This practical study examined the process of participating members and a facilitator co-creating a space for a dialogue-based group approach, aiming to compile recommendations for a desirable group approach. I found the members and the facilitator gradually became a dialectical unity through the group approach. During the process, the groups’ development and that of individuals trying to contribute to the group were recognized. The effectiveness of the dialogue-based group approach was evident from this and other findings.

This study created a process sheet based on the process model of study counseling which was created by organizing psychological factors related to study counseling reflecting on cognitive, emotional, and behavioral aspects of attitudes for middle and high school students. And the study, pointing out the importance of study counseling by professional helpers (psychologists) in school, considered the evaluation of the sheet by professional helpers. As a result, the validity and transferability of the process sheet and the possibility of using attitudes for learning in counseling were confirmed. Furthermore, taking in the opinions of professional helpers, a check sheet was created to assess students’ learning attitudes, learning strategies, and cognitive characteristics.

This study examined the effectiveness of support meetings with the participation of the students themselves, who tend to be absent from school, in improving their maladjustment by respecting their own independence. Of the eight students who participated in the meetings, six showed improvement in school attendance rate, rate of time spent in school, and time spent in the infirmary. These results suggested that the support meeting with the participation of the students themselves can help students who have difficulties in adjusting to school.

The present study examined the effects of the Social and Emotional Learning of Eight Abilities for Career Development (SEL-8Career) program on the school adjustment of first-year high school (HS) students. The program was administered to 217 first-year public HS students at the initiative of a coordinating teacher by incorporating the program into the school curriculum. The results indicated meaningful improvements in several social competencies and normative behavior subscale scores and adaptation to learning in the intervention group. Moreover, the absence rate and the number of students quitting school or transferring to another school were lower in the intervention group than the control group (N =150). Teachers who implemented the program reported that students’ social competence and attitudes toward learning improved with the SEL-8Career program. These results were discussed from the perspective of future confirmation and educational practice with the program.

This study examined the relationship between various variables, including anticipation of benefits and costs, and intentions to seek help from friends and others in general among junior high and high school students. The responses of 439 participants (220 junior high school students and 219 high school students) who took part in an online survey were used for the analysis. As a result of the simultaneous multi-population analysis, an equality-constrained model was adopted, which assumed that the association of each variable with the intention to seek help was the same between junior high school students and high school students. Results indicated that subjective needs and the anticipated benefits of seeking help were positively related to help-seeking intentions. The associations of the variables with the intention to seek help were generally similar between the intention to seek help from junior and senior high school students or friends and the intention to seek help from other people in general.

The purpose of the present study was to examine the relationship between emotion regulation, help-seeking skills and help-seeking styles. A questionnaire was completed by 338 junior high school students and 219 university students. Hierarchical multiple regression analysis using junior high school students’ date showed that (a) emotion regulation was negatively related to excessive help-seeking and positively related to self-directed help-seeking, (b) help-seeking skills were positively related both to excessive help-seeking and self-directed help-seeking and were negatively related to avoidance help-seeking. Results of university students showed that (c) emotion regulation was negatively related to excessive help-seeking and positively related to avoidance help-seeking, (d) help-seeking skills were positively related both to excessive help-seeking and self-directed help-seeking and were negatively related to avoidance help-seeking, (e) interaction effects between help-seeking skills and self-directed help-seeking. Simple slope analysis showed that there was a significantly simple slope between emotion regulation and self-directed help-seeking when help-seeking skills were low level.

This study aimed to develop a behavioral support scale for elementary school teachers and examine its reliability and validity. The exploratory factor analysis resulted in the extraction of 13 items from one factor. Additionally, adequate internal consistency was maintained throughout. Correlation analysis demonstrated both convergent and discriminant validity for each scale. Thereafter, the limitations of scale creation and potential for future use are discussed.

The author explored the possibilities and challenges of team support systems in Japanese schools by analyzing practices in U.S. schools. The records of the school-based team support systems of five public schools in California, visited in November 2022, were analyzed. Key findings of the analysis included: (a) administrators in the visited schools actively participated in regular coordination committee meetings, which promoted effective management and collaboration; and (b) a variety of professional support staff, including school psychologists (SP), school counselors (SC), Teacher on Special Assignment (TOSA) and school social workers (SSW), worked closely together to provide comprehensive support for students. Four points for enhancing team support in Japanese schools were suggested: (a) principals and administrators clearly present administrative goals based on the school needs to school staff; (b) principals and administrators proactively participate in team support meetings or in committees related to psychoeducational services; (c) specialists, such as SC and SSW, initiate and facilitate collaboration between teachers and administrators, as well as actively participate in the discussion of support for all students in Tier 1 strategic meetings; and (d) teachers, SC, and SSW collaborate to establish and implement a school-based team support system (e.g., Positive Behavioral Interventions and Support: PBIS).