A comprehensive stress management education program for the prevention of bullying.

本研究的目的是显示综合压力管理计划对预防霸凌的效果。2004年对433名初中生进行问卷调查的结果显示，在“感知社会支持问卷”中得分较高的学生遭受欺凌的比例较低。本研究结果表明，通过压力管理教育促进良好的同学氛围，使学生能够感知社会支持，有可能减少在课堂上被欺负的经历。鹿儿岛市的33名二年级学生（男18名，女15名）从2005年11月到2006年2月，在教室里进行了每周一次、每次50分钟的“渐进式放松”、“配对放松”、“对日常烦恼的心理预演”的综合压力管理，共9次。在干预前和干预后分别填写“同学氛围问卷”、“欺凌问卷”和“学校压力反应问卷”。问卷分值采用2（男孩、女孩）x2（前、后）因子方差分析（ANOVA）进行分析。主要研究结果如下：(1)通过压力管理项目，积极的同学氛围得分有所提高。(2)经历霸凌的得分降低。此外，鹿儿岛市的262名一年级学生也于2007年2月在6个教室，每周进行2次，每次50分钟的压力管理教育，其中包括渐进式放松和对欺凌事件进行民事诉讼判决的人权教育。他们必须回答与2006年相同的问卷。压力管理教育与人权教育在被欺负经历上无显著差异。这些结果表明，长期的综合压力管理教育对预防小学生遭受欺凌有一定的效果。少

The purpose of this study was to show the effects of a comprehensive stress management program on the prevention of bullying. The results of a questionnaire given to 433 junior high school pupils in 2004 showed that pupils who had higher scores on the perceived social-support questionnaire had a lower ratio of having experienced being bullied. This result suggests that facilitating a good classmate climate to be able to perceive social support through stress management education has the possibility of reducing the experience of being bullied in the classroom.33 second grade pupils (18 boys and 15 girls)in Kagoshima City underwent the comprehensive stress management program consisting of progressive relaxation, pair-relaxation and mental rehearsal for daily hassles for 50 minutes once a week in their classroom, a total of 9 times from November 2005 to February 2006. They had to answer the Classmate-Climate-Questionnaire, the Bullying-Questionnaire and the School-Stress-Responses Questio … More nnaire pre- and post-intervention. The sub-scores of questionnaire were analyzed in a 2 (boy, girl) X 2 (pre, post)factorial analysis of variance (ANOVA). The chief findings were as follows: (1) The scores of a positive classmate climate increased through the stress management program. (2) The scores of experiencing being bullied decreased through the same program.In addition, 262 first grade pupils also in Kagoshima City underwent stress management education consisting of progressive relaxation, and human rights education utilizing a civil action judgment about bullying cases for 50 minutes once a week in 6 classrooms, a total of 2 times in February 2007. They had to answer the same questionnaire as given in 2006. There was no significant difference on experiencing being bullied between the stress management education and the human rights education.These results suggest that comprehensive stress management education over a long term has effects for the prevention of pupil's experiencing being bullied. Less