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1.
The ecosystemic approach offers a new perspective on emotional and behavioural difficulties in schools by offering a particular analysis of the interactional patterns observable in social systems. The authors describe the origins of this approach in the realm of family therapy and the field of general system theory, and demonstrate its application to emotional and behavioural difficulties in schools through a survey of relevant literature and the presentation of case study material. 相似文献
2.
V. Sucharita 《Compare》2014,44(3):379-393
The present paper, based on an ethnographic study of a government school and a low-cost private school in Andhra Pradesh, India, argues that the students of a government school and a private school have two different worlds and are socialised differently. As children progress from childhood to adolescence, the transition is accompanied by increased responsibilities, cognitive maturity and behavioural changes. At home, socio-economic status, parental educational levels, family atmosphere and household survival strategies influence the way children perceive the world. At school, teachers and peer-group relationships play a cardinal role in moulding children differently. However, family, peers and school are not distinct arenas, but inter-related, and together contribute in shaping the child. 相似文献
3.
游戏治疗和家庭治疗的新发展：家庭游戏治疗 总被引：1，自引：0，他引：1
近年来,西方国家发展起来一种新型心理治疗法——家庭游戏治疗。文章主要介绍了家庭游戏治疗理论的提出、理论原理、功能、方法、家庭治疗师的作用以及怎样使成人摆脱对游戏的抵触心理,最后对该疗法进行了简要展望。 相似文献
4.
学习型家庭的建设,能保障家庭幸福,促进学生健康成长,提升学生就业能力,推动学习型社会建设。要推动学习性家庭建设,就要创新学习理念,营造浓厚的家庭学习氛围;发挥父母教育作用,做到言传身教;加强对学生的引导,促进社会与家庭之间的互动,提升学生的素质和现代社会的文明程度,为学生成长成才奠定基础。 相似文献
5.
Michael J. Guralnick Mary A. Hammond Robert T. Connor 《Early education and development》2006,17(2):203-228
It has been well established that young children with communication disorders (CD) have considerable difficulties interacting socially with peers in free-play settings. The central purpose of this study was to determine whether behavioral adaptations of children with CD could contribute to their peer interaction problems. To accomplish this, the behavioral patterns of reticent, solitary-passive, and solitary-active subtypes of nonsocial play of children with CD were observed in unstructured playgroup settings and compared to the nonsocial play of matched groups of typically developing children. Also examined was whether the associations with peer social interaction measures and child and family characteristics differed among the reticent, solitary-passive, and solitary-active subtypes and whether the context factors of the developmental status and familiarity of peers influenced these patterns. Results revealed that preschool children with CD do not exhibit distinct patterns of nonsocial play and provide no evidence for situation-specific (i.e., with peers) behavioral adaptations despite difficulties interacting with peers. The developmental characteristics of or familiarity with one's peers did not influence these results. Moreover, the peer social interaction patterns corresponding to each subtype, as well as child and family characteristics associated with each subtype, were also similar for both groups of children. Recommendations for preventive intervention programs to minimize future peer interaction problems emphasizing social-information and emotional regulation processes were presented. 相似文献
6.
Hiu Wo Chan Daniel Fu Keung Wong Sylvia Lai Yuk Ching Kwok Herman Hay Ming Lo Ting Kin Ng 《Journal of Research in Special Educational Needs》2023,23(3):228-243
This study examined the effects of cognitive behavioural therapy (CBT), mindful yoga and positive psychology interventions and identified common psychotherapeutic elements that exert critical treatment effects on Hong Kong Chinese students with special educational needs (SENs). Forty-seven participants received CBT intervention while 42 and 41 participants received mindful yoga and positive psychology interventions, respectively (N = 130). Mixed ANOVAs revealed no significant interaction effect between time and intervention condition on any outcome variables. However, within-subjects ANOVA revealed significant improvements in some dimensions within each intervention, including areas of behavioural problems, positive feelings and positive relationships. Changes in negative automatic thoughts were also found to lessen negative emotions in all three interventions. This study ascertained the differential effects of the selected approaches in ameliorating negative emotion, reducing behavioural problems and enhancing positive relationships among students with SENs in various treatment approaches. In addition, this study highlighted several common psychotherapeutic elements, which could potentially serve as important factors and constitute the formulation of an integrative psychotherapeutic framework for enhancing the well-being of students with SENs in Hong Kong. Finally, implications for practice and the possible development of an integrative intervention model were discussed. 相似文献
7.
