Comprehensive base education and partial optional education in the science of preventive education

After Yamasaki and Uchida (2010) that underscored the importance of the science of preventive education for children's health and adjustment in schools, this paper introduced comprehensive base and partial optional education that are developed in the science of preventive education. The education is named "TOP SELF" (Trial Of Prevention School Education for Life and Friendship). First, the structure of hierarchical purposes in each education was explained. In the comprehensive base education, developments of autonomy and interpersonal relatedness are established as primary purposes, and developments of selfconfidence, understanding and regulating emotions, prosociality, and social skills as constituent purposes. Under each constituent purpose, intermediate, subordinate, and operational purposes are developed in this order, and thereafter concrete methods are developed under each operational purpose. Meanwhile, the partial optional education has four taxonomic program groups such as School Adjustment, Mental Health, Physical Health, and Risk Behaviors. Each group has three or four prevention programs : Prevention programs for bullying, violence, and delinquency are included in School Adjustment ; revention programs for stress, anxiety, and depression in Mental Health ; prevention programs for drug abuse, sex-related misbehaviors, and smoking and drinking in Risk Behaviors ; and prevention programs for development and improvement of total lifestyles and dietary, exercise, and sleep lifestyles in order to prevent lifestyle diseases are included in Physical Health. Next, it was elucidated how to apply scientific theories and how to develop methods in TOP SELF. Specifically, common characteristics of the methods in TOP SELF were explained in detail, nderscoring development of materials and activities that are both attractive for children and easy for teachers to conduct and prepare for. Finally, basic implementation patterns of base and optional education in grade and junior high schools were suggested. Future topics that this paper did not cover are discussed.