Departmental Bulletin Paper コンパッションに基づく心理学的学級介入プログラムの効果の検討 : 中学生を対象とした介入効果の個人差の検討
Differences in the Effect of Compassion-Based Psychological Classroom Group Intervention in Adolescents

仲嶺, 実甫子  ,  伊藤, 義徳  ,  甲田, 宗良  ,  佐藤, 寛

9pp.1 - 11 , 2018-03 , 関西大学大学院心理学研究科
The purpose of this study was to examine whether a compassion-based psychological intervention increased the social skills and satisfaction with school. Participants were 159 junior high school students, and the program involved four-session interventions with 50 minutes per session in a classroom setting. On the basis of cluster analysis of the pre-during-post scores of self-reported compassion for others, participants were divided into three groups: (a) decrease, (b) maintain high score, and (c) increase. The students whose compassion scores increased from low to high had multiplied commitment skill, which is a subscale of social skills, and increased total score of satisfaction with school after the intervention. The self-compassion score of that group also increased in the intervention season when compared to the students whose compassion scores decreased. These results suggested that the students whose compassion scores increased had increased social skills, satisfaction with school, and self-compassion.

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