Developmental Reasearch of Intersubjective Instruction Model and the Collaborative Guidance and Counseling System on Bullying and School Refusal.

渡边研究小学欺凌问题。他独创的克服欺凌的方法是在道德教育和课堂活动中的主体间性教学模式。该模式以交往行动理论和哈贝马斯的话语伦理学为基础，最大的特点是在学生中进行理性的讨论。他在道德教育和课堂活动中为二、四、五、六年级的小学生开设了以主体间性模式建构的欺凌实验班。通过这些实验，班级加强了小学生规范的内化。Yatsunami研究了初中生拒绝上学的有效引导和咨询系统。他提出了协作式辅导和咨询系统。该协作制应用于组织发展，校长与教师、教师与辅导员之间具有较高的协作性。他对协作制的有效性进行了行动研究，行动研究的结果是协作制使拒学学生重返校园，增强了教师的凝聚力。

Watanabe researches bullying in elementary school. His original method for overcoming bullying is intersubjective instruction model in moral education and classroom activities. The most striking feature of this model based on the theory of communicative action and the discourse ethics of Jurgen Habermas is a rational discussion in pupils.He conducted experimental classes on bullying which are constructed by intersubjective model for the second, fourth, fifth and sixth grade pupils in moral education and classroom activities. From these experimentations, classes enhanced internalization of norms in pupils.Yatsunami researches the effective guidance and counseling system for school refusal in junior high school students. He propose the collaborative guidance and counseling system. This collaborative system which applied organizational development have high collaboration between principal and teachers, between teachers and school counselor.He conducted action research in order to measure effectiveness of collaborative system for school refusal students in small junior high school, The results of action research were that collaborative system had school refusal students return to school and enhanced cohesion of teachers.