Children’s Safety

EvidenceCollaborative Activity Support for Safe School

and Community Based on Evidence

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evisapo.com

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“Evisapo” clearly introduces programs based on evidence.We support the development ofa safe living environment for the community and schools

“Evisapo”, the creation of safe living environment based on evidence, is the web site that is operated by the project “Collaborative Activity Support for Safe School and Community Based on International Standards” that is adopted into “Implementation-Support Program (R&D results integrated Type)” by Japan Science and Technology Agency (JST), Research Institute of Science and Technology for Society (RISTEX).

The programs on this website are customized for “Collaborative Activity Support for Safe School and Community Based on International Standards” by aggregating several research results from the R&D Focus Area: “Protecting Children from Crime” by RISTEX.

The Introduction Examples section shows clear and useful explanations of how each program implemented since 2013 at various locations.The programs and case studies are meant to be used for schools and communities that aim to be certificated as Safe Communities or International

Safe Schools as well as for all concerned parties who work on developing a safe environment for schools and communities.

Safe Community Design Safe School Design

Children’ s Mobile Phoneand Internet Use

Training NewLeaders(Training Program) 担い手の育成

Children’ sMental Health

Safety LearningProgram Basedon InjurySurveillance

Safety ActionImage Training

QuestionnaireSurvey

Hints and Guide forPlanned CrimePrevention-OrientedCommunity

Making CommunitySafety CheckingMap

Community SafetyChecking Map

A Support Tool forFieldwork Record-taking: “Kiki-gaki Map”

“Smartphone UsageReconfirmation Kit”

Workshop for Countermeasuresof Children’ s Mobile Phoneand Internet Using Problem

Social and EmotionalLearning of 8 Abilities atSchool (SEL-8S) Program

SEL-Short: Bullying andSuicide Prevention Program

School Safety UtilizinData (movie) /Injury Surveillance Software

Content for All Gradeof Students /Content for ElementarySchool Students /Content for Junior Highand High School Students

Learning Risksinside School

Learning Risksin Sports

●Content for Junior　High and High School　Students

Learning Risksat Schoolyard

Learning BicycleSafety

● Content for　Elementary School　Students

Plenty of Introduction Examples ofPrograms on the website

Searchevisapo evisapo.com

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e-Learning System for the Safety of Children against Crimes

“Safe Kids Japan”: Activity Expansion

Proposal of “Safety Promotion School”

p. 6Questionnaire Survey

p. 4Safety Action Image Training

p.16Safety Learning Program Based on Injury Surveillance

Community Safe Checking Map p. 8

p.10A Support Tool for Fieldwork Record-taking: “Kiki-gaki Map”

p.14SEL-Short: Bullying and Suicide Prevention Program

p.12Children’s Mobile Phone and Internet Use

Contacts regarding Programs

Program Support Group

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Safety Action Image Training

Characteristics

Introduction of Content“Safety Action Image Training” is an innovative tool (a set of

illustrations) that enables you to pleasantly and independently learn the prevention of accidents and crime that children and infants are often involved as well as damages and how to defend yourself when an earthquake happens. As there are no letters, it is easy to use for kids.

There are three kinds of illustrations they are, Accident Version, Accident Crime Prevention Version and Big Earthquake Version. Each illustration has versions of Before (before an accident, incident or big earthquake happens) and After (after they happened). After showing the Before version, we encourage you to think freely about what would happen next. Then, a discussion starts about good and bad actions. The key point of learning with the tool is to make them think about various possibilities while they are seeing illustration of Before. Next step is to show the After version. The After version shows the cases that potentially cause the most serious accidents, injuries or incidents. As they are only examples, however, it is not wrong even if the answer is not drawn on the After version. While learning about the examples shown on After illustration, participants discuss each answer’s background (why do they think like that). This is used to deepen the learning. The best point of the tool is that it naturally makes participants think actively, and avoids making a simplistic success or failure judgment.

[ Accident Version: 4 scenes ] Indoor at a children’s center or school• Park (accidents mainly caused by playground equipments)• Street(mainly bicycle accidents)• At home (infant accidents)• Preventable cases are picked to draw illustration from accident

examples that cause serious injury easily.

[ Accident Crime Prevention Version: 2 scenes ]• City park (parks including water places, steps or trees)• Street (mainly crime cases)• “City park” includes illustration that is to think about manners of park

use.

[ Big Earthquake Version: 3 scenes ]• At home (a living and dining room in an apartment)• Shopping mall (including elevator and escalator)• Street (including housing complex, detached house, block wall and road)• Suppose a big earthquake of seismic intensity more than 6 in every

case. Imagine both “what would happen (damages and affects)” and “what would you do (action)”.

Group free discussion on dangerous and safe actions

With no letters, it suits children and foreigners who cannot read Japanese

What would I do? How about friends? To promote risk communication by developing images

Accident Version(Before) Accident Version(After)

Accident Version

Accident Crime Prevention Version

Big Earthquake Version Prevention Version

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Development History

Introduction Examples

Safety Action Image Training is invented as a developed version of the Risk Prediction Training that is implemented at a children’s center in Atsugi-City. It’s been a while since the Risk Prediction Training was made, therefore it does not fully cover current accidents and crime prevention. Also, the drawings were not familiar for children today. That is why it was replaced with cases that happen often to kids today. This is how the new versions such as the Accident Version were made.

New innovative ideas below were added, because we value the opportunity for children to think spontaneously about rules and we want them to enjoy learning by adding game characteristics.

• To add “Good Action” (To avoid seeking dangers only)• To add “After” (To play quiz format as well)Then, “City Park” in the Accident Crime Prevention Version was

made. It reflects opinions from childcare workers at children’s centers or nursery schools in Minato Ward Tokyo, who go to city parks with children most days.

The Big Earthquake Version includes disaster cases in past and is made from the point of view of the experts in disaster prevention.

Clearly drawing illustrations of before and after a big earthquake (an earthquake of seismic intensity more than 6), it urges you to think spontaneously about how dangerous or safe hardware infrastructure is and how to defend yourself.

There is no difference between adults or children’s actions in the Big Earthquake Version.

The Big Earthquake Version can be adopted to any situation, such as disaster prevention training that is apt to become a tedious routine.

Children Centers in Atsugi CityThey have replaced the old Risk Prediction

Training with our educational materials and practiced with children before events. Also, they use the educational materials of infant accident after “Sun Time”, that is playtime for infants. The training on how to use educational materials was done for childcare workers at the center.

Takanawa Children Center, Tkanawa Nursery School

Because they frequently use the city park in front of the children’s center or nursery school, they ran a workshop to help children learn both accident and crime prevention with the City Park Version.

Kawadu Town Minami Elementary School

This elementary school has been selected as a disaster prevention school and used the Disaster Prevention Version as a learning material for second-year students.

