This study aimed to (1) examine internalized images of others in identity, (2) explore the reality of identity from the perspective of “individuality based identity” and “relatedness based identity”, (3) clarify the construct validity of the Individuality Based Identity Scale (IBIS) and Relatedness Based Identity Scale (RBIS) [especially “internalized images of others” (IIO) and “social relationships”], and (4) propose psychotherapy to support identity development based on these findings. Using eight cases, the relationship between the IBIS, RBIS, and the Thematic Apperception Test (TAT) was analyzed to explore identity development. The eight case studies revealed the following aspects of identity development : the ego’s ability to rebuild itself from conflict, the ability to maintain social identity despite negative images of others, and the difficulty of putting together feelings and conflicts and rebuilding oneself. Participants with low scores on the IIO scale talked about the negative images of others. Even when IIO was not fully achieved, those who tended to have a firmly established “individuality based identity” had the ego‒strength to rebuild themselves from conflicts and put their stories together. The validity of the IBIS and the RBIS (IIO and “social relationships”) was demonstrated. Based on these findings, psychotherapeutic approaches are proposed to assist identity formation.

In this study, a two‒wave survey was conducted on first‒year high school students to examine the relationships among perceived self‒aspects, school caste status (intergroup and intragroup), and adaptation to school life, and to identify the determinants of school caste. A data analysis of 266 students indicated that social skills, athletic ability, and lifestyle were positively associated with intergroup status. However, hobbies and skills were negatively associated with intergroup status. Additionally, social skills were positively associated with intragroup status. Regarding the association between school caste and school life adaptation, only intergroup status was significantly related to adaptation. Among perceived self‒aspects, only hobbies and skills were positively associated with adaptation. These findings suggest that, at the beginning of high school, students with higher levels of athletic ability, social skills, and lifestyle are more likely to belong to higher‒status groups, which facilitates smoother adaptation to school life.

This study clarified the psychological process by which university students form time continuity—connection between the past, present, and future. Semi‒structured interviews were conducted with 10 university students and analyzed using Trajectory Equifinality Model (TEM). The process comprised three stages : (1) becoming aware of time continuity through their future time perspective, (2) progressing through trial and error, and (3) accepting oneself and integrating it into one’s time continuity. This study then compared these processes based on differences in future time perspective. As a result, when facing problems, participants with a future time perspective tended to use coping strategies aimed at solving them, whereas those without it tended to use coping strategies that separate themselves from their problems. Moreover, participants with a future time perspective applied past experiences as clues to predict the future, whereas those without it seldom referred to the past, instead attempting to conceptualize an unexperienced future within their time continuity. Finally, narratives of 《living wholeheartedly in the present》 were common to all participants and indicated an important point for maintaining time continuity.

In Western countries, interpersonal hurt feelings have typically been conceptualized as emotions arising from others’ evaluations, whereas in Japan they have mainly been examined as trauma‒related experiences. Consequently, the emotions accompanying hurt feelings have received limited attention, and the possibility that individuals may be hurt by their own actions has been largely overlooked. This study therefore examined whether hurt feelings could arise from both others’ and one’s own actions, and clarified their characteristics in relation to negative emotions. Survey data from 306 university students and 618 high school students showed no difference in the severity of hurt feelings across the two sources. Both sources of hurt feelings involved interpersonal and emotional difficulties, including humiliation. Furthermore, guilt was directly associated only with self‒caused hurt feelings, whereas ‘shame‒related self‒conscious’ emotions showed no direct association with either source. These findings highlight the importance of distinguishing self‒caused hurt feelings from other‒caused hurt feelings, as well as considering cultural differences in self‒conscious emotions.