The study on the stress management education based on the relaxation task in junior high-school

基于放松任务的初中压力管理教育研究

• 批准号: 11680041
• 负责人: YAMANAKA Hiroshi
• 金额: $ 2.05万
• 依托单位: Kagoshima University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 1999
• 资助国家: 日本
• 起止时间: 1999 至 2002
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-11680041/
• 关键词: Psychological stress; School stress; Stress management education; Junior high-school pupil; Self-relaxation; Pair-relaxation; Self-understanding; Understanding the other; 心理社会的ストレスモデル; セルフ・リラクセーション; ペア・リラクセーション; リラクセーション

The purpose of this study was to show the effects of stress management education based on the relaxation-program which had been applied over 3 years from 1999 to 2001 in the junior high-school attached to the faculty of education of Kagoshima University. 600 pupils from first grade to third grade experienced the stress management program consisted of progressive relaxation and "Pair-relaxation", where fellow pupils play a role of trainer and trainee with each other under the teacher's supervision based on the clinical dohsa-method, for 20 minutes once a week in their classroom. They had to answer the School-Stress-Responses Questionnaire in May and November in every 3 year. The sub-scores of questionnaire were in a 3 ('99, '00, '01) × 2 (boy, girl) × 2 (May, November) factorial analysis of variance (ANOVA) on each grade.The chief findings were as follows: (1) Girls of 3rd grade in '01 showed lower stressor scores in terms of the relationship with friends than those in '99. (2) Boys and girls of 3rd grade in '00 and '01 showed lower stressor scores in terms of relationship with teachers than those in '99. (3) Boys and girls of 3rd grade in '00 and '01 showed higher perceived social support scores by friends than those in '99. These results suggest that stress management education has effects on pupil's cognitive appraisal to friends and teachers.

本研究的目的是为了说明1999年至2001年在鹿儿岛大学教育学部附属初中实施的以放松计划为基础的压力管理教育的效果。一年级至三年级的600名学生经历了压力管理方案，包括渐进式放松和“成对放松”，在教师的监督下，根据临床dohsa方法，同学们在教室里每周一次扮演培训师和学员的角色。每3年的5月和11月对学生进行一次学校压力反应问卷调查。结果发现：（1）01年三年级女生在朋友关系上的压力源得分低于99年三年级女生; (2)00年和01年三年级男生和女生在与教师关系方面的压力源得分低于99年。(3)00年和01年的三年级男生和女生的朋友社会支持知觉得分均高于99年。这些结果表明，压力管理教育对小学生对朋友和老师的认知评价有影响。

项目成果

Hiroshi Yamanaka: "Children's psychological problem on sport injury"Orthopaedics. Vol. 13, No. 4. 18-25 (2000)

山中浩：《儿童运动损伤的心理问题》骨科。

山中寛: "子どものためのストレスマネジメント教育"小児科. 41巻・13号. 2346-2352 (2000)

Hiroshi Yamanaka：“儿童压力管理教育”儿科学，第 41 卷，第 13 期。2346-2352 (2000)

成瀬 悟策(編): "スポーツ動作法"学苑社. 244 (2001)

成濑吾作（编）：《运动运动方法》学园社 244（2001）。

日本スポーツ心理学会(編): "スポーツメンタルトレーニング教本"大修館書店. 221 (2002)

日本运动心理学会编：《运动心理训练教科书》大周馆书店221（2002年）。

Hiroshi Yamanaka: "The Contemporary Situation and Effect of Stress Management Education in Japan"The Korean Journal of Rehabilitation Psychology. Vol. 7, No. 1. 1-12 (2000)

山中浩：“日本压力管理教育的当代状况和效果”韩国康复心理学杂志。