児童生徒集団に対するストレスマネジメントのアセスメントと実践

抄録

This study provides a broad overview of “functional analysis” of group stress-management interventions for children and students, from the perspective of quality control assessment of interventions. The results suggested that perspectives on assessment are based on four activities: (1) conducting assessment based on stress theory, (2) conducting the functional assessment, (3) establishing procedures based on assessment results, and (4) evaluating the effects of preventive stress management. There are different constraints in conducting studies in the field of education. However, conducting interventions by considering the above perspectives is critical for establishing the repeatability of effective intervention procedures, and for developing guiding principles for modifying and re-evaluating non-effective procedures.