Consciousness surrounding bullying in Japan has a unique structure, and its construction by the end of the 20th century was combined with suicide, school and fear in different ways to constructs of bullying in culturally diverse countries like Germany and Malaysia. The strong combination with death and school has been moderated since the beginning of 2000 by efforts to promote anti-bullying policy in schools, something that continues to the present day in Japan. Sharing with students a 105-minute movie, titled ‘A Blue Bird’ and featuring the theme of bullying, is one approach used in the anti-bullying efforts in schools. Students in two different junior high schools, S (n=156) and K (n=74), in Nagasaki Prefecture viewed the movie in the end of 2016. The assessment of the change in consciousness of students after viewing a movie is challenging when analyzing written impressions and opinions that represent personal standpoints and words and phrases used are selected according to grammar and from an intended direction. By comparison, the association method simplifies the collection of associated words through the use of a cure word before and after an intervention, in this case the anti-bullying film. The response words are calculated quantitatively and qualitatively and recorded on a word map for all participants. A well-constructed movie can influence the depth of student self-recognition, and can give suggestions of self-affirmative consciousness to the students, who are in the process of forming a sense of self. The influence of the anti-bullying movie on the culture of bullying on schools S and K is quantitatively almost similar: the anti-bullying consciousness, which expresses that one must not bully, is increased per number of students at School S 13.2% and at School K 5.4%. At School S the top three responses from students to the cue word <school> “study” (73.1% per respondents), “friends” (44.2%) and “happy” (34.0%). The movie influenced negative consciousness about <me> significantly (p<.05): negative words on <me> decreased 28.3% per student after the movie. The movie gave an impression of “importance” of friends (5.1% increase per student). At School K the top three response words to the cue word <school> were “friends” (47.3% per student), “study” (43.2%), “teacher” (39.2%), “happy” (12.2%), and with respect to <oneself> there were increases in “weakness” (5.4% increase per student) and “importance” (4.1% increase) after the movie. There were no statistically significant changes in response words quantitatively concerning the cue word <me>. The results show that the anti-bullying movie is effective in increasing anti-bullying consciousness and can deeply motivate students to recognize the importance of self. However the influence is qualitatively different amongst schools due to the diversity of school character, such as a friendly happy atmosphere or rather isolated relationships in the school. Especially in School K the management was advised clinically to create cooperative learning opportunities and focus on the relationships of students to nurture a happier school atmosphere.