23．坂野雄二・大島典子・富家直明・嶋田洋徳・秋山香澄・松本聰子（1995）．最近のストレスマネジメント研究の動向 早稲田大学人間科学研究，8，121-141．
24．嶋田洋徳・坂野雄二・上里一郎（1995）．学校ストレスモデル構築の試み ヒューマンサイエンスリサーチ，4，53-68．
25．坂野雄二・嶋田洋徳（1995）．大震災と心的外傷後ストレス障害（PTSD） 心身医療，7，1584-1588．
26．Hironori Shimada, & Yuji Sakano（1996）．Enhancement of Tolerance to
Psychological Stress in Children．Proceedings of the International Conference on Stress Management Education，1996，29-36．
27．坂野雄二・鈴木伸一・浅野桂子・海老原由香・小林みずき・嶋田洋徳（1996）．認知行動療法における認知的変数の検討 早稲田大学人間科学研究，9，143-162．
28．鈴木伸一・嶋田洋徳・坂野雄二（1996）．項目反応理論による心理的ストレス反応の表出水準に関する検討 ストレト科学研究，11，1-10．
29．嶋田洋徳（1996）．中学生におけるセルフ・エフィカシーの心理的ストレス軽減効果 ヒューマンサイエンスリサーチ，5，55-68．
30．鈴木伸一・佐藤健二・富家直明・嶋田洋徳・坂野雄二（1996）．データ分析における外れ値の統計的評価に関する検討 ヒューマンサイエンスリサーチ，5，279-291．
31．金外淑・嶋田洋徳・坂野雄二（1996）．慢性疾患患者の健康行動に対するセルフ・エフィカシーとストレス反応との関連 心身医学，36，499-505．
32．嶋田洋徳・三浦正江・坂野雄二・上里一郎（1996）．小学生の学校ストレッサーに対する認知的評価がコーピングとストレス反応に及ぼす影響 カウンセリング研究，29，89-96．
33．嶋田洋徳・戸ヶ崎泰子・岡安孝弘・坂野雄二（1996）．児童の社会的スキル獲得による心理的ストレス軽減効果 行動療法研究，22(2),9-20．
34．坂野雄二・嶋田洋徳・辻内琢也・伊藤克人・赤林朗・吉内一浩・野村忍・久保木富房・末松弘行（1996）．阪神・淡路大震災における心身医学的諸問題（I）：PTSDの諸症状と心理的ストレス反応を中心として 心身医学，36，649-656．
35．辻内琢也・吉内一浩・嶋田洋徳・伊藤克人・赤林朗・熊野宏昭・野村忍・久保木富房・坂野雄二・末松弘行（1996）．阪神・淡路大震災における心身医学的諸問題（II）：身体的ストレス反応を中心として 心身医学，36,657-665．
36．嶋田洋徳（1996）．知覚されたソーシャルサポート利用可能性の発達的変化に関する基礎的研究 広島大学総合科学部紀要IV理系編，22，115-128．
37．三浦正江・嶋田洋徳・坂野雄二（1997）．中学生におけるテスト不安の継時的変化：心理的ストレスの観点から 教育心理学研究，45，31-40．
38．戸ヶ崎泰子・秋山香澄・嶋田洋徳・坂野雄二（1997）．社会的スキルが知覚されたソーシャルサポートの利用可能性に及ぼす影響 ストレス科学研究，12,13-25．
39．Woe Sook Kim, Hironori Shimada, & Yuji Sakano（1997）．The Relationship
between Self-Efficacy on Health Behavior and Stress Responses in Chronic
Disease Patients．Japanese Journal of Psychosomatic Medicine，1997，90-95．
40．戸ヶ崎泰子・秋山香澄・嶋田洋徳・坂野雄二（1997）．小学生用学校不適応感尺度開発の試み ヒューマンサイエンスリサーチ，6，207-220．
41．鈴木平・依田麻子・越川房子・杉若弘子・嶋田洋徳・瀬戸正弘・上里一郎（1997）．Life Style Index の日本語短縮版の作成および標準化の試み 健康心理学研究，10(2)，31-43．
42．鈴木伸一・嶋田洋徳・三浦正江・片柳弘司・右馬埜力也・坂野雄二（1997）．新しい心理的ストレス反応尺度（SRS-18）の開発と信頼性・妥当性の検討 行動医学研究，4,22-29．
43．嶋田洋徳（1998）．学校ストレスといじめ いじめ防止教育実践研究，2，43-53．
44．嶋田洋徳（1998）．高校生における原因帰属スタイルの日韓比較 人文科学研究，96，1-16．
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- 小学生の社会的スキルの困難度とストレス反応の関連
The relationship between difficulty of social skills and stress responses in elementary school children
嶋田洋徳（早稲田大学大学院人間科学研究科）・秋山香澄（早稲田大学大学院人間科学研究科）・戸ヶ崎泰子（早稲田大学大学院人間科学研究科）・坂野雄二（早稲田大学人間科学部）
Hironosi SHIMADA (Graduate School of Human Sciences, Waseda University), Kasumi AKIYAMA (Graduate School of Human Sciences, Waseda University), Yasuko TOGASAKI (Graduate School of Human Sciences, Waseda University), & Yuji SAKANO (School of Human Sciences, Waseda University)
ストレス科学研究（パブリックヘルスリサーチセンター），10，1-12．（1995）
Stress Sciences（Public Health Research Foundation）
