Effects of a Classroom-Based Stress Management Program by Cognitive Reconstruction for Elementary School Students.
classroom-based program
cognitive reconstruction
elementary school children
stress management
Journal
Yonago acta medica
ISSN: 0513-5710
Titre abrégé: Yonago Acta Med
Pays: Japan
ID NLM: 0414002
Informations de publication
Date de publication:
Aug 2020
Aug 2020
Historique:
received:
18
06
2020
accepted:
04
08
2020
entrez:
5
9
2020
pubmed:
5
9
2020
medline:
5
9
2020
Statut:
epublish
Résumé
The present study evaluates the effects of a classroom-based universal program for stress management among elementary school students. The participating children (aged 11-12 years) were assigned to either an intervention ( The results as observed in the intervention group were as follows: (a) stress responses decreased, (b) self-efficacy in the awareness about one's feelings and thinking improved, (c) understanding how thinking affects feelings was prompted, (d) self-efficacy to review one's thinking improved when they felt uncomfortable, and (e) self-efficacy to change one's negative thinking to adaptive thinking improved. These results suggest that the program was useful for reducing stress responses and improving self-efficacy in cognitive reconstruction among children.
Sections du résumé
BACKGROUND
BACKGROUND
The present study evaluates the effects of a classroom-based universal program for stress management among elementary school students.
METHODS
METHODS
The participating children (aged 11-12 years) were assigned to either an intervention (
RESULTS
RESULTS
The results as observed in the intervention group were as follows: (a) stress responses decreased, (b) self-efficacy in the awareness about one's feelings and thinking improved, (c) understanding how thinking affects feelings was prompted, (d) self-efficacy to review one's thinking improved when they felt uncomfortable, and (e) self-efficacy to change one's negative thinking to adaptive thinking improved.
CONCLUSION
CONCLUSIONS
These results suggest that the program was useful for reducing stress responses and improving self-efficacy in cognitive reconstruction among children.
Identifiants
pubmed: 32884439
doi: 10.33160/yam.2020.08.010
pii: 2020.08.010
pmc: PMC7435110
doi:
Types de publication
Journal Article
Langues
eng
Pagination
198-204Informations de copyright
©2020 Tottori University Medical Press.
Déclaration de conflit d'intérêts
The authors declare no conflict of interest.
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