The author has been conducting a group-based social re-entry program in a social rehabilitation facility for males since 2004 in order to help those unable to lead an independent life to return to their local communities. This study aims to consider the effect of the program on its participants by examining their social skills and changes in their self cognition. The average rate of participation throughout the 4 terms was 13%, indicating the overall negative atmosphere. Six participants were selected for the study, and an analysis was conducted on their scores in a social skills scale known as Kiss-18 and on their narratives in interviews made at the end of the program. According to the social skills scale, the participants did not have poor social skills. Further, interviews showed that although they initially found it difficult to adjust to the program, they gradually formed their positive attitudes and looked forward to the program sessions. The participants studied showed an overall rise in their social skills level through the social skills scale scores, their interviews, and the author’s observation. In conclusion, the program had a certain positive effect on the social skills level of the participants. It enabled them to be aware of positive changes in their way of thinking and in their attitude toward the interpersonal relationship. It also caused them some behavioral changes. However, it is not clear that the changes are long lasting.
This paper aims to investigate the relationship between the change of Chinese trainees motivation in learning Japanese as a second language and the recognition of training environment. Based on the change of motivation, semi-structured interview techniques were employed to 6 Chinese on-the-job trainees who were trained in an IT company in Japan, and the qualitative result analysis shows that increasing their motivation is related with their positive cognition and decreasing it is with negative one to their training environment. Its factors of their changing motivation are, for example, the existence of clear goal in learning, the existence of significant others in training environment, the opportunity of communication in Japanese, and so on. These findings show that it is necessary to work on both of trainees themselves and their training environment to construct the supportive environment for their learning Japanese which promotes their empowerment.