A Study of the Stress Management Education Program for High School Students

Cognitive-Behavioral Interventions for Appropriate Coping with Angry Emotion

Abstract

　The purpose of this study is to examine the intervention effects of the stress management education for second-year high school students, aiming to cope with angry emotions appropriately. The program was based on cognitive-behavioral therapy, and three 45-min intervention classes were conducted for two weeks. In order to examine the effects of the program, a questionnaire survey was conducted before and one month after the completion so as to assess the level of achievement, interpersonal stress perception, and anger coping behaviors, including requests for help and violence. The results showed that the level of understanding of the program themes increased before and after the intervention, and the effect was well maintained. In the interpersonal stress perception, on the other hand, the stress perception score decreased after the intervention, but the effect was not maintained. In addition, there was no effect of violence intervention while the score of request for help increased only after one month. In our future studies, it is necessary to improve the stable effect of the program by setting the number of subjects and follow-up classes in order to change the behavioral level considering also generalization.