“South Korea, Gyeonggi Province Educational Committee”

Gyeonggi Province Educational Committee sends out materials on safety to all schools under its jurisdiction (about 4,400 schools from nursery to high school) every month.

On November and December 2015, the Accident Version (park and street) from Safety Action Image Training was introduced as a material and distributed.

In addition, Safety Action Image Training has been used at community events for disaster prevention or safety learning.

Training in the use of educational materials, the Accident Version in Atsugi City (pair work)

The Big Earthquake Version; As a homeroom activity of the second-year students at Kawadu Minami Elementary School

Training in the use of educational materials, the Accident Version at Meeting of the Japanese Society of Child Health (group work)

The Accident Crime Prevention Version; Workshop for senior grade children at Takanawa Nursery School

The material that was introduced and distributed by South Korea, Gyeonggi Province Educational Committee

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Although an approach for security and safety has no doubt in necessary, this is also why it is apt to be left unfinished. It is very important to objectively understand the current situation and needs of each approach, to reconsider the goal and to improve the performance. In order to accomplish the improvement, it requires the questionnaire targeting the core of the attempt such as local residents and children.

Generally speaking, the questionnaire is designed to be easy to complete. However, when each survey respondent reads the questions with their own interpretation even if the questions are simple, or when they may not find the right choice to describe their answer, the results are not valid. The survey, in fact, requires a careful preparation, and an investigator requires a suitable skill and experience.

A key element of the questionnaire design is that it includes setting an evaluation index that is “what and how to ask”. An awareness survey on security and safety requires not only specific items in each fields such as crime prevention, disaster prevention or daily life accidents, but also a comprehensive evaluation such as feelings of attachment or community. A survey in a school needs to understand children’s stage of development as well as self assessment.

Studying survey design through various surveys, we summarized the results as the standard questionnaire and decided to publish it so anyone can use it. In addition, in order to respond to feedback received on the site that it is difficult to summarize the results after the survey is done, we created the online tool that supports data input, tabulation and chart making (simple sum up and cross tabulation).

A standard questionnaire can be customized depending on the situation at each site. Taking it into consideration that an online questionnaire survey is going to be main stream, we have

created a web questionnaire preparation tool that is able to be used with a paper questionnaire.

Questionnaire Survey (Local Residents Version, School Version)

Characteristics

Introduction of Content

Implementation support for questionnaire that is useful to value the efforts on security and safety as well as to set a goal.

“Local Residents Versions” is for residents and “School Version” is for children (elementary school and junior high school students)

Customizable standard questionnaire and the tool for tabulation and creating chart supports survey designing and aggregation

Image screen of the chart made by online tool (the design can be changed) Questionnaire sample for Local Resident Versioon

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Development History

Introduction ExamplesA paper questionnaire is the base to make the online tool.The paper questionnaire is particular about the design that makes easy

to choose answers.

[ Local Residents Version ]• Kanagawa Prefecture Atsugi City Mutsuaiminami District• Kyoto Prefecture Kameoka City Shino District / Umaji District

Main Points• There are two types of evaluation of an attempt they are, individual

evaluation of each approach (relevance, adequacy, necessity, intention to participate), and the effect and impact of the whole approach (including negative effect).

• Pictures and comments of content are attached to the individual evaluation of each attempt (can be advertising for the efforts)

• Items like regional comprehensive evaluation, that can be the overall goal of the approach have been added.

• By omitting ambiguous adverbs like, “kind of” or “much” from the point scale answers section and replacing them with clearer responses, such as “I agree - I disagree”, we are trying to have visually clear expressions.

[ School Version ]• Kanagawa Prefecture Atsugi City Mutsuaihigashi Junior High School• Saitame Prefecture Chichibu City Hananoki Elementary School• Saitame Prefecture Chichibu City Minami Elementary School

Main Points• To make three kinds of questionnaires, one for the first-year to the

third-year students, another one for the fourth-year to the sixth-year students and the last one for junior high school students.

• The aim for the questionnaire is that children can learn properly and enjoy doing it.

- To decrease as many letters as possible (as well as the Local Residents Version, deleting adverbs in the answer section)

- To use not only scales but also illustrations that express the meaning of the answer by face expressions or gestures in the answer section.

- To get rid of an attendance number column (Consider bias for answers due to personally identifiable information)

• To add questions for self assessment on social skills and emotions like self-affirmation and responsible action, because it is considered that Children’s spontaneous safety activity can affect growth of mind.

• To add items regarding information technology education and risk management such as the Internet which has recently gathered attentions.

Evaluation of an approach should be done by not only real numbers o f a t tempt and par t i c ipan t , bu t a l so changes o f participants’ awareness and action. However, the questionnaire to understand the changes is not easy. It requires professional knowledge in designing and analyzing.

For a long time we have been conducting an awareness survey, targeting local residents. Based on the experience we have been able to make improvements to the design of our security and

safety survey. Based on the knowledge, we invented a support tool for survey design as well as tabulation and chart making after the survey for use by municipalities or schools can use it. Aiming to provide a simple tool which can be used easily by people who do not have professional knowledge of it, we also prepared the material showing key points regarding questionnaire design and aggregation.

Questionnaire sample of School Version ~for junior high school students~ (innovations in illustration and scale)

Questionnaire sample of School Version ~for senior students of elementary school~ (innovations in illustration and scale)

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Community Safety Checking Map

Characteristics

Introduction of Content

Use of Inspection Tool Version (paper map)

The Community Safety Checking Map shows dangerous and attractive areas in the town you are living. All of the information was found by local residents when they were walking around the town and was summarized as a map. Making a map gives you the chance to rediscover the town that you live in. The aim of making a map is to encourage the residents to take action to make the town better. The tool is available for general use such as making a safety map through walking around the town. In addition, it can be easily used for map inspection.

The tool, has plenty of illustrations, and is designed so that people can work on making a map with familiarity.

The colorful seals and cards can entertain participants and are also suitable for children and foreigners who cannot read.

[ Guide of Workshop ]It contains the time schedule of the day, how to proceed, what to prepare,

division of roles, and notes for group activity.

[ Discovery/Good • Bad sealsThe illustration seals to put on the map are meant to show points found

through walking. While walking through the town, you can put seals on whatever you notice without taking notes. Seals also show checkpoints at a glance. Discovery seals can be used for environment beautification, traffic safety, things related to crime, visibilities or disaster prevention. Depending on the theme of walking, they are available for a combined use as well.

[ Idea-card and Sheet Utilizing Map ]The sheets and cards are for discussion about what to do next by

making use of a summarized map.The cards are illustrations showing various attempts that were found

suitable for the region to implement through the map making. The illustrations can be used as examples of improvement and make it easy for adults and children to consider ideas for improvement. The sheet to put the chosen cards on has sections to write down specific ideas and to vote seals for further consideration. The seal vote creates a chance to reconsider the safety of the town for not only participants who joined map making, but also residents through the vote.