The purposes of this study were to reexamine the reliability and validity of items which measure children's social skills, and to investigate the relationship between difficulty of social skills and stress responses in elementary school children. As results of factor analysis and item analysis of data from 2,978 children (1,526 boys and 1,452 girls), 45 items were extracted. As a result of item analysis according to Item Response Theory (IRT), it was revealed that 15 items had the reliability, validity, and the power of discrimination. And it was found that the more children develop, the more they acquire prosocial skills. After correlation analyses between the items of social skills and stress responses, it was found that acquisition of social skills were correlated with "helplessness". Finally, the significance of item analyses of social skills and clinical application of items which had reliability and validity were discussed.
Key Words: social skills, IRT, stress responses, validity, elementary school children.
- 中学生におけるソーシャルサポートがコーピングの実行に及ぼす影響
The effects of social support on stress coping in junior high school students
三浦正江（早稲田大学大学院人間科学研究科）・嶋田洋徳（早稲田大学大学院人間科学研究科）・坂野雄二（早稲田大学人間科学部）
Masae MIURA (Graduate School of Human Sciences, Waseda University), Hironori SHIMADA (Graduate School of Human Sciences, Waseda University), & Yuji SAKANO (School of Human Sciences, Waseda University)
ストレス科学研究（パブリックヘルスリサーチセンター），10，13-24．（1995）
Stress Sciences（Public Health Research Foundation）
The purpose of this study was to investigate the effects of social support on stress coping in junior high school students. Scale on perceived social support and stress coping scale were administered to 450 junior high school students (223 boys and 227 girls). First, as results of factor analyses of stress coping scale including four stressful situations, four factors (active coping, positive thinking, support seeking, and resignation) were e3extracted in "study", "relationship with teacher", and "relationship with friend" situations. Furthermore, four factors (active coping, resignation, positive thinking, and getting information) were extracted in "club activity" situation. Second, the results of multiple regression analyses (independent variables: social support; dependent variables: stress coping) revealed that students who showed high scores of social support from friends used "active coping" for each stressor. And those who showed high scores of social support from mother didn't use "resignation" coping for stressor in "study" situation. Finally, it was suggested that students who perceived much social support used appropriate coping) and that they didn't use unappropriated coping. Importance of social support and stress coping in psychological stress in junior high school students was discussed.
Key Words: social support, stress coping, junior high school students.
