| Co-Investigator(Kenkyū-buntansha) |
NISHOKA Nobuki NIIGATA UNIVERSITY,FACULTY OF EDUCATION & HUMAN,ASSOCIATE PROFESSOR, 助教授 (90198432)
SHIMAI Satoshi KOBE COLLEGE,PSYCHOLOGY,DEPT.OF HUMAN SCIENRCES,PROFESSOR, 人間科学部, 教授 (30136973)
NOZU Yuji AKITA UNIVERSITY,FACULTY OF EDUCATION & HUMAN SCIENCES,PROFESSOR, 教授 (40113906)
KAWABATA Testuro KOBE UNIVERSITY,DEPT.OF HEALTH PROMOTION,PROFESSOR, 発達科学部, 助教授 (50134416)
TAKAISHI Masahiro OTSUMA WOMEN'S UNIVERSITY,INST.OF HUMAN LIVING SCIENCES,DIRECTOR, 人間生活科学研究所, 所長 (50077187)
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| Budget Amount *help |
¥7,900,000 (Direct Cost: ¥7,900,000)
Fiscal Year 1998: ¥3,000,000 (Direct Cost: ¥3,000,000)
Fiscal Year 1997: ¥4,900,000 (Direct Cost: ¥4,900,000)
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| Research Abstract |
In order to introduce the life skills education effectively to school-based health promotion program in our country, we surveyed the theory, developing process, and application of life skills education to school-based health promotion in the USA, European countries, and Australia.
The results obtained are as follows :
1. Although the nature and definition of life skills are likely to differ across cultures and settings, there is a core set of skills that are at the heart of skills-based initiatives for the promotion of the health and well-being of children and adolescents, such as Self-esteem forming skills, Decision making skills, Objectives formulating skills, Stress managementskills and Interpersonal relationship skills.
2. Life skills programs have been introduced in a large proportion of schools, and for different age groups in the USA, European countries, and Australia. In some countries, there are several important life skills initiatives, originating in different groups in the country, e.g. non-governmental organizations, education authorities, and religious groups.
3. In life skills education, children are actively involved in a dynamic teaching and learning process. The methods used to facilitate this active involvement include working in small groups and pairs, brainstorming, role play, games and debates.
4. In the countries we surveyed, the teaching life skills appears in a wide variety of educational programs with demonstrable effectiveness, including programs for the prevention of drug abuse, smoking, adolescent pregnancy, lifestyle-related diseases and AIDS.
Teaching life skills in this wide range of promotion and prevention programs demonstrates the common value of life skills for health promotion, beyond their value within any specific program.
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