Development of Children and Students' Energy to Live Using Stress Management Program

在这项研究中，使用压力管理计划进行心理干预，作为培养儿童和学生“生活能量”的一部分。小学生、初中生和高中生都参与了这项研究。干预措施是在学生小组中进行的，原则上是在课堂上进行的。对小学生进行ABC理论（Ellis，A.）的心理教育。老师们为他们展示了插图和角色扮演。他们了解到如何解释情况或认知对情绪影响很大。观察到应激反应总体减少。但每个受试者的效果不同，因此根据儿童认知扭曲的程度来评估干预效果。给另一名小学生提供了模糊的视频刺激，可以做出多种解释。他们了解到如何解释情况或认知对情绪影响很大。结果，干预前认知扭曲的儿童的压力反应减少了。然后对初中生进行干预。对同一情境的思维认知与他们不同，他们学会了多种认知。结果，当他们学习多种认知时，他们的压力反应下降了。另一方面，压力反应较高的学生很难学习各种认知。在对高中生的干预中，制定了压力管理方案草案，可以长期持续实施。学校使用的课程必须在课堂框架内，这一点很重要。该方案由认知（如认知重建）、行为（如社交技能训练）、情感（如放松）三项工作组成。该计划由高中老师和我们审核，将于明年开始发布。

In this study, psychological interventions using stress management program were offered as part of developing children and students' "energy to live". Elementary school children, junior high school students, and high school students were participated in the study. The interventions were offered in the group of students, in principle in class. Psychological education about ABC theory (Ellis, A.) was given to elementary school students. Illustrations and role playing by the teachers were presented to them. They learned that how to interpret situations or cognition influences emotion greatly. At large reduced stress reaction was observed. However, the effect was different for each subject, and so intervention effect was assessed according to the extent to which children's cognition was distorted. Ambiguous video stimuli to allow a variety of interpretations were given to another-elementary-school children. They learned that how to interpret situations or cognition influences emotion greatly. In consequence, stress responses of the children who had distorted cognitive distortion before the intervention was decreased. Then interventions were offered to junior high school students. Thinking cognition of the same situation different from theirs, they learned variety of cognition. As a result, when they learned variety of cognition, their stress responses declined. On the other hand, students who made higher stress responses had difficulty learning variety of cognition. In interventions to high school students, the draft of stress management program was made, which can be implemented constantly for a long time. It is important for the program used at school to be within the framework of class. The program was made, consisting of three works of cognition (e.g. cognitive reconstruction), behavior (e.g. social skills training), and emotion (e.g. relaxation). The program is reviewed by high school teachers and us, and it will be published since next year.