Families and individual development: provocations from the field of family therapy 总被引：16，自引：0，他引：16
P Minuchin 《Child development》1985,56(2):289-302
Family therapy suggests a reformulation of concept and method in studying the family and individual development: to regard the family as an organized system and the individual as a contributing member, part of the process that creates and maintains the patterns that regulate behavior. In this review, the theories and clinical experiences of family therapists are regarded as a resource for developmental psychology, and particular attention is paid to those aspects that challenge traditional formulations in the developmental field. The review focuses on systems theory as the paradigm underlying family therapy and considers the implications of this framework for conceptions of the individual, the study of parent-child interaction, and new research formulations and areas of study. It also considers trends in the developmental field that move toward such formulations. 相似文献
8.
《International Journal of Educational Research》1998,29(1):41-50
This study was designed to determine the potential effects of a family literacy intervention program. The treatment was a five-month intervention with 15 families as they engaged in playful explorations with literacy materials, first in workshops and later in their homes. The program was designed to help families enhance the play context at home to offer children many opportunities to explore literacy-related objects through social interaction. Their selection of literacy-play materials encouraged family–child interactions through reading and through playfully using concrete literacy objects from the home environment. Strategies and activities offered to parents were those that would integrate play and literacy. Parents demonstrated the strategies and activities they learned in the workshops and used in their homes. 相似文献
9.
Child Care and Children's Peer Interaction at 24 and 36 Months: The NICHD Study of Early Child Care 总被引：3，自引：0，他引：3
《Child development》2001,72(5):1478-1500
Data from the National Institute of Child Health and Human Development Study of Early Child Care were examined to determine how children's experiences in child care were related to peer competence at 24 and 36 months of age, after controlling for the effects of family and child characteristics. Peer competence was assessed using mother and caregiver ratings as well as observations of children with their peers in child care, and at 36 months from observations of dyadic play with a familiar peer. Consistent, albeit modest, relations were found between child-care experiences in the first 3 years of life and children's peer competencies. Positive, responsive caregiver behavior was the feature of child care most consistently associated with positive, skilled peer interaction in child care. Children with more experience in child-care settings with other children present were observed to be more positive and skilled in their peer play in child care, although their caregivers rated them as more negative with playmates. Children who spent more hours in child care were rated by their caregivers as more negative in peer play, but their observed peer play was not related to the quantity of care. Child-care experiences were not associated with peer competence as rated by mothers or as observed in dyadic play with a friend. Maternal sensitivity and children's cognitive and language competence predicted peer competence across all settings and informants, suggesting that family and child-care contexts may play different, but complementary roles in the development of early emerging individual differences in peer interaction. 相似文献
10.
The aim of this study was to examine how expectancy of success, attainment value, and their interaction predicted behavioural engagement, and how behavioural engagement, in turn, predicted achievement. Data were collected from 586 English students aged 10–11 years in their final year of primary school. Expectancy of success was positively related to subsequent achievement directly and indirectly, mediated by behavioural engagement, over and above the variance accounted for by prior achievement and behavioural engagement. Indirect relations from expectancy of success to achievement were moderated by attainment value. Higher attainment value protected performance from low expectancy of success by increasing behavioural engagement. The compensatory role of high attainment value diminished at higher levels of expectancy of success. 相似文献
11.
