本研究旨在探討壓力免疫訓練方案對國小六年級A型行為兒童在學校壓力與A型行為組型之立即性與持續性輔導效果，根據研究結果與結論，提出具體建議，以作為社教機構、學校、教師、父母及未來研究的參考。
本研究是以台北縣三重市某國小六年級的學生為樣本，經「兒童A型量表」的施測後，配合意願調查，篩選出二十名A型行為兒童作為研究對象，並隨機分派至實驗組與控制組，每組十名，男、女生各5名。
研究採等組前後測實驗設計，實驗組成員接受每週二次，每次四十分鐘，共十二次，為期六週的壓力免疫訓練團體輔導，而控制組則不接受任何處理。
本研究使用「兒童A型量表」與「國小學童學校壓力問卷」進行前測、後測及追蹤測量，所得資料以獨立樣本單因子共變數分析與相依樣本T考驗進行統計分析 ; 另外又根據「團體總回饋表」、「團體過程記錄表」及「訪談紀錄」作為分析團體諮商過程與輔導效果的依據。茲將本研究的主要發現摘述如下:
一、壓力免疫訓練方案對降低國小六年級A型行為兒童的「學校壓力」不具立即性與持續性的輔導效果。
二、壓力免疫訓練方案對降低國小六年級A型行為兒童的「功課壓力」不具立即性與持續性的輔導效果。
三、壓力免疫訓練方案對降低國小六年級A型行為兒童的「師生互動壓力」不具立即性與持續性的輔導效果。
四、壓力免疫訓練方案對降低國小六年級A型行為兒童的「同儕壓力」不具立即性與持續性的輔導效果。
五、壓力免疫訓練方案對降低國小六年級A型行為兒童的「考試壓力」不具立即性與持續性的輔導效果，但在團體輔導四週後對降低實驗組兒童的「考試壓力」卻有顯著性的輔導成效，具有持續性的輔導效果。
六、壓力免疫訓練方案對降低國小六年級A型行為兒童的「身體發育壓力」不具立即性與持續性的輔導效果。
七、壓力免疫訓練方案對降低國小六年級A型行為兒童的「A型行為組型」不具立即性與持續性的輔導效果。
八、壓力免疫訓練方案對降低國小六年級A型行為兒童的「時間緊迫感」不具立即性與持續性的輔導效果。
九、壓力免疫訓練方案對降低國小六年級A型行為兒童的「攻擊性與敵意」不具立即性與持續性的輔導效果。
十、參與團體的成員所給予的回饋皆為正向反應，顯示壓力免疫訓練方案的介入具有正向的影響，意即實驗組成員在處理學校壓力、時間緊迫感與攻擊性與敵意上都有不同程度的成長。

The purpose of this study was to investigate the immediate and long–term effects of the stress-inoculation training group counseling on school stress and type A behavior pattern to sixth-grade students in the elementary school. Based on the results, some suggestions are proposed for educational institutes, schools, teachers, parents and the researchers for further study.

In this research , 20 sixth-grade students at one elementary school in Taipei county were selected as our target samples. They were examined by “Type A Scale for Children” and were willing to participate in this program. They were divided randomly into two groups named experimental group and controlled group, and each group consisted of ten students , including five boys and five girls.

We adopt the design of the pretest-posttest control group in this experiment .The experimental group will take a 40-minute stress -inoculation training session twice a week. There are totally 10 sessions. On the other hand, there is no training session for students in the controlled group.

This study used “Type A Scale for Children” and “School Stress Questionnaire for Children”to conduct pretest, posttest and follow-up measurements. The data was analyzed by one-way ANCOVA and Paired-Samples T Test. In addition, the comments and feedback from the students were also evaluated through students’feedback forms, the researcher's own reflections and interview records. The main findings of this study were as follows:

1.There was no significant immediate and long–term effect on the stress- inoculation training program to reduce the school stress of the type A behavior pattern in sixth-grade students in the elementary school.
2.There was no significant immediate and long–term effect on the stress- inoculation training program to reduce the stress of school loading of the type A behavior pattern in sixth-grade students in the elementary school.
3.There was no significant immediate and long–term effect on the stress- inoculation training program to reduce the stress of teacher-pupil interaction of the type A behavior pattern in sixth-grade students in the elementary school.
4.There was no significant immediate and long–term effect on the stress- inoculation training program to reduce the peers stress of the type A behavior pattern in sixth-grade students in the elementary school.
5.There was no significant immediate and long–term effect on the stress- inoculation training program to reduce the examination stress of the type A behavior pattern in sixth-grade students in the elementary school. However, Beyond our expection, four weeks after the group counseling,there was a long–term significant effect on reducing the examination stress of the members within the experimental group .
6.There was no significant immediate and long–term effect on the stress- inoculation training program to reduce the stress of physical developing of the type A behavior pattern in sixth-grade students in the elementary school.
7.There was no significant immediate and long–term effect on the stress- inoculation training program to reduce the type A behavior pattern of the type A behavior pattern in sixth-grade students in the elementary school.
8.There was no significant immediate and long–term effect on the stress- inoculation training program to reduce the time urgency of the type A behavior pattern in sixth-grade students in the elementary school.
9.There was no significant immediate and long–term effect on the stress- inoculation training program to reduce the aggressiveness and hostility of the type A behavior pattern in sixth-grade students in the elementary school.
10.Participants in the experimental group respond positively, and that shows the positive influence of the training sessions. The stress- inoculation training program has positive influence on the participants , and that means that participants show various degrees of improvement in conducting school stress, time urgency and aggressiveness and hostility after taking this program.

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