- 最近のストレスマネジメント研究の動向
Recent trends of research on stress management
坂野雄二（早稲田大学人間科学部）・大島典子（早稲田大学大学院人間科学研究科）・富家直明（早稲田大学大学院人間科学研究科）・嶋田洋徳（早稲田大学大学院人間科学研究科）・秋山香澄（早稲田大学大学院人間科学研究科）・松本聰子（早稲田大学大学院人間科学研究科）
Yuji SAKANO (School of Human Sciences, Waseda University), Noriko OSHIMA (Graduate School of Human Sciences, Waseda University), Tadaaki TOMIIE (Graduate School of Human Sciences, Waseda University), Hironori SHIMADA (Graduate School of Human Sciences, Waseda University), Kasumi AKIYAMA (Graduate School of Human Sciences, Waseda University), & Satoko MATSUMOTO (Graduate School of Human Sciences, Waseda University)
早稲田大学人間科学研究（早稲田大学人間科学部），8，121-141．（1995）
Waseda Studies in Human Sciences（School of Human Sciences, Waseda University）
Recently, much research on stress management has been conducted in the field of psychology. Such research has covered a great variety of populations, symptoms, and techniques. The purposes of this article were to review the research on stress management for the last 12 years (1982-1993) , and to analyze the recent trend of research on stress management by reviewing books, chapters of books, and journal articles found in Psychological literature (PsycLIT). A review was conducted from the viewpoint of a basic research approach, a clinical research approach, and a school research approach. From the results of analyses, it was found that the purposes of research on stress management could be divided into three categories, as follows: (1) care of illness or disease, (2) management of one's health, and (3) upgrade of social function. It is also suggested that most stress management programs could be understood within the framework of the construction model of package treatment of stress management, which contains several intervention techniques. Finally, several research problems in stress management are pointed out, and several theoretical issues on basic and applied research on stress management are discussed.
Key Words: stress management, review, research problems on stress management, recent trend, construction model of package treatment on stress management.
- 学校ストレスモデル構築の試み
A study of the construction of a causal model for school stress in elementary school children
嶋田洋徳（早稲田大学大学院人間科学研究科）・坂野雄二（早稲田大学人間科学部）・上里一郎（早稲田大学人間科学部）
Hironori SHIMADA (Graduate School of Human Sciences, Waseda University), Yuji SAKANO (School of Human Sciences, Waseda University), & Ichiro AGARI (School of Human Sciences, Waseda University)
ヒューマンサイエンスリサーチ（早稲田大学大学院人間科学研究科），4 ，53-68．（1995）
Waseda Human Science Research（Graduate School of Human Sciences, Waseda University）
The purpose of this study was to investigate the relationship among factors which affect stress responses in elementary school children. In this study, 877 elementary school children, from the 4th to the 6th grade, completed the School Stressor Scale for Children (Shimada et al., 1992b) , the Stress Response Scale for Children (Shimada et al., 1994) , the Stress Coping Scale for Children (Shimada et al., 1993b), and the Cognitive Appraisal Scale for Children (Shimada et al., 1993a). A hypothetical causal model based on the stress theory of Lazarus & Folkman (1984) was expressed as follows: experiences of school stressors → appraisal for effect (primary appraisal) → appraisal for control (secondary appraisal) → coping → stress responses. The data were analyzed using covariance structure analysis, and the relationship between observed variables and latent variables was examined. As a result of the analyses, it is shown that the Goodness of Fit Index was sufficiently high according to the model. Finally, the significance of the structure of the school stress model and its application for stress management were discussed.
Key Words: school stress model, elementary school, causal model, covariance structure analysis, Goodness of Fit Index.
大震災と“心的外傷後ストレス障害（PTSD）”
The Great Hanshin Earthquake and post-traumatic stress disorder
坂野雄二（早稲田大学人間科学部）・嶋田洋徳（早稲田大学大学院人間科学研究科）
Yuji SAKANO (School of Human Sciences, Waseda University), & Hironori SHIMADA (Graduate School of Human Sciences, Waseda University)
心身医療（心身医療研究会），7，1584-1588．（1995）
Psychosomatic Therapy
- Enhancement of tolerance to psychological stress in children
Hironori SHIMADA (Graduate School of Human Sciences, Waseda University), & Yuji SAKANO (School of Human Sciences, Waseda University)
Proceedings of the International Conference on Stress Management Education（International Conference on Stress Management Education），1996，29-36．（1996）
The purpose of this article to introduce methods of enhancement of children's tolerance to psychological school stress. Sakano et al. (1995) pointed out that stress management could be divided into four intervention techniques as follows; (i) to control environmental stimuli, (ii) to modify one's cognitive appraisal, (iii) to modify coping processes to stressful situations, and (iv) to reduce one's stress responses. Shimada (1996) showed that the enhancement of general self-efficacy, the acquisition of appropriate social skills and modification of inappropriate behavior, and enrichment of perceived social support against parents are essential factors to enhance the children's tolerance to psychological stress. Enhancement of tolerance to stress using such children's own personal resources might be an effective way not only to reduce stress responses itself but also to help children be free from new stressful situations in the future. Finally, the importance of considering the timing to start a stress management program to prevent school stress was discussed.