[ Title Sheet & Opinion Sheet ]To make titles and write down thoughts are the key points of group work

like map making, however they are apt to be left undone.We made the sheet to write titles and thoughts with pleasant design, so

you can enjoy filling in the sheet.

To invent seals and tools that easily check out dangerous or attractive area in the town.

By using the tool, information about the town, such as dangerous areas can be organized quickly by walking through the town

Even people who don't participate in making the map can easily identify the attractive and dangerous areas in the town at first sight.

1.Guide of Workshop

4.Title Sheet & Opinion Sheet

3. Idea-card and Sheet Utilizing Map

2.Discovery/Good•Bad seals

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Development History

Introduction Examples(1) Example of town inspection and map making by kids, PTA, teachers and local adults.

In Chichibu City, the town inspection was conducted targeting the area under the Chichibu Dai 2 junior high school’s district that includes two elementary schools’ districts. Students and PTA from elementary schools, officers and senior residents got together to do the town inspection from various points of the view.

When adults and children work together on making the map with limited time, adults tend to take the lead in most of the process. However, each necessary process to make the map can be done with the tool, so it enables people to divide roles smoothly.

When considering ideas, all members joined the discussion scattering cards around.[ Major thoughts ]• If we had the map enlarging streets we walk, it would make it easier to put seals on clearly.• It was really good making the map, and I want to take the advantage of the experience from now

on.

(2) Example of use at an advance meeting by organizersAt the advance meeting of the case (1), in order to examine the walking route for the day among

the main members of the community like council officers, teachers and PTA members, they use the Discovery seals on the map to check dangerous and attractive spots. The use of Discovery seals brought good results. For example, each discovery stands out clearly at first sight, the regional characteristics are recognized quickly and the decision of the route for the day was smoothly made.

(3) Example of reviewing the activity of walking through the town for the better use of the map making.

Sakonyama housing complex in Yokohama City Asahi Ward runs UR Sakonyama Living Workshop to implement projects such as “Designing the Community Safety Checking Map Project”. Members from Father Group “Oyaji-no-kai” take the leadership to run the project and walk through the town for map making with the motto of pleasant walking.

They take part in the project with the concept of walking together around our own town with fun, because the safety for the town sounds too formal.

If they finish the activity only with walking, there are no records left and the activity ends with only their own satisfaction. By reviewing the walk with a map, seals and tools, they can do the map making with ease. Also, putting on seals that show various points of the view made them realize new attractive parts of the town. They also had opinions about dangerous areas.

Members from Fathers group “Oyaji-no-kai”, grown up in Sakonyama and usually too busy with work to walk around the town, had no end of topics to talk about places and scenery where they used to play when they were kids.

The result shows the possibility that the map making can apply for the investigation of children’s play and places by adding seals regarding disaster prevention and playgrounds.

Next approach is to keep reviewing activities of walking through the town so that we can make a basic material to learn how we should summarize a map and how we should use the map in the community.

It is a hard work for the PTA and residents’ associations where members change annually to plan and prepare the neighborhood inspection from nothing every time they need the inspection. As a result, we often see the same examples that they spent a day to make the map and could not find the time to discuss the problems they found through the map making.

Also, the map they made is rich in originality for people who took part in the making process, but it is hard to read for people who do not join

the map making. It ends up an unfortunate waste.In order to use the map that participants put an effort to make for

improvement of the town, we prepare template, seal, sheet and card so that we can save as much labor as possible.

▲Exchanging ideas using the tool (Chichibu City)

▲ Example of a completed map (Chichibu City)

▲Reviewing after the walking (Sakonyama)

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A Support Tool for Fieldwork Record-taking: “Kiki-gaki Map”

Characteristics

Introduction of Content

With GPS and IC recorder, a scientific safety checking map can be made easily!

“Community Walking Set” will be released. The maintenance fee is almost nothing!

Used for a model work by The Ministry of education, culture, sports, science and technology in Japan (MEXT) andfor a training session by Japan National Crime Prevention Association. Developing towards nationwide!

The “Kiki-gaki Map” is map making software for computers that is easy to use. We developed it in order to support an approach of safety inspections within local community. The “Kiki-gaki Map” enables us to make a safety inspection map of the local community surprisingly easily and in a scientific way.

Automatically recording the route you walk and the photographing spots of pictures

The "Kiki-gaki Map" needs to be used with “3 small tools”, which are (1) GPS receiver, (2) IC recorder and (3) digital camera. When you bring the three items to the safety checking walking, the route you walk will be recorded automatically by the GPS receiver. The photographing spots of pictures will also be automatically recognized by data of GPS.

Pick a picture and the recorded sound will skip to the moment!

IC recorder records things you notice while walking instead of taking notes on paper. When you return from the walking, data will be imported into the “Kiki-gaki Map”. When displaying a picture you took, the recorded sound will also automatically skip to the photographed time of the picture. This is how the main points of the recording are effectively “listened and written (Kiki-gaki)” on the note.

Printing out data, and the rest will be done by hand to complete the safety inspection map

"Kiki-gaki Map, Version 3”, soon to be completed, will be easy in operation to print out the map that shows the route of the walking and photographing spots of pictures as well as the card-type lists of notes that are written from pictures and recordings. With the maps and the lists, the safety checking map will be completed by hand through the discussion among the entire staff, this is almost the same way as the previous map making method.

We are proud of our science technology that a scientific society approved

Another characteristic of the “Kiki-gaki Map” is to be able to accumulate information of the safety checking map as a scientific and objective data. At a research presentation of the “Kiki-gaki Map” it was awarded “Poster Session Award” by “GIS Association of Japan”.

A “Community Walking Set”, containing all the necessary items, is in preparation.

We are proceeding the preparation to release a “Community Walking Set” that contains all the items for the “Kiki-gaki Map”. This enables everyone to use the “Kiki-gaki Map” right after picking an item up from the bag. Only the electricity fee to charge “3 small tools” is the cost for maintenance.

The process of making the safety checking walking map by the “Kiki-gaki Map”

Awarded “Poster Session Award” by GIS Association of Japan

“Kiki-gaki Map, Community Walking Set” and “Implementation Manual”

GPS receiver

IC recorder

Connecting device

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Development History

Introduction ExamplesThe “Kiki-gaki Map” can save labor in safety checking map making,

which enables people to work without unreasonable force. For example, a survey was conducted at a school teacher training organized by the Office of Education from the A prefecture in the Metropolitan area. More than 70 percent of answers were “I agree” to the question of “it saves more time than the old map making method”. Also, the questions of “it is useful for the prevention of children’s accident and damage” and “it is useful for the safety inspection of school route” resulted in over 90 percent of answers of, “I agree” and “I slightly agree”.

