Purpose: To clarify the efficacy of the revised life analytic counseling (LAC-R), a set of support skills that aims to teach students self health-care behaviors, on psychosomatic complaints and self-esteem in Japanese junior high school students. Method: A questionnaire was administered from September 2008 in October the first grade for the third grade of 30 public junior high schools in X Prefecture. The school nurse teachers at each school requested the cooperation of classroom teachers in the study. The questionnaires were distributed and collected by the classroom teachers. The purpose of the study was explained orally at the time of questionnaire administration and informed consent was obtained from students. LAC-R was then carried out for 3 months in 253 students. After LAC-R, the same questionnaire was administered and the differences in student responses before and after the intervention were analyzed. Using the psychosomatic complaint scale score as a dependent variable and grade level as an independent variable, ANOVA by time (pre-and post-intervention) was performed. Results: Data for 4367 boys and 4083 girls were analyzed. Significant differences in psychosomatic complaints and selfesteem scale score were observed between boys and girls (p<.001) and among different grade levels(p<.001). Moreover, for selfesteem scale score, the interaction between gender and grade level was significant (p=.003). Girls reported more psychosomatic complaints than boys, particularly in the higher grades. In addition, the self-esteem scale score for girls was lower than that for boys and decreased with increasing grade level. LAC-R was completed by 114 boys and 139 girls. In boys, self-esteem scale score increased after the LAC-R intervention (p=.041) Conclusion: A 3-month LAC-R intervention increased self-esteem in junior high school boys. Tottori University, Yonago City, Japan and 2 Tukuba University, Tukuba City, Japan.