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University students experience many difficult problems that can lead to mental illness. However, many students can solve these problems by making efforts to confront them. Previous research has showed that social support, generalized self-efficacy, future time perspective, task motivation, and difficulty of the problem are related to solving difficult problems; moreover, some of these factors are connected to each other. In this research, the primary aim was to identify the process of making an effort to confront problems, for which I have developed a hypothetical model. Additionally, students grow up in the four years of their university life. The second aim was to identify the difference between grades in the hypothesized process model. The questionnaire was completed by 399 students (96 freshmen, 95 sophomores, 89 juniors, 69 seniors, and 50 graduates). Covariance structure analysis was performed for the entire sample. The result supported the hypothetical model of making efforts, but some new connections were found. In other words, all psychological factors were complexly connected to each other. Then, I performed covariance structure analysis for my hypothetical model for each grade and compared the models. The results of this comparison showed that the strength of correlation of all factors were different across the grades. Although the factor of future time perspective had no effect on the model for the 1st grade, the effect increased with subsequent grades. Additionally, the effect of the factor of generalized self-efficacy increased with each grade.

Preventative interventions for depression in high school students are often targeted to cognitive-behavioral factors, such as maladaptive cogitation, inadequate social skills, or rumination. Although previous research has revealed that cognitive-behavioral factors are important for reducing depression, there is little evidence regarding the factors that most effectively predict increased depression in high school students. Therefore, we sought to identify the most predictable long-term cognitive-behavioral factors in depression by comparing these three factors. We conducted a 1-year two-wave longitudinal questionnaire survey with 51 high school students. The results revealed that only rumination predicted depression after 1 year, but the predictive effect was relatively small. Moreover, maladaptive cognition and social skills, which are usually targeted by prevention intervention, did not account for increased depression. The current findings suggest that it would be valuable for future studies to further clarify which factors affect depression among high school students.

The current study sought to investigate the relationship between the focus of attention and state anxiety during a public speaking situation involving social anxiety . In a preliminary investigation, undergraduate students responded to a questionnaire based on the Two-dimensional Social Phobic Tendency and Narcissistic Personality Scale-Short version (TENS-S). A previous study using the TENS-S suggested that social anxiety could be divided into two subtypes (high anthropophobic tendency and high narcissistic personality, or high anthropophobic tendency and low narcissistic personality). The high anthropophobic tendency and high narcissistic personality group (HH group) was predicted to exhibit increased anxiety with self-focused attention and other-focused attention. The high anthropophobic tendency and low narcissistic personality group (HL group) was predicted to exhibit increased anxiety with other-focused attention. After screening, 30 undergraduate students were divided into one of three groups based on their questionnaire scores; HH group (n = 8), HL group (n = 9), and low social anxiety group (n = 12). Participants were asked to undertake a speech task to increase state anxiety. Following the speech task, participants rated the direction of changes in attention and the level of state anxiety. The results indicated that self-focused attention and other-focused attention were facilitated in public speaking situations.

The purposes of the present article are to explain an outline about cognitive behavior therapy (CBT) and "total conviction". The effectiveness of CBT has been demonstrated by studies conducted in a number of countries. As a predecessor of CBT, cognitive therapy proposed the importance of examining cognitive factors such as "automatic thought" and "schemas". CBT supposes that efficient treatment is accomplished by restructuring these constructs. However, there is confusion regarding the understanding of cognitive modification and the difficulty of accurately capturing cognitive modification in a clinical situation. Negative effects, such as worsening of the therapeutic relationship and the occurrence of anxiety and depression, have been reported in some cases where a cognitive approach was used with a patient. The current study suggests that some therapists use a perspective of "total conviction" to solve these problems. A previous study revealed that "total conviction" is a cognitive factor that can enable this behavior. However, previous studies of "total conviction" involve several limitations. Finally, we discuss the potential future directions of research on "total conviction". We suggest that further study of "total conviction" may enable replication of the treatment process of CBT.

