(1) Individualization of treatment and classified treatment
  In juvenile training schools, treatment corresponding to individual needs is conducted (individualization of treatment), paying full consideration to each person's personality, good points, future plans, physical and mental conditions, and delinquent tendencies.
  In order to realize individualization of treatment, the Classification Treatment System is adopted, classifying individuals with common characteristics and educational needs into groups, so as to provide most appropriate treatment for each of such groups. Furthermore, individualized treatment plans are prepared and treatment is provided by setting goals, contents and methods according to the stage of each person's improvement. Through such treatment, it is aimed to encourage juveniles to have ambition, expecting that their voluntary efforts should facilitate their own rehabilitation.
  Treatment in juvenile training schools is divided into three educational stages - orientation stage, intermediate stage, and pre-release stage. Educational goals and contents are set in a progressive manner for each stage. Juveniles are classified into any of the first to third grades, among which the first grade and the second grade are further divided into two grades (upper and lower). Those newly admitted are placed in the lower second grade and then move to other grades according to their improvement.

(2) Types of juvenile training schools and treatment programs
  In juvenile training schools, juveniles are classified by (i) types of juvenile training schools, (ii) treatment programs, and (iii) treatment courses, according to educational necessity and personal characteristics.

a. Types
  There are the following four types of juvenile training schools specified for age, level of criminal tendency, and physical and mental conditions of the juveniles to be received:
  (i) Primary juvenile training schools  For juveniles generally 14 years of age and over and under 16 years of age without any serious physical or mental disorder;
  (ii) Middle juvenile training schools  For juveniles aged generally 16 years of age and over and under 20 years of age without any serious physical or mental disorder;
  (iii) Special juvenile training schools  For juveniles generally 16 years of age or over and under 23 years of age without any serious physical or mental disorder, but with a strong criminal tendency; juvenile prisoners under 16 years of age may also be admitted; and
  (iv) Medical juvenile training schools  For juveniles 14 years of age and over but under 26 years of age with a serious physical or mental disorder
  Also, “The Act for Partial Amendment to the Juvenile Act, etc.” was enacted on May 25, 2007, and after the enforcement of the amended Act, “14 years of age and over” will change to “approximately 12 years of age and over” in regard to (i) and (iv) (see Section 8 of this Chapter).

b. Treatment programs
  At juvenile training schools, there are established treatment programs that define the administrative detention terms. There are short-term programs and long-term programs, and the former are divided into general short-term programs and special short-term programs. Primary juvenile training schools and middle juvenile training schools use short-term programs and long-term programs, and special juvenile training schools and medical juvenile training schools use only long-term programs.
  These three programs each cover the following:
  (i) General short-term programs
    For juveniles who can be expected to be corrected and re-integrated into society through short-term, continuous and intensive training, as their problems are simple or relatively minor and are very likely to be settled promptly (the maximum term of detention is six months in principle).
  (ii) Special short-term programs
    For juveniles who are less inclined to delinquency than those who are subject to the general short-term program and can be expected to be corrected and re-integrated into society through short-term, continuous and intensive training, as their problems are very likely to be settled promptly, and therefore are suitable for open treatment (the maximum term of detention is four months).
  (iii) Long-term programs
    For juveniles who are not suitable for short-term programs (the maximum term of detention is two years in principle)

  Table 4-2-4-8 shows the number of juveniles newly admitted in 2006 by type of juvenile training schools and treatment programs.

Table 4-2-4-8  Number of juveniles newly admitted by type of juvenile training schools and treatment programs (2006)

c. Treatment courses
  General short-term and long-term programs offer different treatment courses to meet the diverse educational needs of juveniles. There are three treatment courses in general short-term programs, and five treatment courses in long-term programs. The latter are further divided into several treatment classes.
  Table 4-2-4-9 shows the number of newly admitted juveniles by treatment courses.

Table 4-2-4-9  Number of newly admitted juveniles by treatment courses (2006)

  Among these treatment courses, the living guidance G₃ was established because the necessity came to be recognized widely due to the child serial killer case in Kobe in 1997. This course aims to make juveniles understand the gravity of the delinquency they have committed so as to bring out their sense of guilt and to foster their feelings of apology toward victims and families thereof.
  As for general short-term treatment programs, three treatment courses so far conducted were reorganized into two treatment courses on May 1, 2007 in order to enhance the treatment programs to meet the educational needs of the juveniles ; “short-term academic education courses (SE)” and “short-term living guidance courses (SG).” SE is for those who need completion of a compulsory education course, or who need and wish to receive senior high school education, while SG is for those who need to improve their capacity to adapt to social life and need guidance to materialize their life plans.
  Also, with the enforcement of “the Act for Partial Amendment to the Juvenile Act, etc.”(see Section 8 of this Chapter), new treatment courses for primary school pupils will be introduced under academic education courses.

