The purpose of treatment in juvenile training schools is to realize the administrative goal of assuredly detaining juveniles in juvenile training schools and implementing correctional education. In order for correctional education to be effective, systematic treatment has been performed.

  The aim of the classification treatment system is the "individualization of treatment". It establishes a goal of treatment and clarifies the character of each individual juvenile based on scientific and specialized knowledge. Thereby, it organizes an appropriate group according to targeted juveniles who require the same common treatment, and provides the most effective treatment for that group of juveniles.

  The phases for treatment of juveniles admitted to training schools are classified into first grade, second grade and third grade under the regulations, and furthermore, first grade and second grade are divided into upper grade and lower grade. Those admitted to juvenile training schools are placed in the lower second grade at the time of admission. After that, they move through the various phases according to their improvement and progress.
  With the aim of inspiring the will to improve themselves among the juveniles in these training schools; to enhance self-improvement and progress by the spontaneous endeavors of the juveniles themselves and thereby achieving the treatment results as early as possible, treatment is not provided uniformly for the entire term of detention but by establishing treatment goals, treatment contents, and methods suitable for each phase.
  In addition, the treatment of juvenile training schools needs to be consistently systematic from admission to release. Thus, the treatment is divided into 3 processes of treatment: the orientation stage, intermediate stage and pre-release stage, where educational goals and contents according to each stage have been established developmentally.
  Regarding the process of treatment and stages of treatment, the orientation stage corresponds to the lower second grade, intermediate stage to the upper second grade and the lower first grade, and pre-release stage to the upper first grade.

  The purpose of correctional education is to correct criminality, to eliminate causes of maladaption in society, and to give those at the juvenile training schools an ability to smoothly reenter the society. In order to achieve this purpose, guidance is given thereto by mutually supplementing the 5 fields of living guidance, vocational training and guidance, academic education, health and physical education, and special activities.

  Living guidance at juvenile training schools plays a central role in the correctional education, making use of making best use of events that they would experience in all scenes of daily life in the juvenile training schools, and to develop effective treatment in light of the character, living experience, the way of viewing things and thinking, values, problems related to delinquency of the juveniles, etc. in order to give them the ability to lead a healthy social life. While maintaining a balance between individual guidance and group guidance, juvenile training schools provide treatment measures such as training for establishing interpersonal relationships and increasing self awareness, etc. through mutual cooperation in group living. Also, treatment is given to the juveniles in an organized and systematic way by closely connecting this treatment with education in other fields of guidance.
  The contents of living guidance are as follows:
(i) Guidance on issues of awareness, attitude and behavior related to delinquency
(ii) Therapeutic education for issues of predisposition
(iii) Cultivation of aesthetic sensitivity,
(iv) Basic training on living habits, law-abiding and self-disciplinary behavior and interpersonal relationships
(v) Guidance related to environments for juveniles after release (family and friendship, etc.)
(vi) Guidance on career selection, life planning, and social rehabilitation

  Vocational training and guidance aims to foster an attitude of respect for work ethics and to furnish juveniles with the ability to select vocations according to their individual characteristics. The aims of vocational training and guidance are to give junior juveniles basic knowledge and vocational skills, and to cultivate an ability to apply such knowledge and skills. The aims of vocational training and guidance are to give intermediate juveniles and senior juveniles the knowledge and skills necessary to support themselves and an ability to apply such knowledge and skills, in addition to the aforementioned aims for junior juveniles. The contents of vocational training and guidance include:
(i) training for life in order to improve vocational awareness, knowledge, and skills, etc., vocational training according to characters of trainees, such skillful training, provision of information for vocation, vocational orientation to give consultation and advice relating to vocational life and other guidance,
(ii) vocational training based on the Human Resource Development Promotion Law, and
(iii) applied training of (i) and (ii), and outside vocational guidance undertaken by external busies entities as a means to attempt a smooth transition to a social life, etc.
  As of April 1, 2001, the main vocational training and guidance subjects were taught in juvenile training schools, including woodwork, welding, agriculture and ceramics for males and office work/word-processing, horticulture, reception services, and nursing-care services for females.
   Table 4-2-4-11 shows the number of obtained qualifications or licenses of those released through vocational guidance in 2001. 1,759 for males (32.8%) and 311 (50.4%) for females of those released in 2001 obtained qualifications or licenses related to the vocational training guidance received in juvenile training schools.
  Also, 409 (6.8%) of those released from juvenile training schools in 2001 received outside vocational guidance (Source: Annual Report of Statistics on Correction).

