抄録
A stress management program was conducted with junior high school students, mainly by using Self-instructional training (SIT) and then, resulting changes in stress responses and cognitive appraisals perceived as school stress tolerance were investigated. Also, the program was evaluated through a free description questionnaire. Participants were second year junior high school students (N = 216). They were classified into an intervention group (n = 126) and a control group (n = 90). The class-scale stress management program consisting of two sessions, each of 50 minutes, was conducted with the intervention group. The results indicated that the total stress responses score, “irritated-angry feelings,” as well as “helplessness” decreased in the intervention group, compared to the control group. Furthermore, “influence” of cognitive evaluation improved. The above results suggest this stress management program might be effective in junior high school students. The program was evaluated in qualitative ways. It was indicated many participants understood the content of the program and evaluated the class positively. Regarding SIT, almost all participants evaluated SIT positively and recognized the effectiveness of the technique, whereas a few participants mentioned difficulty in developing self-instructions by themselves.