Hsiu-Yuan Wang Yi-Shun Wang 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(5):787-806
With the proliferation of online games, understanding users' intention to play online games has become a new issue for academics and practitioners. Prior studies have investigated the factors affecting behavioural intention to play online games. However, little research has been conducted to investigate the gender differences in the acceptance of online games. Thus, this study is to investigate the effects of perceived playfulness and its potential antecedents (ie, computer self-efficacy, computer anxiety, challenge, speed and feedback) on the behavioural intention to play online games, and to examine the gender differences in the perception and acceptance of online games. Data collected from 281 respondents in Taiwan were tested against the research model using analysis of variance and structural equation modelling approaches. The theoretical and practical implications of the results were discussed. 相似文献
12.
In the systems approach certain patterns of family interaction are seen as fitting with physical abuse towards children in the family. If these interactions are blocked or changed using specific family therapy interventions, the risk of further abuse will be significantly reduced. Identifying typical patterns of interaction that fit with abuse is a useful first step in planning the management of physically abusing families. A full systemic formulation of the presenting problem will address numerous systems and sub-systems simultaneously, notably the family-professional system, the family within the extended family/friendship system, and the nuclear family. Interventions may have to be directed on a variety of these levels. The Marlborough Family Service has assessed and treated over 100 child-abusing families. A family day unit is used as the setting, and a multifamily group as the principle medium of treatment. Within the day unit real life stress situations are recreated around everyday issues, enabling families to find new and nonviolent solutions to the problems of daily life. In the cases seen, approximately one-third have resulted in a recommendation of permanent alternative family care for the children. In those families reunited, the re-injury rate has been found to be extremely low. 相似文献
13.
14.
自育能力是指个人把自己作为教育对象,对自己进行教育的能力。自育能力是一个复杂的体系,是多种能力相互交叉作用于主体自身的结果,对学生不断发展自己和进行终身教育具有十分重要的作用。在学生自育能力的形成过程中家庭因素、社会因素、学校因素、个体因素起着至关重要的作用。 相似文献
15.
The aim of this paper is to analyse the relation between interaction with objects and interaction with peers in children attending day care centres. The day care centre provides the child with an opportunity to interact with peers and for new cognitive experiences. It also provides researchers with an opportunity to study the relationships between peers and objects in the child’s cognitive construction. These two domains — peer interaction and interaction with objects — represent the two poles of a unitary system which allows the child to consolidate and acquire different kinds of knowledge. The two poles can be differently activated in the child’s cognitive construction. Their integrated study affords greater understanding of a series of behavioural phenomena which occur among peers in day care centres. Naturalistic observations on early peer interaction and object-related activities will be used to illustrate the analysis. The study of the processes involved in the child’s object- and peer-related interaction and the related behavioural phenomena can provide educational suggestions in order to ensure their actual emergence and to support their positive aspects. 相似文献
16.
Paolo Stievano Silvia Michetti Shawn M. McClintock Gabriel Levi Teresa Gloria Scalisi 《Reading and writing》2016,29(7):1497-1510
Handwriting is a complex activity that involves continuous interaction between lowerlevel perceptual-motor and higher-level cognitive processes. All handwriting models describe involvement of executive functions (EF) in handwriting development. Particular EF domains associated with handwriting include maintenance of information in working memory, inhibition of prepotent responses, and shifting and sustaining of attention. Generativity, an EF domain that has not been extensively studied, may play a role in the acquisition and automation of handwriting. We hypothesized that neuropsychological performances and handwriting fluency would be mutually associated, and that visuospatial generativity could have a specific role in handwriting speed. We enrolled 96 children who completed a comprehensive neuropsychological battery. The study found that handwriting speed was associated with visuospatial fluency, which involves behavioural execution and initiation. In learning and performing handwriting, there is an inherent non-exclusive role of fine motor skills. 相似文献
17.