Table 4-2-4-11 Number who obtained qualifications or licenses of those released through vocational guidance (2001)

  Those who have not completed compulsory education are placed in the academic education course, in which academic education is systematically implemented based on the junior high school course of study, and guidance for entrance examinations is given according to future career options, etc., so that such juveniles can receive the education course of junior high school. Those in need of senior high school education are transferred to schools with correspondence course programs. In addition, those who wish to enter institutions of higher education are given opportunities to take the University Entrance Qualification Examination organized by the Ministry of Education, Culture, Sports, Science and Technology, through supplementary classes tailored to the needs of individual juvenile. Also, necessary guidance of education for juveniles with poor academic ability, and those who wish to proceed to higher education or return to school, etc. is given. Furthermore, those in need of knowledge other than school education receive social correspondence course programs accredited by the Ministry of Education, Culture, Sports, Science and Technology, such as bookkeeping, electrical engineering, calligraphy/penmanship, and lettering, etc.
  Mainly, juveniles under special short-term treatment temporarily attend delegated junior or senior high schools. Thus, outside academic education undertaken by external institutions is implemented, where the juveniles can receive compulsory education or high school education.
  Of those who released from juvenile training schools in 2001, 129 returned to junior high schools and 132 went back to senior high schools. In the same year, 374 persons received certificates of junior high school education while in juvenile training school, and 1 person received certificate of high school education (Source: Annual Report of Statistics on Correction).

  Health education and physical education at juvenile training schools aim to emphasize the restoration and improvement of physical health, and to cultivate concentration, endurance, and stamina. The importance of such education is recognized since many juveniles at juvenile training schools led an unhealthy life before entering schools. Considering the delinquency and living customs prior to entering schools, health education provides guidance on health care and disease prevention, among others, whereas physical education aims at health maintenance and the enhancing of basic physical abilities, enabling juveniles to learn the importance to conform to rules and to cooperate with their associates through various sports.

  Special activities, conducted mainly in groups, include (i) voluntary activities, (ii) outside educational activities (field trips, voluntary activities, etc.), (iii) club activities, (iv) recreation and (v) events. Special activities assume the critical role of enriching life in juvenile training schools, making use of leisure hours and providing opportunities for various experiences.

  It is important to maintain and improve the health of juveniles in order to achieve the goal of correctional education. Thus, a Medical Division is in place, and full-time doctors are assigned at each school. Normal diagnosis is performed at each institution; however, those who require special or long-term medical care are admitted to medical juvenile training schools. If it is necessary to provide appropriate medical care in the schools, however, juveniles receive treatment in proper hospitals outside the schools as outpatients or by hospitalization.
  1,682 (28.1%) of those released from juvenile training schools in 2001 have received some kind of medical treatment in hospital rooms while they are at juvenile training schools, including those who have received long-term treatment in medical juvenile training schools. By type of illness, breathing problem had the largest share of all with 65.8%, followed by mental or behavioral illness (8.6%), and digestive problems (6.5%)(Source: Annual Report of Statistics on Correction).
  As for the 3 basic living commodities of food, clothing, and shelter, juvenile training schools lend or provide clothes, bedding, stationary goods, and other supplies necessary for daily life. Food is provided equally to every juvenile except where special meals should be given due to illness, etc.

  Education in juvenile training schools is imparted in cooperation with nongovernmental volunteers in various aspects. One of them is consultation activity by volunteer visitors and chaplains for inmates. Volunteer visitors for inmates give advice on mental problems and cultural guidance, etc., and chaplains perform individual consultation requested by trainees. Juvenile training schools had 739 volunteer visitors for inmates and 353 chaplains as of December 31, 2001 (Source: Annual Report of Statistics on Correction).
  Also, regulations open the door to the utilization of social resources as described above, such as outside occasional vocational guidance undertaken by external business entities, or outside academic education undertaken by external school institutions.