Adopted for a model project by MEXT and practiced at a class for fourth-year elementary school students.

Since 2015, the safety checking map making for school routes has been carried out using the “Kiki-gaki Map” as the one of model projects of “Comprehensive Support Project for Practical Safety Education, Focusing on Disaster Prevention Education” by MEXT. At the elementary school chosen as a model school, the safety inspection activity with the “Kiki-gaki Map” was carried out in the social studies class for the fourth-year students. About 80 students took part in activities such as the field work using the “3 small tools”, importing data into a computer, and printing out the map to make the safety checking map.

Adopted for a training session by Japan National Crime Prevention Association

Japan National Crime Prevention Association started the safety checking map making training with the “Kiki-gaki Map” in 2015 as a part of “Project for the Training of Next-generation Volunteer Crime Prevention Leaders”. During the first year they had the first training meeting in January and the second one in December. About 70 people from 25 Prefectures participated in total. The one day training covered installing the “Kiki-gaki Map” into a laptop computer per a Prefecture, walking the town, completing the map, and announcing the result.

Started applying for other field, and marketing to nationwide

In an attempt to use the map making in a field other than crime prevention, a partnership with Satellite Positioning Research and Application Center and Kanazawa Institute of Technology was made. We started the attempt to put the local “treasure” guide information by volunteered tour guides into data by the “Kiki-gaki Map” and then to publish it in various languages. The first walking the town for the attempt was carried out in Kanazawa City on September 2015.

Thus, the “Kiki-gaki Map” has spread through various “sites” nationwide. We will do our best to bring the “Kiki-gaki Map” out to more people who need it.

Tragic crimes targeting an innocent child, like kidnapping have never been ceased. Crime prevention becomes a big social concern. The “Kiki-gaki Map” was invented so that it can help the efforts of crime prevention for all the parties concerned. Since its first public exhibition in 2011, trial operations at various sites have been done and the results have also been reflected for improvement. Now, it is adopted for a training project of the next generation volunteer for

crime prevention and also for a model work of safety learning at an elementary school. In addition, it was awarded at a learning society as a scientific and practical method for safety checking map making. The new version, that is compatible with the latest Windows 10, is almost completed and will be released in spring 2016.

69.0%

25.4%

5.6%

１．agree

２．slightly agree

３．Neither agree nor disagree

４．slightly disagree

５．disagree

１．agree

２．slightly agree

３．Neither agree nor disagree

４．slightly disagree

５．disagree67.6%

29.6%

2.8%

It saves more time than the old map making method

It is useful for the safety inspection of school route

The response from school: Saving labor and useful

Model project by MEXT: Introduction into social studies class of the fourth-year elementary school students

Adoption for other field: Data of volunteer guide information

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Children’s Mobile Phone and Internet Use

Characteristics

Through work using your senses, visualize and rediscover how to use the smartphone for yourself and your kids

To make an opportunity to talk about the smartphone use at home

A workshop learning material, suitable to implement anywhere such as school

Introduction of ContentWith the recent trend of the increased use of information technology

and the lowering in the age of using smartphone or tablet, parents among families with elementary and junior high school students need to guide their children in the use of mobile phones and smartphones. It’s been a while since schools showed various risks and advised “have a decent talk with kid at home.” So, how and what exactly should we talk about?

It is important in supervising children’s smartphone use to define the purpose of daily use as clearly as possible and to make them try to use the phone with a proper perspective to meet the purpose.

This kit is to visualize the purpose of smartphone use that you are usually vague about. It is invented so that each user can deliberately realize the smartphone use through the discussion with others.

It is quite simple to use. “Purpose cards” show reasons to use the phone. All you need to do is put the cards on the sheet, which has three columns, “Need to use”, “Better to use”, and “No need to use”. There are no rules about how to interpret the purpose card. It is up to you. Within a couple of minutes of work you will see the characteristic of your smartphone use emerge.

The next step is to ask questions about how you classified the purpose cards. For example, How much do you need games? Or What kind of game do you want to play? Have a frank and candid discussion about whatever you concerned. If there are several kits, participants can join the discussion with their own thoughts of the smartphone use. omparing the smartphone use to each other, they can exchange opinions and

questions about the same and different points.Thus, while you are explaining your own way to use, it makes it clear

to yourself the purpose of the smartphone use. If you discover the way of use that seems to be wrong for children, you can consider specific cautions or rules. Thus, it develops further guidance.

Smartphone use varies from person to person. Many people believes that their way of using smartphones is a good way. Therefore, your way can differ from others or the way that is considered right. The kit can identify the underlying awareness and opinion and define the point to be careful for daily use, which makes it easy to do a lecture.

Discovery Kit

Each person clarify their own way to use the smartphone

“Smartphone Usage Reconfirmation Kit”

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Development HistoryThe usual guidance on “Children’s mobile and smartphone use”

focuses on the one-way supervising of the children’s use by the

guardian who understands the risk. This method can deal with troubles

and specific problems, on the other hand it has a weakness of coping

with problems such as the disordered life style and the dependance

on the media. his kit was invented as a supporting tool with the main

aim of enriching home education. It helps children to become able to

independently deal with the media depending on the growing process of

each child.

Introduction Examples1. Home guide

The kit provides the conversation between a parent and child about “the proper use of mobile and smartphones”. The parent learns the children’s way of use and the purpose, while the child learns how the parent thinks. In understanding the difference between each other, it makes them think about what is the “proper method”. Given the opportunity to consider specifically what they found out through the conversation, the home guide is naturally developed. If there is anything concerning, they set a rule which they can refer to when they check the daily use. In this way, they can build the continuous guidance.

On the other hand, having a regular conversation using the kit, you can observe the change of the purpose of the smartphone use depending on the growth of the child.

2. Classroom (Information moral)As a part of the education of information moral, it is introduced into classroom to fairly

evaluate the reason to use and recognize the difference in the use between each other.The discussion among the classmates provides new ideas that differ to the

conversation with the parent. Then, teachers advise them on both same and different points revealed thorough the discussion. Thus, they can teach about “the distorted purpose” and “ the controversial use from the educational standard” that are likely to be formed among children. A good aspect of the kit is to create an opportunity to think about what is right to each person.

This lecture method is a nice match for the active learning that is going to be introduced in future.

3. Mobile phone guide lectureThis tool does not provide an enlightening lecture that maintains the audience’s

attention through listening, but rather a workshop that the audience takes part in by exchanging their thoughts. The participants can rearrange their own thoughts. By taking the kit home, on top of that, they feel they should try it soon.

