Abstract
The “SOS output education” program is being advocated as a proactive measure to address student suicides. Much of the effectiveness verification of this program thus far has focused on the mental and psychological aspects. However, it is also important to test the effectiveness of the program to determine whether it actually leads to help-seeking behaviours. Therefore, in this study, we implemented a program which integrates elements of intergenerational exchange among upper elementary school students to evaluate its effectiveness in expanding the range of individuals with whom they feel comfortable seeking help. A total of 125 students (40 fourth graders, 50 fifth graders, and 35 sixth graders; 60 boys and 65 girls) were surveyed at three intervals: prior to implementation, three weeks post-implementation, and three months post-implementation. We analysed the change in the total number persons whom the student could ask for help across the time points. The results showed a significant increase in the number of people who could be asked for help after three months of program implementation compared to baseline and after three weeks of implementation. 17 participants reported that they had no one whom they could ask for help before the program implementation, which decreased to 11 after program implementation, and finally to zero after three months. These results suggest that the participants used the skills they learned during the program in real-life contexts, indicating that “SOS output education” may effectively promote consultative and help-seeking behaviour by the students. In addition, the number of participants who sought help not only from “friends” but also from “parents” and “homeroom teachers” increased, suggesting that the program promoted dialogue with familiar, trusted adults.
