Abstract
The purpose of this study was to investigate the effects of intervention based on data from psychological stress scores in order to prevent school non-attendance in elementary school. First, 22 classes of children completed a series of scales including a scale of negative feelings regarding school life, a psychological stress response scale (irritated-angry feelings, feelings of helplessness, depressive-anxious feelings, and physical state), a school stressor scale (study, relationship among teachers, relationship among friends), and a social support scale (father, mother, teachers, and friends). Second, the class teachers of 102 screened children who had high scores for the negative feelings regarding the school life scale exchanged information and opinions with a psychologist. Third, the teachers intervened with these children based on knowledge about school stress in their daily school guidance. The result of t-test revealed that after intervention, the children's negative feelings regarding school life score decreased. In the interviews, class teachers evaluated this approach as a non-burdening and effective method, which gained a common understanding among school staff concerning children's stress. Also discussed were the possibilities of partnerships between school counselors and class teachers or class teachers and same grade/school teachers.
