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Stress Management for Abused Children

受虐儿童的压力管理

基本信息

批准号：
15530451
负责人：
TOMINAGA Yoshiki
金额：
$ 2.11万
依托单位：
Hyogo University of Teacher Education
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2003
资助国家：
日本
起止时间：
2003 至 2004
项目状态：
已结题

项目摘要

We carried out the stress management camp for three nights and four days for the fifth grader in an elementary school and sixth grader (65 persons) who lives in a children's home. The child experienced the program which he chose together with the trainer, and the contents of a camp adopted how to stress to associate through experience which overcomes the stress situation of an exhibition to learn naturally. The stress reaction questionnaire (Shimada et al., 1994), a child's stress coping measure (Tominaga N、2003), and trauma reaction questionnaire (Tominaga, Takahashi and Yoshida et al., 2002) were carried out to the child who has entered each children's home. In enforcement, it explained that your trainner looked at this questionnaire, and it was told that I want you to make it an opportunity to consider one's stress. In addition, what was understood by the questionnaire was used as the letter, and it fed back also to the children of a non-participating group.As a result of performing … More 2 factor analysis of variance which used the stress reaction score as data, made participation and a non-participating group the factor between subjects, and made order the factor in a subject, the main effect of a group was not significant, and the significant difference was seen by the main effect (F(123,1)=14.09,p<.005) of order, but the difference significant to a mutual action was not seen. The relaxed score was used as data among stress coping measures, and the significant difference was seen by participation and interaction (F(1,480)=14.51,p<0.000) as a result of analysis of variance. As a result of low rank official approval, before and behind the participating group, a significant difference was not seen (F(1,480)=2.56,p=.110), but the difference significant forward and backward was seen in the non-participating group (F(1,480)=14.34,p<.000). The score of the direction after a camp fell participation and a non-participating group / the stress reaction score intentionally. On the other hand, about relaxed management, the participating group was maintaining to the score of the camp non-participating group having fallen after the camp among stress management. From this, the child who participated in the stress management camp was considered to have attached desirable stress coping to the body. Less

我们对一所小学的五年级学生和住在儿童之家的六年级学生（65人）进行了为期3夜4天的压力管理夏令营。孩子和培训师一起体验了自己选择的项目，一个营地的内容采用了如何通过体验来强调联想，克服了一个展览的压力情况自然学习。对进入每个儿童之家的儿童进行应激反应问卷（Shimada et al., 1994）、儿童应激应对量表（Tominaga N ., 2003）和创伤反应问卷（Tominaga, Takahashi and Yoshida et al., 2002）。在执行过程中，它解释说你的培训师看过这份问卷，并被告知我希望你把它作为一个考虑个人压力的机会。此外，问卷所理解的内容被用作信件，它也反馈给了非参与组的孩子。由于以应激反应得分为数据，以参与组和非参与组为被试之间的因子，以顺序为被试内部的因子，进行了多因素方差分析，组间主效应不显著，顺序的主效应（F(123,1)=14.09,p< 0.005）有显著性差异，但对相互作用的差异不显著。各应激应对措施间以放松得分为数据，经方差分析，参与和交互作用差异显著（F(1480)=14.51,p<0.000）。由于低级别官方认可，参与组前后无显著差异（F(1480)=2.56,p= 0.110），而非参与组前后有显著差异（F(1480)=14.34,p< 0.000）。营后方向得分下降参与组和非参与组/应激反应得分故意。另一方面，在放松管理方面，参与组与非参与组在压力管理后的得分保持一致。由此可以认为，参加压力管理研修班的孩子在身体上具备了“理想的压力应对”能力。少