Background: No significant effect of psychological treatment has been reported from meta-analysis of subthreshold depression patients and control subjects at 1-year follow-up. However, behavioral activation is a simpler and more cost-effective treatment than cognitive behavioral therapy. The primary purpose of this study was to assess by comparison to an assessment-only control group whether the effects of behavioral activation program for depressive symptoms can persist up to 1-year follow-up without the use of antidepressants or other psychotherapy. Patients and methods: Late adolescent students were the population targeted in this study. Participants were allocated randomly to an intervention group (n=62) or a control group (n=56). Treatment consisted of five-weekly 60-minute sessions. Participants underwent a structured interview and completed self-report scales at 1 year post-assessment. Results: Late adolescent students receiving treatment had significantly lower mean Beck Depression Inventory, second edition scores at 1-year follow-up than control group students. The effect size (Hedges’ g) for between-group differences at 1-year follow-up was -0.41. Conclusion: Our behavioral activation program is simple and short. Nevertheless, the results obtained at 1-year follow-up of the control group and late adolescent students receiving treatment indicated a significant difference in their Beck Depression Inventory, second edition scores. Our 5-week behavioral activation program based on behavioral characteristics for subthreshold depression might be promising for subthreshold depression. The sample examined for this study imposed some study limitations.

講演1 非行あるいは不良行為の理解と支援―彼らからは周りがどう見えているだろうか― 杉山雅彦…83 講演2 自分を傷つけずにはいられない―自傷行為の理解と援助― 松本俊彦…90 講演3 ①広島県における新しいタイプの定時制・通信高校の紹介 開英治・井林秀樹…95 ②定時制・通信制高校で行う心のスキル向上のためのプログラム(MIRaESプログラム) 神原広平・吉良悠吾…99

To examine the influence of intention in conflict on the interventions and apologies of children in virtual conflict situations, we conducted experiments with 3- and 5-year-old girls and boys. Our findings suggest that the conflict's intention reflected the interventions, apologies and reasons. An age difference was observed. Five-year-old children gave more effective answers to resolve conflict situations, using both interventions and apologies more than the 3 year-old children. When asked about such interventions and apologies, many 5-year-old children suggested reasons that were focused on the victim's feelings and accepted responsibility for the conflict or expressed a sense of guilt. In contrast, many 3-year-olds decided their behaviors based on roles or evaluations of others. Furthermore, gender differences were observed Most of the girls selected an impartial intervention between victim and attacker; in contrast, many of the boys selected an intervention that supported only the victim. As an attacker, most girls answered apologetically. When questioned about such interventions and apologies, many girls made judgements of right and wrong themselves and accepted responsibility for the conflict or expressed a sense of guilt. In contrast, many of the boys decided their behaviors from the evaluations of others.

A music tempo that does not correspond with a walking tempo results in an experience of difficulty in walking and generates unpleasant internal feelings. It has been posited that walking tempo is an internal tempo and that music tempo is an external one. We evaluated how participants felt when their internal tempo did not correspond with their external tempo. We also studied their internal tempo's influence on their walking. Twenty undergraduate students participated in the experiment. They walked on a treadmill and adjusted the speed so as to walk at the most comfortable speed. Participants' pleasure, relaxation, and anxiety while walking with or without sounds of metronome, the tempo of which was 50, 90, 140, or 180 beats per minute, were evaluated by MCL-S.2 scale. Results showed that participants felt more pleasant and relaxed when their internal and external tempos were in agreement. Conversely, participants felt more anxious when the tempos did not correspond. Walk tempo did not significantly vary with the external metronome tempo. Some factors which obscure the effects of external tempo are discussed.

This study clarifies the relationship between sweet liking and personality, with a focus on snacking. In this study, sweet liking was defined as the degree of liking sweets, because we believe that sweets are often consumed as snacks between meals. Additionally, we investigated the times and situations in which sweet liking people want sweets, and the possibility of subjectively predicting a sweet-liking score using a visual analog scale (VAS) .We discuss the difference of the Big Five personality scores between the high and low sweet-liking groups. The results show that the high sweet-liking group demonstrates a marginally significant difference in consciousness score: it is lower than that of the low sweet-liking group. So, our data suggest that high sweeters are looser than non sweeters. Moreover, while men want sweets at various times and situations, women want sweets when they feel lonely or want to cheer themselves up. There is a significant correlation between the sweet-liking VAS and sweet-liking scores.