4. Community eventVisitors practice the kit, and post the results on the wall so that people can compare

with each other. There are differences of the use in ages as well as genders. The parent and guardian who join together with the child can individually analyze how children use the mobile and smartphones by checking out the sheets posted on the wall. Additionally, looking at the sheets together with the parent and child, they can swap their opinions.

The notice boards alone provide various discoveries. It is a good part of the project.

5. As a communication toolThe user’s view of life and character influence on how to use the mobile and

smartphones. You can use the kit as a communication tool to understand each other.

Scene at a teachers’ training meeting

Scene at a PTA training meeting

The result of visitors at the event

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SEL-Short: Bullying and Suicide Prevention Program

Characteristics

Introduction of ContentThis program consists of three steps.

Step 1: To control angerAnger is one of the fundamental feelings and it is completely natural to get angry.However, it could hurt you or others depending on how you express your anger, for

instance when the anger is aggressive or impulsive. It is important, therefore, to learn the proper way to release the anger. If you are able to gain control over your anger you can shorten the recovery time and minimize the damage. In this step 1, students will understand their own way of feeling anger and how to express it, meanwhile they also understand the different ways people feel anger by comparing themselves with their classmates. Then, they learn the trigger of the anger so that they can deal with it before raging aggressively or impulsively.

Step 2: To know social supportEverybody faces moments where they cannot handle a problem on their own. At that

time, a feeling of having a safety net of support from those around you (you can ask for help) prevents you from getting desperate. If you know a consultation center that provides proper support, you can ask for it when needed. At the step 2, you will check what kind of help you need when facing the problem or who would support you. You will learn that it is okay to ask others for support. In addition, you will be informed of the specific public and private support organizations around you and points when asking for help.

Step3: How to give a helping handIt is said that the closest counselor or supporter is a friend for the young from puberty

to adolescence. Learning the basic idea of how you should give a helping hand when you have a friend who has been down or getting desperate, you will realize that you can become the one to support them. In this step 3, you will think about how to speak to someone when they are in trouble, and then you will learn the difference between hearing and listening. While checking points of listening, you will listen to each others in pair work. This is how you will learn to listen. In the end, you will ensure what you are capable of and consider the way not to pretend that you know nothing.

This program is based on a scenario which all of the classmates are meant to take part in. There might be a student who is having a serious trouble in a class and adults have not recognized it yet. Attending to the program, the student at risk could get support. It is expected that the program will provide the intervention and follow-up. However, if you use this program to a student who is already having a problem and being supported by the professional, you will need to cooperate with a school nurse or a school counselor so that they can prepare a proper approach and guidance in case you notice something unusual in the student.

A workshop program for the mental health of junior high and high school students to prevent potential bullying or suicide

Visualizing your own anger and the source of support, and developing the feeling to take a good care of friends, supporters as well as yourself.

Being aware that I can become the source of support for friends!

Step1 Worksheet

Step2 Worksheet

Step3 Worksheet

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Development History

Introduction Examples

The number one cause of death among the young from 15 to 29 years-old is suicide. Also, the incidence of bullying has tended to increase every year. It can be said that it shows the counter-measures used so far have reached their limitation. Junior high school students are reaching puberty, but also it is the period of learning, through trial and error, how to communicate with people. It is important to become competent in handling the mental issues by effectively using the support gained through relationships with close friends or reliable adults. This program aims to help children in puberty become able to recognize the conflict in themselves and ask for help from people around them and to support children to develop the ability provide support where they can. Meanwhile, it has been difficult to take a sufficient time for a class specializing in bullying and suicide prevention, because the time

schedule at junior high school is too tight.Therefore, group members of the research team picked up the teaching curriculum specifically related to bullying and suicide from *“Syakaisei to joudou no gakusyu (SEL-8S) no susumekata Chugakko-hen” invented by University of Teacher Education Fukuoka. They arranged the curriculum, so it can be completed within the short class of the three times of 45 to 50 minutes each. Therefore, junior high schools can conduct the course in a class such as health and physical education or class activities.* Reizo Koizumi & Yohei Yamada. “Kodomo no ningenkankei wo sodateru SEL-8S (Zen 3 Kan)”, Japan: Minervashobo, 2011.

The program was implemented for students at Atsugi City Mutsuaihigashi junior high school. The process started with the advance teachers’ training, and then the workshop was held. After that, there was the post teachers’ lecture, and two months later the fixing verification (effect measurement) was carried out as the end of the process. Improvement of the worksheet and content was done through the whole process. Thoughts (selected) from the students after carrying out each step are shown below.

1. The first grade student: “To control anger”• I learnt when I get angry.• I will try not to explode in anger, or if I do I will try to fix it quickly.• I learned there is a difference in people between how much they get upset

and how they feel at that time.• It turned out I actually got angry more often than I thought.• Learning that showing anger is better than storing it up, I thought I should

try to express it.• I want to try the breathing method (the approach of dealing with anger).

2. The second grade students: “To know social support”• As I have always been helped, I want to help someone next time.• I thought it is okay to ask someone for an advice more when I have a

trouble.• Writing the chart, I learnt that I have received so much support.• I want to take care of friends.

3. The third year students: “How to give a helping hand”• I want to be able to actively speak to those in trouble more.• I thought it is important to have a conversation and properly, “listen” to

them.• I was thinking that I am not good at advising so it is better not to talk about

it, but it turned out even just listening is good. It is really good to know it.• When listening to someone, I will try what I learnt in the class today.

Another finding from the case conducted for adults such as PTA chairperson is the importance of countermeasure made from the point of view of children.

Scene of the workshop for PTA and educators

Scene from practicing the program at Atsugi City Mutsuaihigashi junior high school. (from the top, the 1st grade, 2nd grade and 3rd grade)

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Explanation movie of surveillance introductionThe same accidents happen repeatedly at school everyday, but

most of them are preventable. In order to avoid accidents at school, it is important to acknowledge the detail of what type of accidents are happening. By using animation the movie “School Safety Utilizing Data” explains clearly the reason why accident data is so important and how the collected data leads to prevention. (Figure 1) t is also used as a material of safety learning for children, as well as it can enhance motivation to gather accident data at school. Moreover, at the school that is planning to start collecting data, it can help teachers to understand the meaning of data acquisition.

Injury surveillance softwareConcerning the accident prevention, information such as “gender”,

“time the accident happened” and “types of injury” is not sufficient enough. Data for prevention requires detailed information, for example what kind of environment, what action did it cause, what kind of injury occurred, how high was the fall, or what was the ground like at the fall site. This surveillance system is capable of collecting, aggregating, analyzing and searching data of accidents that happened at schools. It is useful for activity that makes school safer. (Figure 2) In addition, the system has a function called “Body Map Information System” that records injury information. It paints the 3D child model to show the type of injury and which body part was injured. Thus, It enables you to research which part of body gets injured the most. (Figure 3) he soft surveillance is easy to input data that leads to prevention, which helps users, like a school nurse for example, input accident data.