The current study aimed to explore the concept of transition self-efficacy, which is defined as individuals’ subjective evaluation of their ability to execute the actions required for a successful transition from elementary to middle school. The study followed a sample of 128 sixth-grade students for 2 consecutive years (before and after the school transition). A path analysis based on structural equation modelling revealed that the students’ perceptions of the teachers’ emphasis on mastery goal orientations predicted academic and social aspects of self-efficacy. The social aspect of self-efficacy in turn predicted changes in the students’ emotional and behavioural engagement after the transition. The results were robust when we controlled for self-reported GPA and gender. An interaction between gender and aspects of self-efficacy was also observed. The findings emphasise the importance of transition self-efficacy for adaptive school transitions and provide evidence that teachers’ goal emphases play a significant role in promoting self-efficacy. 相似文献
18.
Leila Heckel Robert J. Barry Rory McCarthy Mark Selikowitz 《Emotional and Behavioural Difficulties》2013,18(4):353-373
Both Attention-Deficit/Hyperactivity Disorder (AD/HD) and divorce are very prevalent in western societies, and they may occur together. AD/HD is generally viewed as a neurobiological disorder, which has led to a commonly held belief that social-environmental factors play little role in the symptom profile of children diagnosed with the disorder. This study investigated the association between parental divorce, remarriage, multiple transitions, the quality of relationships with family members and the psychological well-being of children and adolescents with AD/HD. First, differences in children’s AD/HD symptom profiles in relation to parents’ divorce status (single/multiple divorce) and family composition (single parent/stepfamily) were examined. Second, the association between the quality of children’s relationships with each family member and parents’ marital status (divorced/non-divorced) and family composition was investigated. In addition, age, gender and AD/HD subtype differences were assessed. Third, the association between the quality of children’s interactions with family members and children’s AD/HD symptom profile was explored. No significant differences in children’s behavioural profiles were found in terms of parents’ divorce status. Living in stepfamilies was associated with greater AD/HD severity and social malfunctioning. Disruptive parent–child and sibling relationships were found to be related to children’s age, gender, AD/HD subtype and parents’ marital status. Further, poor interactions with family members correlated with children’s AD/HD severity and psychological well-being. In summary, divorce, remarriage and the quality of relationships with family members are important correlates of the symptom profile of children with AD/HD, and this emphasises the need for special treatment modules for these families. 相似文献
19.
《Parenting, science and practice》2013,13(2):105-126
Objective. This study explored the emotional experiences of mothers in interacting with their 2-year-old children and examined interrelations among maternal emotion, family distress, and observations of parenting sensitivity. Design. Sixty mothers and their 2-year-old children were observed interacting during both enjoyable (free play) and challenging (waiting) interaction tasks, and mothers provided self-report information about their emotional experiences during each task. Mothers also completed self-report measures to assess family distress. Results. Mothers experienced and expressed a range of positive and negative emotions during interactions with their toddlers, however, mothers' expressed (observed) and experienced (self-reported) emotions were generally uncorrelated. Mothers reported experiencing more positive emotion during interactions characterized by less child negativity and less negative emotion during interactions characterized by child expressions of positive emotion. Mothers' self-reported emotional experiences during interactions with their children moderated the associations between family distress (as reported by mothers) and sensitive parenting behaviors (as observed during parent-child interaction). Conclusions. Findings support a conceptualization of parenting as multiply determined by child, parent, and family contextual factors, with emotion serving an integral role. Results are also discussed with regard to parenting emotion as a potential target for intervention in distressed families. 相似文献
20.
Mina Popliger Jessica R. Toste Nancy L. Heath 《Emotional and Behavioural Difficulties》2013,18(3):195-213
The perceived availability of social support has been documented as a protective mechanism among adults and adolescents. However, little research has explored the role of social support among children with emotional and behavioural difficulties (E/BD). The current study sought to investigate the effects of perceived social support from family, friends and teachers on domain-specific adjustment for children with E/BD. Fifty-four teacher-nominated children for E/BD completed questionnaires on perceived social support and behavioural, emotional and social functioning. Results suggest a pattern of intercorrelations between indices of child-rated social support and behavioural, emotional and social indicators of adjustment. Specifically, domain-specific social support was found to predict domain-specific adjustment outcomes for children with E/BD, once demographic variables were held constant. Interventions that are child-centred and domain-specific are suggested. 相似文献