Frequencies and Perceived Effectiveness of Psychoeducational Programs in Elementary, Junior and Senior High Schools

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  • 小学校・中学校・高校で受けてきた心理教育の頻度および有効度の認知 ―いじめに関する心理教育の影響に着目して―
  • ショウガッコウ ・ チュウガッコウ ・ コウコウ デ ウケテ キタ シンリ キョウイク ノ ヒンド オヨビ ユウコウド ノ ニンチ : イジメ ニ カンスル シンリ キョウイク ノ エイキョウ ニ チャクモク シテ

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Abstract

<p>This study aimed to examine how often university students had a chance to learn various psychoeducational programs in elementary, junior and senior high schools by utilizing retrospective reports. This study also investigated if these experiences were perceived to be effective. Additionally, the authors focused on “education for bullying prevention,” of which has been increasingly necessary in schools, and explored the impact of this education on students by analyzing free description answers. The participants were 385 Japanese university students. The results showed that there are differences among school levels (elementary, junior and senior high school) in terms of frequency. Overall, signifıcant positive relationships between frequency and perceived effectiveness of each program were observed and the relationship was found to be stronger for programs with skill training. On the other hand, “education focusing on the value of life,” “human right education,” and “education for bullying prevention,” were rated high on frequency and perceived effectiveness; however, correlational relationships between two were rather weak. Finally, free description answers on “bullying” revealed both positive and negative feedback from participants; thus, factors other than frequency can contribute to the perceived effectiveness. In sum, this study shed light on the reality and limitation of psychoeducational programs.</p>

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