Yogo teachers worry about what kind of teaching materials for mental health education are effective. We created the program of mental health which used egogram, and carried out for 238 fifth graders in 3 elementary schools of Nagano Prefecture. We verified whether the instruction was effective using the schoolchild version QOL measure. Furthermore, we investigated the relation between an egogram predominance type and change of QOL by intervention instruction.
As a result, children were motivated to raise their weak ego state portion while they had recognized their own egogram predominance type. That became clear from significant improvement having been especially observed in “self-respect feeling", “physical health", and “school" score while significant difference was observed in the QOL score before and after intervention statistically, as a result of performing t-test which has correspondence by the six-item sum total of QOL.
Furthermore, significant change was observed in the item of some QOL by the type of the egogram. Especially in NP predominance type, improvement in QOL score was generally observed by intervention instruction, and significant improvement was observed in the score of “physical health." This result suggests that improvement in QOL score by characteristic of “nurturing parent" which is NP predominance type causes tendency to accept intervention instruction. Moreover, although the significant difference in t-test was observed in QOL score before and after intervention, the significant difference was not observed in the QOL score before and after AC predominance type intervention. From these results, we have proposed that it is important to perform education of mental health according to the type of egogram.
