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An Empirical Study of Mental Health Promotion in Adolescent form the View Points of Educational Health Science.

教育健康科学视角下青少年心理健康促进的实证研究。

基本信息

批准号：
14580190
负责人：
MURAMATSU Tsuneji
金额：
$ 1.79万
依托单位：
Aichi University of Education
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2002
资助国家：
日本
起止时间：
2002 至 2003
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-14580190/
关键词：
STRESS COPING BEHAVIOR ELEMENTARY SCHOOL CHILDREN JUNIOR HIGH SCHOOL STUDENTS SELF-ESTEEM REDUCTION OF THE STRESS PRACTICAL PROGRAM HIGH SCHOOL STUDENTS

项目摘要

At first study, the practical education turned to the proper stress coping behavior acquisition for 237 schoolchildren was done by using the practical video of stress coping in this year first. The stress coping education to school children were practiced four times with actually watching video once a week at the time of the morning physical exercise. The fear score lowered after the practice and the degree of arrival, refreshment and understanding rose. The practical education to elementary school children.The aim of second study was to investigate the relationship between stress coping behavior in daily life and self-esteem among 1028 high school students. "Unclear future prospect" was the most prevalent stressor, followed by "urgent work" and "facial/physical appearance". Among the coping behavior of high school students "consulting with a reliable person" was the most common, followed by "changing the way of thinking" and "making efforts to overcome difficulties". Their coping behavior was mostly positive, however, when their stress was getting too much and too severe, the coping behavior tended to be negative and many physical and mental subjective symptoms were simultaneously found in their answers. The higher a self-esteem score the students had, the less stress they indicated. In this case they showed positive coping behavior, and fewer physical and mental symptoms were found. Most of the participants coped with their daily stress successfully, but a number of them needed support for suitable coping behavior. These results suggest that we should develop supporting plans for concrete and suitable coping behavior at high schools.

本研究采用本年度首次使用的压力应对实践视频，对237名小学生进行了转向适当压力应对行为习得的实践教育。对学龄儿童的压力应对教育进行了四次练习，每周在晨练的时候看一次视频。练习后，恐惧得分降低，到达、恢复和理解的程度上升。对小学生的实践教育。本研究旨在探讨1028名高中生日常生活压力应对行为与自尊的关系。“未来前景不明朗”是最普遍的压力源，其次是“紧急工作”和“面部/外貌”。在高中生的应对行为中，“向可靠的人咨询”最为常见，其次是“改变思维方式”和“努力克服困难”。他们的应对行为以积极为主，但当压力过大、压力过大时，应对行为倾向于消极，且在回答中同时出现多种身心主观症状。学生的自尊得分越高，他们表示的压力就越小。在这种情况下，他们表现出积极的应对行为，并且发现的身体和精神症状较少。大多数参与者成功地应对了日常压力，但他们中的一些人需要适当的应对行为的支持。这些结果提示我们应该制定具体和合适的高中应对行为的支持计划。