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This study is aimed to focus on the efficacy of preschool teachers as a resilience factor under disaster conditions after the Great East Japan Earthquake and the Fukushima Daiichi nuclear disaster. A self-administered questionnaire was implemented, targeting preschool teachers in 20 private preschools in City A in Fukushima Prefecture a year after the disaster. Seventy six teachers responded of which, 73 were effective for the analysis. The survey content included preschool teachers' efficacy, childcare burden in earthquake and radiation disasters, and mental health. As a result, it was suggested that managers felt the burden of perceived differences with colleagues over radiation problems more strongly than the group with shorter childcare experience. In a Multiple Group Structural Equation Modeling, it was suggested that regardless of childcare experience, preschool teachers' efficacy is an inhibitory factor of depression either directly or through the suppression of the burden of childcare in the disasters. On the basis of the results, I consider the usefulness of peer support networks that go beyond preschools supporting managers and development of training programs, including disaster childcare. [ABSTRACT FROM AUTHOR]

Female university students (N=299) completed a questionnaire, and factor analysis of the data extracted five factors which were used to develop a scale with five sub-scales to assess mother-daughter relationships (the “Mother-Daughter Relationship Scale”). These subscales were used to classify participants into four types: (1) Rebellious (unhealthy separation), (2) Connected (healthy connection), (3) Independent (healthy separation), and (4) Subordination with conflict (unhealthy connection). The results indicated that both “connected” and “independent” types had features of high identity achievement, low “Pressure from mother” and low “Sense of inferiority toward mother.”. However, both “Rebellious” and “Subordination with conflict” types had features of low identity achievement, high “Pressure from mother” and high “Sense of inferiority toward mother.”. These findings suggest that “separation” or “connection” are not critical issues but that mother-daughter relations characterized by low “Pressure from mother” and low “Sense of inferiority toward mother.” are important for daughters’ identity achievement. [ABSTRACT FROM AUTHOR]

This study concerned the relations between cognitive emotional labor strategies and the psychological health of nursery teachers, and examined how their job involvement moderates those relations. Questionnaires were completed by 1,798 nursery teachers. Hierarchical multiple regression analysis showed that compared to other strategies, “rumination,” “catastrophizing,” and “attribution to school” had relatively strong positive relations with “emotional exhaustion” and “intention to leave.” On the other hand, “positive reappraisal” was the only strategy that had negative relations with both variables, although the effect sizes were small. In addition, interaction effects between “rumination,” “catastrophizing,” and “job involvement” were confirmed. Simple slope analysis showed that “job involvement” had a buffering effect on “rumination” and “catastrophizing” on “intention to leave.” This buffering effect was inconsistent with previous theories and findings. The significance of these research findings and the limits of this study were discussed. [ABSTRACT FROM AUTHOR]