This study attempted to develop and examine the “connecting model” to specialized medical services for students with mental health issues. In Research I, an analysis of successful cases with connection to specialized medical services identified “physical and psychological symptoms” and “class participation” as important factors. In Research II, the reliability of the two-factor model was examined. The mean correct answer rate was 84.4％ and yielded evidence for reliability of this model. Subsequently, the “connecting model” to specialized medical services was recommended for providing support for students with mental health issues.

This study sought to identify the factors which influence school administrators’ level of satisfaction with special support education itinerant consultants. We conducted a survey to elementary and junior high school administrators and special education coordinators（n=857）in 2013. We found that the itinerant consultants’ “interpersonal influence” was the most influential factor on administrators’ satisfaction. It was also found that “interpersonal influence” was enhanced when an itinerant consultant had “positive regard” and “expert knowledge.”

This report concerns a case of learning support involving cognitive counseling for a female student in her second year of junior high school. Before intervention, she had difficulty expressing an examination problem as a literal expression, and she felt that she had little ability in any part of the entire field of mathematics. In response, the authors implemented repetitive learning using reactivation theory and provided support so that she could experience solving math problems successfully. We also tried to improve her self-perception about the limits of her knowledge. As a result, her understanding of literal expressions was improved. We also saw from her responses that her self-efficacy was greater, and her poor self-image regarding her abilities was improved.

In this study, to promote primary psycho-educational services from the school psychology perspective, we conducted and examined the effects of a short-term intervention program to help children recognize and utilize their character strengths. It was found that by recognizing and utilizing their character strengths, many children experienced fulfillment and satisfaction, and their well-being was also improved. Additionally, this program could help children become aware of their character strengths and prepare them to use those strengths in various life scenarios. The present study also explored the possibility of practicing recognition and utilization of character strengths in relation to moral education and special activities conducted in the existing Japanese school education curriculum.