Shimizu, Y., Obirin University, Japan
The purpose of this research is to examine the possibilities of the psychological development that teachers are able to support in their lecture. The results were investigated whether the lecture style which encounter group activities were introduced influenced to the university student's psychological stress and their QOL or not. A program was carried by once in a week and total 12 times. The physical activity programs were performed six times and discussion formed programs were used in the rest of six times of all the programs. All activities divided the small groups of about 10 people into 10 groups in a class. The member of the group carried it out with the same member through the semester. Psychological questionnaire was done by two times as an assessment test on the beginning of the program and an effectiveness test on the final of the program. To compare the beginning data with the final data, paired sample t-test was carried out. The result showed that QOL were increased and stress response was reduced in psychological viewpoint. It means that the university students who participated in this program have opportunities to have interactions and communications compared with the students who didn't participated in this program. Human relationships are the most important factor to make the youth grown up their mental development. In this point of view, increasing the opportunities of interactions and communications in the class are effectively contributed for their mental health.