STRESS MANAGEMIENT EDUCATION AT THE PERIOD FOR INTEGRATED STUDY IN JUNIOR HIGH SCHOOL

初中一体化学习时期的压力管理教育

基本信息

批准号：
13610146
负责人：
OKAYASU Takahiro
金额：
$ 1.73万
依托单位：
UNIVERSITY OF MIYAZAKI
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2001
资助国家：
日本
起止时间：
2001 至 2003
项目状态：
已结题

项目摘要

This study consisted of two studies.Study I examined the effects of social skills education at the period for integrated study for the first grade junior high school students, as a part of stress management education. The results suggested that students were divided into four groups based on the change of social skills' scores : descent group, the group of the change from low to high, high group, the group of the change from high to higher. The students of the group of the change from low to high improved in their loneliness and the perceived social support from their friends after social skills education. Cluster of rise from low score improved in their apathy and loneliness and increased social support from friends. Furthermore, the level of social skills maintained during 3 months after education.The more comprehensive stress management education for the second grade junior high school students was given in Study II. The results indicated that the students who were interested in this education used only a little escape-avoidance coping. Furthermore, the students who hoped to have this education in the near future and who understood their own stress well extremely perceived social support from their teacher and extremely felt controllable to their stressors. However, this stress management education could little improved stress levels of the students. The problems on the needs of stress management education, reconstruction of the program from the preventive points of view, the judgment of the effects, and so on should be reexamined in the future study.

这项研究包括两项研究。研究我研究了一年级初中生的综合研究时期社交技能教育的影响，这是压力管理教育的一部分。结果表明，根据社交技能分数的变化，学生分为四个小组：血统群体，从低到高的组变化的小组，从高高到更高的变化组。在社交技能教育之后，从低至高点变化的学生的孤独感和朋友的社会支持得到了改善。低分的上升群改善了他们的冷漠和孤独感，并增加了朋友的社会支持。此外，在教育后三个月内维持的社交技能水平。在研究II中给出了二年级初中生的更全面的压力管理教育。结果表明，对这项教育感兴趣的学生只使用了一些避免逃脱的应对。此外，希望在不久的将来接受这种教育的学生，他们理解自己的压力非常有理由从他们的老师那里得到社会支持，并且对压力源极为控制。但是，这种压力管理教育几乎无法改善学生的压力水平。应在未来的研究中重新审查压力管理教育需求，从预防性的角度重建计划的问题，效果的判断等。