基于全校性积极行为干预与支持的小学生问题行为研究
An Intervention of Problem Behaviors among Elementary School Students Based on School-Wide Positive Behavior Interventions and Supports
冯永辉 1颜开 1陈纯 2倪虹 3陆浩然 4王静 1唐雨尧 1余南芳 1吴晓庆 1陈宇然2
作者信息
- 1. 湖南师范大学教育科学学院,长沙 410081
- 2. 香港中文大学(深圳)人文社科学院,深圳 518172
- 3. 美国加州州立大学弗雷斯诺分校心理系,弗雷斯诺93740
- 4. 美国东伊利诺伊大学心理学系,查尔斯顿61920
- 折叠
摘要
为了更加有效地预防和减少小学生问题行为的发生,基于当前我国小学德育与心理健康教育现状,制定了中国化的全校性积极行为干预与支持方案,并在湖南某小学实施为期半年的干预.结果显示,与干预前相比,处于边缘和异常水平的学生,其问题行为严重程度显著降低,亲社会行为水平显著增加,且对校园氛围和班级氛围的评价有所提高.研究结果对理解小学生问题行为的现状、发生机制及应对策略具有启示意义,并为未来在国内大规模实施该干预模式提供了实证依据.
Abstract
In order to prevent and reduce the occurrence of problem behaviors among elementary school students more effectively,based on the current situation of moral and mental health education in elementary schools in China,a localized School-Wide Positive Behavioral Intervention and Support program was developed and implemented in an elementary school in Hunan for a period of six months.The results showed that compared with the pre-intervention period,students at the borderline and abnormal levels showed a significant decrease in the severity of problem behaviors,a significant increase in the level of pro-social behaviors,and an increase in the ratings of school climate and classroom climate.The findings are instructive for understanding the current situation,occurrence mechanisms,and coping strategies of problematic behaviors among elementary school students,and provide empirical evidence for the future large-scale implementation of this intervention model in China.
关键词
全校性积极行为干预与支持/小学生问题行为/校园氛围/班级氛围Key words
school-wide positive behavioral interventions and supports/problem behaviors among elem-entary school students/school climate/classroom climate引用本文复制引用
基金项目
湖南省教育科学规划课题(XJK21AXL003)
出版年
2024
NETL
NSTL
万方数据