Key Words: tolerance to psychological stress, general self-efficacy, social skills, perceived social support, children.
- 認知行動療法における認知的変数の検討
A review on cognitive variables in Cognitive Behavior Therapy
坂野雄二（早稲田大学人間科学部）・鈴木伸一（早稲田大学大学院人間科学研究科）・浅野桂子（早稲田大学大学院人間科学研究科）・海老原由香（早稲田大学大学院人間科学研究科）・小林みずき（早稲田大学大学院人間科学研究科）・嶋田洋徳（早稲田大学大学院人間科学研究科）
Yuji SAKANO (School of Human Sciences, Waseda University), Shin-ichi SUZUKI (Graduate School of Human Sciences, Waseda University), Keiko ASANO (Graduate School of Human Sciences, Waseda University), Yuka EBIHARA (Graduate School of Human Sciences, Waseda University), Mizuki KOBAYASHI (Graduate School of Human Sciences, Waseda University), & Hironori SHIMADA (Graduate School of Human Sciences, Waseda University)
早稲田大学人間科学研究（早稲田大学人間科学部），9，143-162．（1996）
Waseda Studies in Human Sciences（School of Human Sciences, Waseda University）
The purposes of this article were to review cognitive variables and scales which were developed to measure individual cognitive responses, and to investigate their availability in Cognitive Behavior Therapy. After reviewing and classifying the concept of each cognitive variable, the scales which measure cognitive variables were reviewed, and their reliability, validity and clinical availability were investigated. Five cognitive variables (irrational beliefs, causal attribution, self-statement, automatic thought and self-efficacy) investigated in this article were selected based on following three criteria: 1. there has been much research after their conceptualization, 2. variables which can be introduced into clinical settings of Cognitive Behavior Therapy were included, 3. variables which are considered as emotional responses were excluded. Results of analyses revealed that each scale has high reliability, validity and clinical utility. Finally, relationship among cognitive variables, significance of measurement of cognitive variables, and future directions on assessment of cognition in Cognitive Behavior Therapy were discussed.
Key Words: Cognitive Behavior Therapy, cognitive variables, review, psychometrics, scales.
- 項目反応理論による心理的ストレス反応の表出水準に関する検討
An investigation of expression level of psychological stress responses according to the Item Response Theory
鈴木伸一（早稲田大学大学院人間科学研究科）・嶋田洋徳（早稲田大学大学院人間科学研究科）・坂野雄二（早稲田大学人間科学部）
Shin-ichi SUZUKI (Graduate School of Human Sciences, Waseda University), Hironori SHIMADA (Graduate School of Human Sciences, Waseda University), & Yuji SAKANO (School of Human Sciences, Waseda University)
ストレス科学研究（パブリックヘルスリサーチセンター），11，1-10．（1996）
Stress Sciences（Public Health Research Foundation）
The purpose of this study was to investigate the expression level of responses on the psychological stress responses scale according to the Item Response Theory (IRT). Subjects were healthy 1,316 high school students, 1,206 undergraduate students and 1,329 adults. Stress Response Scale-18 (SRS-18) was used as the scale to assess psychological stress responses. Two-parameter logistic model of IRT which could estimate the power of discrimination and difficulty of the items was adopted to investigate the items included in the SRS-18, and joint maximum likelihood estimation was used to estimate each parameter. As the results of item analysis, it was confirmed that SRS-18 had wide range of discriminatory power between low and high stress group. It was also indicated that items which were included in the same subscale had different discriminatory power and responsive probability. Furthermore, it was revealed that the range of responsive probability was different among three subscales. Thus, it was suggested that the expression level of "Helplessness" was higher than the level of "Depression-Anxiety" and "Irritability-Anger" among various stress responses. Finally, clinical application of SRS-18 was discussed.