Safety Learning Program Based on Injury SurveillanceSchool Safety Utilizing Data (movie) / Injury Surveillance Software

Characteristics

Introduction of Content

Passing the importance of collecting injury data on to from children to adults in order to support the introduction of soft surveillance

Software makes it easy to collect and tabulate injury data as well as enables the user to grasp problem at each school

Figure 1: “School Safety Utilizing Data”

Figure 3: Graphs that software tabulated

Figure 2: Injury surveillance software

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ntroduction Facilities ● Tokyo City Toshima Ward Fujimidai Elementary School● Tokyo City Taito Ward Kinryu Elementary School

The injury surveillance system collects data that can be used in the learning materials of the safety learning education program, which enables the adopted safety learning class to each school to be conducted. The safety learning class using the data of each school helps children recognize their own school’s problem and become familiar with the “injury” problem. It also enhances the motivation to work on safety activity. In fact, at Toshima Ward Fujimidai elementary school where safety learning program was practiced, the children’s willingness to learn the method to prevent injury increased from the average of 6.24 before the class to 7.56 afterwards (10 points scale evaluation: 1 for “No need” to 10 for “Willing to learn”) . Thus, its effect was evident. Another merit of introducing the surveillance is that it enables users to think of achievable solution while grasping the typical accident patterns or referring to the body map information. Refer to the next page “Safety Learning Education Program Based on Injury Data” for the detail of the safety learning education program.

[ Explaination ]Colors show the f requency o f the in ju ry on the body map information. The blue part of the body means low frequency of injury, and yellow and red means middle and high, respectively. Looking at parts of the body injured by a “bicycle”, for instance, it shows high chances of heel, knee and forehead injury. On the other hand, looking at “door” injuries, injuries on fingertips on both hands or big toe are high. Inputting accident information from a school into the survei l lance system can also create a body map that classifies gender, grade, place of the accident and type of injury. While showing chi ldren the map, you can consider how to prevent injury together. Comparison of the body map before and after the implementation of the measurement can be used for the effect evaluation of the method.

Development HistoryAccording to school administration, accidents costing over 5,000

yen in doctor’s fees occur over a million times annually. However, the activities for prevention based on injury data are slow to be introduced at school. Besides, schools saved accident data on papers or they collected information of the accident that cannot be used for prevention, thereby these accident data were not used for prevention. The National Institute of Advanced Industry Science and Technology (AIST) has been gathering

injury data from only medical institutions. By making use of information gained by AIST, the injury surveillance system customized for school was invented to help prevent accidents at school.

Research result of the body map information by the software (bicycle)

Research result of the body map information by the software (door)

Introduction Examples

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Content for All Grade of StudentsThe “Learning 3E for Injury Prevention” shows what is prevention and

then explains the 3E (Enforcement, Environment and Education) by each item that is an important factor to approach injury prevention.

It provides the basic knowledge that enables schools to plan safety activity at school or to carry out a specific measurement.

Content for Elementary School StudentsThe learning material for an elementary school student has three types,

“Learning Risks inside School”, “Learning Risks at Schoolyard” and “Learning Bicycle Safety”. Classes for “Leaning Risks inside School” take up the four themes, accident caused by mischief, falling down, getting a finger caught and bumps, meanwhile you can add or modify themes depending on the school’s needs. “Learning Risks at Schoolyard” focuses on accidents with playground equipments such as the horizontal bar, swing, slide, overhead ladder and jungle gym. After the introduction of accident cases per theme of learning materials, there are demonstrations with movies and illustrations about how accidents happen and what kind of play causes accidents. "Learning Bicycle Safety” points out the importance of wearing a helmet and bicycle maintenance. The effect of wearing a helmet will be shown in the simulation movie. In addition, explanations are based on data. For example, if the width of brake does not fit with the hand size, it will delay about 0.1 second to work brakes.

Content for Junior High and High School Students Junior high school students’ material is “Learning Risks in Sports”.

Using the data of accidents in sports reported by Japan Sport Council, a case of accidents resulting in fatal or serious injury and an occurrence status of the accident depending on sports are described in illustration. here is also a guidance of how to use AED and heatstroke counter-measurement. Safety Learning Education Program can be used as part of class such as health and physical education, life environment studies, home economics and homeroom activities along with the school’s curriculum guidelines. The result of aggregation and accident examples gained through the injury surveillance can be put into an learning material to create the adoptive material to each school. It is expected to motivate children to attend a safety activity. We are intend to increase the content of the program.

Characteristics

Introduction of Content

Supporting the creation of an individual school’s own content of safety learning by using injury data

Animation and illustration shows clearly what kind of accidents happen and what type of injury occurs

Children participation program of the safety class to develop the ability that children spontaneously think about injury preventionto develop the ability that children spontaneously think about injury prevention

Example of “Learning 3E for Injury Prevention”

Example of the slide from “Learning Risks at Schoolyard”

Example of the animation from “Learning Bicycle Safety”

Safety Learning Program Based on Injury SurveillanceContent for All Grade of Students / Content for Elementary School Students /Content for Junior High and High School Students

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Schools carried out Safety Learning Education Program

● Tokyo City Toshima Ward Fujimidai Elementary School● Tokyo City Taito Ward Kinryu Elementary School● Nagasaki Prefecture Omura City Omura Elementary School

All schools, having done safety leaning class, conducted the effect evaluation for each class. At the class of “Learning Risks at Schoolyard” for the 3 years-grade students of Tokyo City Taito Ward Kinryu Elementary School, there was the same question before and after the class, which was “Do you think there is something you can do to prevent an accident?”. The number of students who answered “Yes” increased from 50 percent before the class to 89 percent afterwards. Suggested examples of what they can do are “Do not play with a ball near the swing”, “Do not play with equipment when holding something” and “Wait for your turn”. In the same way, in the class “Learning Risks inside School” for the 6 years-grade students, the answer “Yes, there is something I can do” before and after the class increased from 30 percent to 70 percent, respectively. Suggested examples are “Do not close the door suddenly”, “Stop temporarily to avoid bumping into someone” and so on. Thus, the effect of safety learning class was verified. Learning Bicycle Safety” was conducted at Nagasaki Prefecture Omura City Omura Elementary School. The number of students who answered “Always wearing a helmet” increased from 56.5 percent before the class to 65.5 percent afterwards. Thus, we determine students’ awareness of injury prevention and effect on behavior modification so that we can make use of it for improvement to build the better content. In response to the request from a school, we organize the combined injury prevention curriculum of several learning materials. At Tokyo City Toshima Ward Fujimidai Elementary School, we conducted the safety class project for the 5 years-grade students by making the curriculum combining “3E learning as the base of injury prevention”, “Learning Risks inside School”, “Learning Risks at Schoolyard”, “workshop to record safety and risk inside the school by pictures” and “presentation of the pictures”.

