led the author to believe that drawing tests are the best possible way to understand these young patients. The parents can understand their loneliness or distress through the products, and patients can reveal their anger or concealed aggression and be released from them during the process of drawing. 3. People around children may be convinced of normal developmental phenomena as abnormal. For instance, some parents may overestimate the behavior of their child in the and thus protect or meddle him excessively. In that case it is important to remove the parent's anxiety. 4. The children who are tender, good and over adapted are liable to suffer from PSD. However, we may misunderstand their behavior because their way of thinking or acting is different from those of adults. Sometimes they play the role of a scapegoat or a peace maker of the family system. For instance, where there is continuing marital strife, he may intervene on behalf of one or the other of warring partner or defuse the conflict by behaving badly or having some symptoms. In that case it is necessary to pay attention not only to the symptoms of the child but to the system of the family. There are many implications in symptoms in children with psychological problems. Knowing their feelings or emotions is most important for a therapeutical involvement, therefore we should make efforts to stand on the children's view point and to understand the meaning of their symptoms in an appropriate manner. The author has explained the above by presenting some cases.

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本試論は、随伴性により形成された行動とルールにより統制される行動の関係に関わる形で、一片の情報が「物」と「振る舞い」によって構成されること、また、その構造がその情報にアクセスする他の振る舞いを通じて階層的、ないし再帰的になると仮定することが可能か否かを問う。現代の、文明化されコンピュータ化された人間社会では、大量の情報が、もともとの、そして変化し続ける随伴性から切り離されて<物化>する、即ち、情報のダイナミックな構造が柔軟性を欠いて固着する傾向にある。柔軟な情報へのアクセスが実現できるよう随伴性をよりよくアレンジするためには、もともと情報の持っていたダイナミクス、つまり、もともとの随伴性を、最低限シミュレーンヨン的な環境において再活性化することが重要である。そのために、試論では、三項随伴性が、一見階層的に見え変化し続ける環境とその中で行動を発し結果を受け取る自己との関係を充分に説明できるかをも問うべきだと論じる。同様の再考が、ルールの理解が含まれる現実的な研究・教育システムなどの他の分野でも、従って、理論的な行動分析そのものにおいても要求されていると考える。

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1. In the analysis of human-relationships in the psychology of adolescence, two ways of analysis should be considered: from “Its Objects” and from “Its Method”.
The former dealt with classifications of humanrelationships such as an adolescent with parent, with friend, with opposite sex, and with teacher, etc., which are mainly descriptive, and the latter dealt with theoretical constructs such as motivation, role, and frame of reference, etc., and which are mainly explanative.
Of course, these two ways should be used dialectically, but this article is concerned with the latter way of analysis.
2. The methodological considerations here contained the following three viewpoints.
A) The viewpoints of “The Inner Psychodynamics”.
1. Strength of the tension in the human-relationships.
2. Depth of the personality-layer in the humanrelationships.(Mainly field theoretical consideration)
3. Motivations in the human-relationships.
4. Mechanisms in the human-relationships.(Mainly psychoanalytical consideration)
B) The viewpoint of “Inter-personal relation”.
1. Role, technique (ways of adjustment), and frame of reference, in the human-relationships.(Mainly social-psychological consideration)
2. Basic-attitudes (the secondary social traits) in the human-relationships.(Mainly the personality- traits theory)
C) The viewpoint of “The Everyday Experience”. Practical characteristics of the human-relationships, such as love, respect, and jealousy, etc.(Mainly the theory of philosophical anthropology)
In these analyses, the writer presented some adolescents' compositions as examples, and as the background of human-relationships such concepts as “the structure of life-space”,“need for independence”,“need for social acceptance”,“ad miration”,“inferiority-complex”, and “self-aversion”, were taken into consideration.
3. Finally, the attempt was made to integrate these viewpoints into the theory which was referred to as “Psychology of Character-formation in Adolescent”
This adolescent psychology should be treated not only to the problems of human development, but also to the problems of individual differences.

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昭和23年12月滋賀県下小学校4年から中学校3年に至る殆んど全員に対して住田式知能テストを施行したが, その時のI. Q 70以下の生徒1409名を対象にして調査を行い903名についてその社会的適応を中心とした実態を把握, 検討を加えた。
1対象を生活様式 (I家事手伝411名, II就職492名) 周囲からの理解の程度 (Iにおいて1. 理解64名, 2普通 315名, 3無理解32名IIにおいて4理解38名, 5普通348名, 6ちぐはぐ87名, 7無理解19名) その中で示している安定の度合い (i安定304名, ii普通354名 iii問題245名) から分類し, 8つの現象的適応像を把握した。型と頻数次の如し。第I型 (I-1-i・ii) 37 名, 第II型 (I-2-i・ii) 213名, 第III型 (I-1・2 -iii) 129名, 第IV型 (I-3-ii・iii) 32名, 第丁型 (II-4・5-i・ii) 339名, 第VI型 (II-6・7) 87名, 第VII型 (II-7) 19名, 第VIII型 (II-4・5-iii) 47名
28つの現象的適応像について本人の年令, 性別, I. Q, 学業成績, 普通学級における特別指導の有無・内容・方法, 職種・仕事の程度, 通勤・住込の別 (第III群), 家業, 生活程度, 家族数, 保護者の学歴との関係をみたが, いずれも両属性が独立であるとの帰無仮説を棄却しない。
3この現象的適応像は不変のものでなく, 在学中のそれに比べてよくなつている者279名, 不適応が除かれた程度の者317名, 大して変化の認められないもの211 名, 悪くなつた者45名, 不明51名となつている。
4移行因子の分析をするために2で用いたと同じ因子について移行の仕方との関係をみたが, 就職・家事手伝と移行の仕方の間を除き, いずれも両属性が独立であるとの帰無仮説を棄却しない。
5この変化を来したのは年令的成長, 学校卒業後の環境変化, 特に仕事というものを中核とした綜合事態の中にあるのだと考えて事例的検討を加えて集計した結果仕事乃至は生活に対する理解・熱意・意欲の発生・自覚といつた事が適応像移行の決定因子である事が推定された。かくてその程度により内的適応型216名, 内的未適応型538名, 内的不適応型149名を把握した。先の8つの現象的適応像とこれを組合わせて考えたものを適応像とする。
6生活意欲の発生を促す因子を調べるために2で用いたと同じ因子について関係を調べたが, いずれも両属性が独立であるとの帰無仮説を棄却しない。しかし, 内的適応の仕方と現象的安定の程度及び周囲の本人に対する理解の仕方の程度との間では両属性が独立であるとの帰無仮説を棄却する。

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