Unconscious Factors May Be More Important Than Conscious Factors in School Education: Development of a New Type of Prevention Education for Children’s Health and Adjustment and Assessment of Its Effectiveness

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Abstract

This paper describes a new type of prevention education for children’s health and adjustment. Unlike prior programs, this prevention education is based on scientific data and focuses on the roles of unconscious factors and emotions, which are mostly unconscious subtle body reactions. Thus, this education evokes emotions that partially become feelings after emotions rise up to the conscious level, and under the condition that emotions and feelings are sufficiently evoked, adaptive mental characteristics such as thinking, cognizing, and behaving are learned. Thereafter, these learned mental characteristics with evoked emotions and feelings are stored into memories. Thus, when children encounter a situation similar to the one they learned about in class, their mental characteristics, guided by memorized emotions and feelings, work adaptively in real life. Moreover, this paper depicts the methods of assessment for the described prevention education. Although Randomized Controlled Trials (RCTs) represent the final planned assessment, we are currently preparing for this step, and are now conducting preliminary methods of assessment. At present, we have developed a number of tests to assess implicit features of learning in children using semiprojection methods and writing tasks. Further, we have set up control conditions or groups to compare against intervention conditions or groups, although such conditions and groups have limitations. Finally, future directions for this education to be implemented widely on a regular basis are discussed.

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