Development HistoryThese days, “injury prevention” becomes a class unit and the number

of schools that tries to get certified as an international safe school is increasing. This accompanies the requirement that the school implement injury prevention based on data, but it is still quite difficult to actually commence. National Institute of Advanced Industry Science and Technology (AIST) has already proved the occurrence mechanism of

accident and established the method to scientifically prevent accident. We thought that we want to cooperate with schools and promote the activity for injury prevention education based on data. Thus we invented the Safety Learning Education Program.

Introduction Examples

Scene from the safety class

Scene from the presentation of the pictures

Scene from safety workshop of bicycle

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Development History

▲ A scene from the material “How does a scary person look?”

▲Scene from the class using the material

e-Learning System for the Safety of Children against Crimes

Learning materials that are designed to develop children’s ability to independently and cooperatively defend themselves based on their self-esteem.

Game style learning materials that focus on safety mainly during the school commute, and learn crime prevention together with guardian

Setting the different subjects to lower, middle and senior grade elementary school students enables learning adopting to the developmental stage

Characteristics

The content is, for instance, “When you get on the elevator alone…”, “How does a scary person look?”, “When an adult person speaks to you…” , “Things to be aware of when playing at a park” and so on. The system consists of 13, 14 and 20 learning materials for lower, middle and senior grade students, respectively. Some choices are available depending on the course content. Also, the materials are made with familiar illustrations so that children can enjoy learning. For example, a penguin character changes clothes as an answer progresses so that it can help to maintain the children’s willingness to learn.

We think that it is necessary to develop children’s self-esteem to take care of themselves as well as intuition for safety based on trusting to people around them, in order to protect children from getting involved in crime.

The invented materials have already been introduced into more than 50 elementary schools both domestically and internationally. Most schools use the digital materials in the first class and the second class reviews the first one. We receive positive feedbacks of “we want to take safety learning class using the e-learning system again”, because a penguin character changes clothes as answering a question and it attracts children’s attention to the material. On the other hand, we have been receiving requests from not only elementary schools but also the people in charge of the crime prevention campaigns at community centers or children’s centers, because a parent or guardian can learn crime prevention together with children by using this system.

Introduction of Content

Introduction Examples

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“Safe Kids Japan”: Activity Expansion

Proposal of “Safety Promotion School”

In Japan, it is the “accident” that is the number one cause of death to children who is older than 1 year-old. The situation has never been changed since 1960. The accident required seeing a doctor or being in hospital happens every day in the similar situation in almost every part of the nation. Therefore, “injury caused by accident” is the most important subject for children’s health problem. Any organized enlightening activity, however, had not been conducted in Japan.

Non profit organization (NPO) Safe Kids Worldwide Japan was established on the 7th May 2014 as a member organization of Safe Kids Worldwide (Headquarters:The USA Washington DC) with the mission of “Protecting all children from preventative injuries”. It is the right of all the children to grow up healthy and challenge their dreams.

Children can become active because of safety and become healthy because of being active. Cooperating with Safe Kids Worldwide, National Center for Child Health and Development and National Institute of Advanced Industrial Science and Technology, Safe Kids Japan has been working to support “environmental improvement”, “enlightening and education” and “making safety standard and law” that are meant to protect children from injuries.

It is necessary that people with varied backgrounds get together in order to prevent injuries. In other words, everyone has a role to play in preventing injuries.

Referring to the conventional ideology of International Safe School (ISS), Osaka Kyoiku University established the certificate system “Safety Promotion School (SPS) based on “self-help, mutual assistance and public assistance” ideology. The purpose of SPS is the comprehensive safety promotion based on our county’s own ideology of school safety that has three fields, life, disaster and traffic as the foundation of school safety. The characteristic of SPS activity is to establish “School Safety Committee” having a “School Safety Coordinator” as a central member at school and manage a “Team School” to cooperate with local professionals.

“School Safety Committee”, as a part of “Team School”, supports each school to promote school safety. Specifically, They help to set a mid-term objective and mid-term planning and its implementation as well as the expansion of the PDCAS (Plan, Do, Check, Action, Share) cycle (See Figure). Thus, children, students, teachers, PTA members and local residents cooperate with each other to promote school safety.

In October 2014, Osaka Kyoiku University formed “Japan Council of Safety Promotion Schools” inside the National Mental Support Center for School Crisis in order to develop the activity to certify schools as “Safety Promotion School (SPS)”. To be certified, schools have to undertake continuous efforts in implementing and cooperating the school safety (life safety, disaster safety, traffic safety) based on the SPS ideology, “7 indexes”, as well as sharing the evaluation based on the analyzed objective evidence.

Development of SPS activity

SPS certification ceremony

Other Achievement

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Program Support Group

e-Learning System for the Safety of Children against Crimes

• The Society for Safety Education of Osaka Kyoiku University1-2-10, Midorigaoka, Ikeda-shi, Osaka, 563-0026, JapanE-mail : goto@cc.osaka-kyoiku.ac.jp URL : http://osaka-kyoiku.ac.jp/person in charge : Kensuke Goto(Associate professor)

Questionnaire Survey

• Community Design Partners forChildren’s Safety

2-3-1 Park Nova otyanomizu Bld.405, Kandasurugadai, Chiyoda-ku, Tokyo, 101-0062, JapanTEL : 03-5577-4462 FAX : 03-5577-4366E-mail : info@kodomo-anzen.orgURL : http://kodomo-anzen.orgperson in charge : Mika Shigene(Researcher)

• Living Environment studio act.3-2-24, Koganehara, Matsudo-shi, Chiba, 270-0021, JapanTEL·FAX : 047-309-0939

Off ice Kashiwanoha : 5-4-6 Toukatsu Techno Plaza 5074, Kashiwanoha, Kashiwa-shi, Chiba, 277-0882, JapanE-mail : studio_act@nifty.comURL : http://www.studio-act-web.comperson in charge : Naoko Wakabayashi(Fellow)

Safety Action Image Training• Community Design Partners for

Children’s Safety2-3-1 Park Nova otyanomizu Bld.405, Kandasurugadai, Chiyoda-ku, Tokyo, 101-0062, JapanTEL : 03-5577-4462 FAX : 03-5577-4366E-mail : info@kodomo-anzen.orgURL : http://kodomo-anzen.orgperson in charge : Mika Shigene(Researcher)

• Living Environment studio act.3-2-24, Koganehara, Matsudo-shi, Chiba, 270-0021, JapanTEL·FAX : 047-309-0939

