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The purpose of this study was to verify the reliability and validity of a screening test for developmental disorders in students at a health and welfare university. A total of 632 students completed a questionnaire about difficulties. We classified 38 questions for 5 factors with factor analysis. The analysed factors were as follows: attention-deficit disorder factor, learning disorder factor, pervasive developmental disorder factor, depression and anxiety factor and control difficulty factor.

The purpose of this study was to investigate the relationship between depression and resilience. Forty-four students completed a questionnaire following clinical practice. The results indicated that female students were more depressed than male students. We scaled resilience from three perspectives: self efficiency, social support, and sociality. We also assessed attitudes toward 8 situations as either positive or negative. We found that depression was significantly correlated with self efficiency and sociality. We also found that a positive attitude toward problem solving reduced depression.

Within our faculty, we are trying to establish a combined educational system catering to co-medical staff students in four departments; Occupational Therapy, Speech-Language and Hearing Therapy, Orthoptics, and Clinical Engineering Technology. The aim of this education system was to instill professionalism and effective communication abilities in the students. We used a questionnaire to investigate the knowledge and attitudes needed for medical on-the-job-training. From this questionnaire, several keywords such as professional, specialist, job, and nursing were identified as being those that most thought were needed in medical on-the-job-training. Based on this data, we introduced two types of combined practical training into the curriculum; "communication skills improvement training" and "medical team conference using an imaginary case report". In these training courses, participants sought to communicate or explain aspects of their profession to participants from other departments. Participants combined each other's information related to diseases or disorders of imaginary cases, and from this, proposed appropriate ideas for interventional methods. We believe that the two practical courses were effective in achieving our goal of improving the communication ability and professionalism among co-medical specialist candidate students.

The purpose of this study was to investigate the relationship between the self-rating depression scale and the stress coping. We did questionnaire to 31 students before and after clinical practice. The result indicated that the female students felt the more depression than the male students. We categorized the stress coping strategies into 2 types, 8 subtypes. Especially Planful Problem Solving-type strategy was used by the students much more during clinical practice than before. We also found out that the 4 subtypes, Accepting Responsibility-type, Self Controlling-type, Distancing-type and Positive Reappraisal-type, affect depression.

The purpose of this study is to investigate students' stress coping in the term of clinical practice. We ded questionnaire to 30 students after clinical practice. The result shows forty-six stress situations were observed. Most of the students felt the stress that the supervisor advied about general manners or behaviors. Such as communication with patients and clinical staffs, students personality, speaking volume. We categorized the stress coping strategies into two types. The result indicated that Emotion-focused coping strategies were taken more than twice as much as Problem-focused coping.