(3) Contents of education

a. Living guidance
  Living guidance is implemented on the following issues: (i) problems related to juveniles' ways of thinking, attitude, and behavior that could lead to delinquency, (ii) problems related to juveniles' predisposition and emotions, (iii) spiritual enrichment, (iv) problems related to juveniles' basic living skills, law-abiding and self-disciplinary behavior, and interpersonal relationships, (v) problems in relationships with juveniles' family and friends, and (vi) preparation for career selection, life planning, and social rehabilitation, by utilizing various methods, such as interview guidance, essay guidance, diary guidance, and role lettering, etc.
  In recent years, in order to deepen their understanding of victims' pain and feelings, programs for education from victims' viewpoints have been improved and enhanced. At the same time, approaches have been made positively to guardians so as to get them more involved in their children's matters.

Approaches to guardians (Parent and child classroom)

Athletic meeting participated in by guardians

b. Vocational guidance
  Juvenile training schools currently offer vocational guidance on such subjects as welding, woodwork, civil engineering and construction, operation of construction machinery, agriculture and horticulture, office work, and caretaking services, etc.
  In 2006, 38.0% of the discharged juveniles had obtained qualifications or licenses related to their vocational guidance courses, and 53.1% had obtained qualifications or licenses unrelated to their vocational guidance courses. Fig. 4-2-4-10 shows the percent distribution of the qualifications or licenses obtained in 2006.

Fig.4-2-4-10  Percent distribution of the qualifications or licenses obtained by juveniles discharged from juvenile training schools (2006)

  Securing employment after discharge from juvenile training schools is extremely important to establish juveniles' livelihood after discharge and prevent them from repeating delinquency and thereby realize their improvement and smooth reintegration into society. Comprehensive job assistance services to help discharged juveniles find jobs started in April 2006. In juvenile training schools, explanation on this service is given from the early stage after juveniles are admitted and appropriate vocational guidance is provided. For juveniles who are going to be discharged soon, juvenile training schools and public employment agencies jointly provide support for their job search through vocational counseling, job introduction, and provision of job/employment information.

Vocational training (gas welding)

c. Academic education
  Among juveniles in juvenile training schools, those who have not completed compulsory education, and those who need and wish to receive senior high school education are placed under academic education courses and receive academic education.
  Academic education for juveniles who are not in academic education courses is also provided as supplementary education to meet the needs of the juveniles, such as basic scholastic ability necessary for social life, and scholastic ability development to proceed to higher education or return to the schools to which they had belonged.
  There are also institutions that commission schools, etc. to implement compulsory education or senior high school education as academic education commissioned outside of the juvenile training school.
  Of the juveniles discharged in 2006, 130 returned to junior high schools, while 165 returned to senior high schools. A total of 375 juveniles had received the graduation certificates of junior high schools while in juvenile training schools (Source: Annual Report of Statistics on Correction).
  Also, it is made possible to conduct a high school equivalency examination in juvenile training schools since 2007, and 107 juveniles took the first exam which was conducted across the country in August 2007 (Source: The Correction Bureau, Ministry of Justice).

d. Health and physical education
  Doctors and medical staff of institutions provide health and physical education on disease prevention to enhance juveniles' ability to maintain good health, taking into consideration their previous delinquency and living styles.
  In physical education, various sports activities are organized to enhance their basic physical abilities, concentration, patience, and endurance, and group games are utilized to develop compliance with rules and cooperation in interpersonal relationships.

e. Special activities
  Special activities include (i) voluntary activities, (ii) extramural educational activities, (iii) club activities, (iv) recreation and (v) other events.
  As for voluntary activities, juveniles are assigned roles such as a day manager, a book manager, a maintenance manager, a recreation manager, etc. to develop autonomy and cooperativeness at most juvenile training schools. Furthermore, meetings and homeroom activities are organized and in-house magazines are created by them.
  Volunteer work and field trips are conducted as extramural educational activities. As volunteer work, many schools implement activities at welfare facilities and cleaning/beautification activities at nearby parks and public facilities, etc.

Volunteer work (Activities at welfare facilities)

(4) Medical care
  Of those discharged from juvenile training schools in 2006, 1,176 (24.5%) had received some kind of medical treatment in sick rooms in schools, including those who received treatment in medical juvenile training schools. By type of illness, breathing problems had the largest share at 67.4%, followed by mental or behavioral disability (9.5%), and digestive problems (5.0%) (Source: Annual Report of Statistics on Correction).

(5) Cooperation and assistance from the private sector to treatment
  Juvenile training schools provide education in cooperation with nongovernmental volunteers in many ways. People across society, such as volunteer visitors, chaplains, members of the Women's Association for Rehabilitation Aid, and members of the BBS associations conduct supportive activities as private volunteers.
  Volunteer visitors give juveniles advice and guidance on mental problems and cultural guidance etc. As of December 31, 2006, 697 persons are consigned as volunteer visitors for juvenile training schools (Source: Correction Bureau, Ministry of Justice).
  Chaplains provide religious education at the request of juveniles, and juvenile training schools had 381 chaplains as of December 31, 2006.
  Members of the Women's Association for Rehabilitation Aid and members of the BBS associations regularly visit each juvenile training school to participate in school events such as birthday parties, cherry blossom viewing parties, and Coming of Age ceremonies, enjoy playing games and sports with juveniles, or participate in speak-outs as judges. Such volunteers offer support for educational activities in juvenile training schools in various ways. Interaction with these volunteers serves as a significant encouragement for juveniles in rehabilitating themselves.