Off ice Kashiwanoha : 5-4-6 Toukatsu Techno Plaza 5074, Kashiwanoha, Kashiwa-shi, Chiba, 277-0882, JapanE-mail : studio_act@nifty.comURL : http://www.studio-act-web.comperson in charge : Naoko Wakabayashi(Fellow)

Safety Learning Program Based on Injury Surveillance

• Non profit organization (NPO) Safe Kids JapanC/O National Center for Child Health and Development, 2-10-1, Okura, Setagaya-ku, Tokyo, 157-0074, JapanE-mail : info@safekidsjapan.org URL : http://safekidsjapan.org/person in charge : Mikiko Ono(Director)

Community Safe Checking Map A Support Tool for Fieldwork Record-taking: “Kiki-gaki Map”• Community Design Partners for

Children’s Safety2-3-1 Park Nova otyanomizu Bld.405, Kandasurugadai, Chiyoda-ku, Tokyo, 101-0062, JapanTEL : 03-5577-4462 FAX : 03-5577-4366E-mail : info@kodomo-anzen.orgURL : http://kodomo-anzen.orgperson in charge : Mika Shigene(Researcher)

• CPPC(Council for the Promotion of Preventive Criminology)

E-mail : harada@nrips.go.jp URL : http://www.skre.jp/person in charge : Yutaka Harada(Manager, National Research Institute of Police Science Department of Criminology and Behavioral Sciences)

SEL-Short: Bullying and Suicide Prevention Program

• Community Design Partners for Children’s Safety2-3-1 Park Nova otyanomizu Bld.405, Kandasurugadai, Chiyoda-ku, Tokyo, 101-0062, JapanTEL : 03-5577-4462 FAX : 03-5577-4366E-mail : info@kodomo-anzen.orgURL : http://kodomo-anzen.orgperson in charge : Mika Shigene(Researcher)

Children’s Mobile Phone and Internet Use

• Non profit organization (NPO) Association of youth Media Study3-76-25 Hosono Bld.103, Minamicho, Maebashi-shi, Gumma, 371-0805, JapanTEL/FAX : 027-221-4006E-mail : office@npoams.org URL : http://www.npoams.org/person in charge : Taichi Shimoda(President)

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Program Support Group

The programs and its introduction examples in this booklet are implemented by “Collaborative Activity Support for Safe School and Community Based on International Standards”.The support group consists of representatives from six projects of the R&D Focus Area: “Protecting Children from Crime” (conducted from 2007 to 2012) by Research Institute of Science and Technology for Society (RISTEX) of Japan Science and Technology Agency (JST).

*no particular order

In order to make the RISTEX “Building Support Systems to Community Design Planned for Crime Prevention” project (Representative: Toshiya Yamamoto) widely known to society and to promote the safe and attractive community planning for children’s healthy growth, it was established in 2011.They play a central role in the “Collaborative Activity Support for Safe School and Community Based on International Standards” project.

Community Design Partners for Children’s Safety

The laboratory belongs to the representative of the “Collaborative Activity Support for Safe School and Community Based on International Standards” project , Toshiya Yamamoto.They cooperate with the relevant local organizations and community to support the community planning under the initiative of residents.

Meiji University Urban Planning Laboratory

Using the digital learning materials developed for the project “Development of e-learning System for the Safety of Children against Crime”, they have been working on the promotion and dissemination of the safety education focusing on the growth of children’s self-esteem and self-efficacy.

The Society for Safety Education of Osaka Kyoiku University

They engage in development and applications of the fundamental technology that connects humans with engineering system and is called “computational models of human functions” - allowing for measuring, analyzing, predicting and simulating human functions.

National Institute of Advanced Industry Science and Technology (AIST)

They engage in investigation and promotion activity on the various influences that digital media

affects on children from the point of view of guardian and teachers who are responsible for

children’s education.

Non profit organization (NPO) Association of youth Media Study

The Society for Safety Education of Osaka Kyoiku University

RISTEX is a part of Japan Science and Technology Agency (JIST) and promotes the research and development of science and technology for society. They support this project as a part of “Implementation-Support Program (R&D results integrated Type)”.

Research Institute of Science and Technology for Society (RISTEX)

Under the “An Education Program to Promote Children’s Interpersonal-relationship Competence for Crime Prevention” project, they invented the learning program “SEL-8S/8D” to enhance children’s interpersonal relationship ability and engage in crime prevention.

University of Teacher Education Fukuoka Reizo Koizumi Laboratory

University of Teacher Education Fukuoka

Under the “Establishing an Empirical Basis to Measure and Prevent Crimes against Children” project, they investigate the actual risk condition that children become the victims of crime for the effective and continuous crime prevention activity without unreasonable efforts.

National Research Institute of Police Science Department of Criminology and Behavioral Sciences

Descriptions of terms

EvidenceAn English word which refers to, the available body of facts or information indicating something. In the field of health care and this research

project, it means “scientific basis”, that is “support” based on research results such as investigation or experiments.

ISS: International Safe SchoolThis school, based on evidence, is internationally recognized as being able to practice sustainable safety promotion. Having recommended

by the WHO Collaborating Centre on Community Safety Promotion, it started in 2003. As of December 2015, 140 schools around the world, including 22 schools in Japan, are certified.

Plan-Do-Check-Act CycleA business management cycle theory that enables continuous business improvement by repeating 4 step activities - Plan, Do, Check and

Act. There is a case practicing as PDCAS cycle by adding another step of Share, such as Safety Promotion School.

SC: Safe CommunityA community recognized internationally, the entire community has been practicing programs that improve safety in fields such as crime

prevention, disaster prevention and accident prevention. Along with the International Safe School, it is required to improve by practicing the PDCA cycle based on evidence. 363 communities around the world, including 22 communities in Japan are certified by November 2015.

Safety PromotionAn activity that prevents accidents or violence by the scientifically assessable interference and the cooperation beyond specialized fields

in order to enable residents to live safely and make them feel at peace. It is Safe Community that practices its activity and is internationally recognized.

SEL: Social and Emotional LearningA program for preventive education that is designed to prevent students in elementary school and junior high school from misconduct or

becoming a victim. In particular, it is a learning program for social skills and emotions with an emphasis on interpersonal relationship ability and development of self-esteem.

SurveillanceAn English word meaning inspection or observation. The word Monitoring is similar, but surveillance implies the prevention of an occurrence

of a problem from being overlooked.

3E approach for injury preventionThe 3 points of view, that is Education, Enforcement, and Environment or Engineering, are important factors for a science-based

approach to prevent injuries.

January 22, 2016Japan Science and Technology Agency (JST), Research Institute of Science and Technology for Society (RISTEX)“Implementation-Support Program (R&D results integrated Type)“Collaborative Activity Support for Safe School and Community Based on International Standards” Project

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※Alphabetical order