Ando Mikayo, Asakura Takashi, Ando Shinichiro, Simons-Morton Bruce
Health Science Laboratory, Tokyo Gakugei University, koganei-shi, Japan.
Health Educ Behav. 2007 Oct;34(5):765-76. doi: 10.1177/1090198106291965. Epub 2006 Dec 15.
This study evaluates the impact of a school-based intervention program on aggressive behavior among junior high school students in Japan. One hundred and four seventh-graders were enrolled in the program and completed Time 1, Time 2, and Time 3 surveys. The program was implemented in two classes between Time 1 and Time 2 surveys (the first treatment group) and in two other classes between Time 2 and Time 3 surveys (the delayed treatment group). The program included four weekly lessons related to problem solving, stress management, and communication. The initial intervention group reported a significant increase in appropriate relationships with classmates. Aggressive behavior significantly decreased from Time 1 to Time 3 in both groups and from Time 2 to Time 3 in the delayed treatment group, but no treatment group effect was noted. Additional modification of the program may be needed to achieve decreases in aggressive behavior.
本研究评估了一项基于学校的干预项目对日本初中生攻击行为的影响。104名七年级学生参与了该项目，并完成了第1次、第2次和第3次调查。该项目在第1次和第2次调查之间在两个班级实施（第一治疗组），在第2次和第3次调查之间在另外两个班级实施（延迟治疗组）。该项目包括每周4节与问题解决、压力管理和沟通相关的课程。初始干预组报告称与同学的适当关系显著增加。两组从第1次到第3次以及延迟治疗组从第2次到第3次攻击行为均显著减少，但未发现治疗组效应。可能需要对该项目进行进一步修改以减少攻击行为。