Key Words: psychological stress responses, Item Response Theory (IRT), expression level, item analysis.
- 中学生におけるセルフ・エフィカシーの心理的ストレス軽減効果
Alleviation effects of self-efficacy on psychological stress in junior high school students
嶋田洋徳（早稲田大学大学院人間科学研究科）
Hironori SHIMADA (Graduate School of Human Sciences, Waseda University)
ヒューマンサイエンスリサーチ（早稲田大学大学院人間科学研究科），5，55-68．（1996）
Waseda Human Science Research（Graduate School of Human Sciences, Waseda University）
The purpose of this study was to investigate the alleviation effects of self-efficacy on psychological stress processes in junior high school students. In study I, 493 junior high school students, from the 1st to the 3rd grade, completed a Self-Efficacy Scale, a School Stressor Scale, a Stress Response Scale, a Stress Coping Scale and a Cognitive Appraisal Scale. After grouping junior high school students based on scores of self-efficacy (high or low self-efficacy group), t -tests using scores of other subscales as dependent variables were conducted. Results of the analysis indicated that junior high school students who have high self-efficacy showed, enhanced appraisal of controllability for school stressors, performed appropriate coping and showed low stress responses. In study II, the effects of change of self-efficacy in junior high school students was investigated. After grouping students based on individual changes of self-efficacy (increase or decrease of self-efficacy group, and control group), ANOVA using scores of other subscales as dependent variables was conducted. Results revealed that junior high school students who have increased self-efficacy showed, enhanced appraisal of controllability for school stressors, adopted appropriate coping and alleviated various stress responses. In study III, the effect of enhancing self-efficacy was investigated in two case studies: the case of a junior high school student who refused to attend school, and the case of a junior high school student who was regarded as maladaptive by her school teachers. As a result of intervention by enhancing self-efficacy based on data resulting from study I and study II, it was confirmed that increased self-efficacy and the alleviation of psychological stress was observed in both cases. Finally, factors which alleviate stress responses, and the application of self-efficacy for stress management education were discussed from the viewpoint of health psychology.
Key Words: self-efficacy, junior high school students, alleviation effects, psychological stress process, stress management.
- データ分析における外れ値の統計的評価に関する検討
Investigation of statistical evaluation of outliers in data analysis
鈴木伸一（早稲田大学大学院人間科学研究科）・佐藤健二（早稲田大学大学院人間科学研究科）・富家直明（早稲田大学大学院人間科学研究科）・嶋田洋徳（早稲田大学大学院人間科学研究科）・坂野雄二（早稲田大学人間科学部）
Shin-ichi SUZUKI (Graduate School of Human Sciences, Waseda University), Kenji SATO (Graduate School of Human Sciences, Waseda University), Tadaaki TOMIIE (Graduate School of Human Sciences, Waseda University), Hironori SHIMADA (Graduate School of Human Sciences, Waseda University), & Yuji SAKANO (School of Human Sciences, Waseda University)
ヒューマンサイエンスリサーチ（早稲田大学大学院人間科学研究科），5，279-291．（1996）
Waseda Human Science Research（Graduate School of Human Sciences, Waseda University）
The purpose of this report was to examine the method of the exception of outliers in data analysis. Skin conductance level (SCL) , which is regarded as a stress response under psychological and physiological stressors was measured as sample data. Subjects were 21 healthy undergraduate students. The stem-and-leaf display and box-and-whisker plot were used to investigate outliers of sample data. The data of one subject was regarded as an outlier after visual inspection. Then, the Smirnov-Grubbs method, which is one of the statistical methods of the exception of outliers was administered to find outliers. The results of analysis indicated that an additional two data were significant outliers. Results of t-tests based upon two data sets showed different results when outliers were included or not. It was suggested that an inappropriate result might be led at by the usage of data including outliers. It was suggested that outliers could be more accurately identified if a statistical evaluation with a critical test, as well as a visual inspection with graphics was used. Finally, the importance of the statistical evaluation of outliers in exploratory data analysis and the importance of adequate exception in multidimensional data analysis were discussed.
Key Words: outliers, stem-and-leaf display, box-and-whisker plot, Smirnov-Grubbs test, skin conductance level, exploratory data analysis.