Efficacy of Stress Management Education in an Elementary School
Efficacy of Stress Management Education in an Elementary School
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小学压力管理教育的效果
DOI：
10.11560/jahp.7.2_11
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发表时间：
1994
期刊：
影响因子：
--
通讯作者：
K. Oka
中科院分区：
文献类型：
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作者：
K. Takenaka;M. Kodama;Koji Tanaka;F. Yamada;K. Oka
本研究旨在探讨小学环境下压力管理教育的效果。在实验一中，采用受试者内设计评估了对状态焦虑的干预效果。SM教育包括三个阶段(入门、意识训练和放松)，为期三周。受试者(男20人，女19人)在第二次(S1)和第三次(S2)SM、日语(L)和体育课(PE)前和后不同时间完成了斯皮尔伯格儿童状态-特质焦虑量表(STIC)。结果表明，两个SM项目在每个项目后都明显改善了状态焦虑，尽管L和体育项目在前后测没有显示出差异。在S2阶段，女性在后测中的状态焦虑得分低于男性。实验二采用受试者间设计，对两个SM班和一个对照班进行了比较。第一个SM班(E1)通过呼吸训练增强，另一个班(E2)进行放松训练。对照班(C)学习的是日语，而不是SM。所有的孩子在节目前后都完成了表演。结果表明，在控制了特质焦虑后，后测的状态焦虑水平显著低于前测，而状态焦虑的状态焦虑水平没有随着时间的推移而提高。这两个实验的结果都表明，SM教育显著降低了状态焦虑，即使在短暂的暴露之后也是如此。讨论了检验SM教育对儿童的影响的具体含义，以及对未来研究的建议。
The purpose of this study was to examine the effect of stress management (SM) education in an elementary school environment. In Experiment I, intervention effects on state anxiety were assessed using a within-subjects design. The SM education consisted of three phases (introduction, awareness training, and relaxation) over a three week period. Subjects (20 males and 19 females) completed the Spielberger State-Trait Anxiety Inventory for Children (STAIC) before and after the second (S1) and third (S2) SM, Japanese Language (L), and Physical Education (PE) programs in different days. Results showed that two SM programs clearly improved state anxiety after each program although the L and PE programs did not show a difference between the pre and post-tests. In S2, females had lower state anxiety scores in the post-test than did the males. In Experiment II, two SM classes and one control class were compared in a between-sulbjects design. The first SM class (E1) was enhanced by respiration training and the other (E2) performed relaxation training. The control class (C) studied Japanese language instead of SM. All children completed the STAIC before and after the program. Results showed the E1 and E2 had a significantly lower state anxiety in the posttest than in the pretest after controlling for trait anxiety, while the C did not improve over time. The results of both experiments indicate that SM education significantly reduces state anxiety even after brief exposure. Specific implications for examining the effect of SM education for children were discussed along with recommendations for the future research.