@article{oai:naruto.repo.nii.ac.jp:00025347,
 author = {賀屋, 育子 and 内田, 香奈子 and 山崎, 勝之 and KAYA, Ikuko and UCHIDA, Kanako and YAMASAKI, Katsuyuki},
 journal = {鳴門教育大学学校教育研究紀要, Bulletin of Center for Collaboration in Community Naruto University of Education},
 month = {Feb},
 note = {本研究は，学級集団を対象としたユニバーサル予防教育TOP SELF （Trial Of Prevention School Education for Life and Friendship）のベース総合教育「感情の理解と対処の育成」のプログラムを実施し，その教育効果を検証した。対象者は小学校５年生３学級に在籍する１０９名で，自己評価，他者評価（クラス），向上度評価（自己・グループ・クラス）で構成された自記式質問紙を用いてデータを収集し，教育効果を分析した。その結果，当該プログラムの中位目標である「感情の同定」「感情の理解」「感情の対処」全てにおいて自己評価で有意な教育効果が確認された。また，他者評価においても「感情の理解」以外において，性差はみられたものの有意な教育効果が認められた。, This study examined the educational effectiveness of an universal prevention education, named “Trial of Prevention School Education for Life and Friendship (TOP SELF)” for Development of Understanding and Regulating Emotions. This program is designed to develop children’s emotional understanding and emotional regulation. Participants were 109 5th grade children from three classes. They completed a self-report inventory before and after the intervention. The inventory included questions of students’ perception of own, group members’ and classmates’ skills: identifying, understanding, and regulating emotions. The results indicated that participants perceived significant improvement in those skills of themselves after the intervention. Girls demonstrated higher mean levels for their classmates’ ability in identifying and regulating emotions and boys highlighted a higher mean level for their classmates’ proficiency in emotional regulation. Several items are significantly correlated with impression of this program such as“ the program was enjoyable” and “the program was understandable enough”},
 pages = {53--61},
 title = {学校予防教育プログラム「感情の理解と対処の育成」の教育効果 : 小学校５年生を対象に},
 volume = {29},
 year = {2015},
 yomi = {カヤ, イクコ and ウチダ, カナコ and ヤマサキ, カツユキ}
}