共查询到20条相似文献，搜索用时 46 毫秒
1.
陈晓莉 《襄樊职业技术学院学报》2014,(4):125-128
感觉统合失调会影响儿童的智力发育和心理健康成长,不利于儿童的学习和生活.文章就儿童感觉统合失调原因、引发的相关问题和应对策略进行了综述. 相似文献
2.
Tara Kelso Dr Davina French Miguel Fernandez 《Journal of Research in Special Educational Needs》2005,5(1):3-10
Twenty-six primary caregivers of children with a disability took part in focus groups or interviews to discuss their perceptions of stress and the coping process. Research was framed within the Process Model of Stress and Coping ( Lazarus & Folkman, 1984 ). Findings provided a snapshot of the common stresses encountered by caregivers and indicate the need to consider individual experiences when determining the impact of stressful events. Eight common stressors were identified, as well as novel constructions of stressful experiences. Results suggested that a range of coping resources and strategies were employed. The study also indicated that the majority of participants adapted well to the requirements of raising a child with a disability. The current study indicates the value of using qualitative methods, particularly with unique populations, to inform policy and service provision. 相似文献
3.
Bonnie Wong Danielle Cripps Hayley White Laura Young Hanna Kovshoff Hayley Pinkard 《Educational Psychology in Practice》2020,36(3):313-327
ABSTRACT This study explores primary school aged children’s perspectives and experiences of their Emotional Literacy Support Assistant (ELSA) support. Thematic analysis was employed to analyse qualitative data from semi-structured interviews with 12 Key Stage 2 participants, who had had a minimum of one month’s ongoing ELSA support. Four core themes were identified: positive relationships, unique qualities, facilitates skill development, and positive impact. The findings suggest the importance of a positive therapeutic relationship with an ELSA, and that children value ELSAs teaching specific individualised coping strategies in particular. The findings may also be pertinent to practitioners outside of ELSA related work, highlighting the importance of listening to children of all ages and employing alternative methods, such as drawing, to support them in sharing their views. Since the evidence base for ELSA support is limited, this study contributes children’s views to this area, and should be used to inform future research. 相似文献
4.
In Haiti, as in several developing countries, the phenomenon of street children has become a major public health issue. These children are often victims of traumas and adverse life events. This article aimed to investigate traumas experienced by street children and their coping and resilience strategies used to deal with adversities in a logic of survival, relying on a mixed method approach. A group of 176 street children, aged 7–18 (n = 21 girls), recruited in Port-au-Prince, completed measures assessing PTSD, social support and resilience. Semi-structured interviews were conducted to document traumatic experiences, factors related to resilience and coping strategies. After performing statistical analyses to evaluate prevalence and predictors associated with PTSD, and level of social support satisfaction and resilience, qualitative analysis using a grounded theory approach was conducted. Results showed that street children experienced multiple traumas such as neglect, maltreatment, psychological, physical and sexual abuse. However, they also showed self-efficacy to face their traumatic experiences and few of them (less than 15%) obtained scores reaching clinical rates of PTSD, while a large majority presented a level of resilience between moderate to very high. A socio-ecological model of multiple traumas and a model of coping, survival and resilience strategies are conceptualized. Data provide a better understanding of the traumas experienced by street children, their coping and resilience strategies. Results underscore ways to develop practices to offer psychological support, social and vocational integration based on the real needs of these children, in a perspective of social justice. 相似文献
5.
B. Ergüner-Tekinalp F. Akkök 《International journal for the advancement of counseling》2004,26(3):257-269
The aim of this study is to explore the effects of a coping skills training program on stress, and hopelessness levels and coping skills of mothers of children with autism the age range of children was 12–19 for the experimental group and 11–17 for the control group. Twenty mothers of children with autism were assigned to a treatment group and a no treatment control group. A pre-test- post-test no-treatment control group design was undertaken. After completion of the program, interviews were conducted with the mothers in the experimental group to get some qualitative data about the effectiveness of the program. The results revealed differences in hopelessness levels and the use of social support as a coping strategy; however, there was no significant difference in the use of avoidance and problem solving as a coping strategy and stress levels of mothers. Moreover, the interviews conducted with mothers indicated a positive effect of the program on the mothers of children with autism. The generalization of the results is limited as the sample consisted of ten mothers and long-term follow-up data were not collected. 相似文献
6.
7.
The purpose of this study was to evaluate Zippy’s Friends, a universal school programme that aims at strengthening children’s coping skills. The sample consisted of 1483 children (aged 7–8?years) from 91 second-grade classes in 35 schools. The schools were matched and randomly assigned to intervention or control conditions. Coping was assessed by the Kidcope checklist for children and an adapted version for parents. Parents and teachers reported mental health outcomes using the Strengths and Difficulties Questionnaire. Controlling for the hierarchical structure of the data, latent variable regression analysis indicated that the programme had a significant positive effect on coping and on the impact of mental health difficulties in daily life. Subgroup analyses suggested that coping was improved in girls and children from the low socio-economic subgroup, whereas the impact of mental health difficulties was reduced in boys. 相似文献
8.
OBJECTIVE: The main objective of this study was to evaluate the mediator role of coping strategies and social support on the adaptation of children following CSA. Empirical studies indicate that short-term consequences of child sexual abuse (CSA) are multiple and varied (Kendall-Tackett, Williams, & Finkelhor, 1993; Wolfe & Birt, 1995). While abuse-related characteristics were first studied to explain the variability of CSA outcome, more recently, the influence of other variables such as coping strategies and social support have been considered. METHOD: Fifty sexually abused children aged between 7 and 12 participated in this study. The Child Behavior Checklist (Achenbach, 1991) and the Perceived Competence Scale for Children (Harter, 1985) were used to measure victims' adjustment. Coping strategies were evaluated by the Self-Report Coping Scale (Causey & Dubow, 1992) and the children completed the Perceived Social Support (Harter, 1985). A French version of the History of Victimization (Wolfe, Gentile, & Bourdeau, 1987) was used to gather abuse-related characteristics from medical records. RESULTS: Results indicate that sexually abused children exhibit internalizing and externalizing behavior problems following CSA. Coping strategies and social support exert direct effects on victims' adjustment instead of the mediator influences originally expected. Among abuse-related variables, only the perpetrator's identity is directly related to internalizing symptoms. CONCLUSIONS: The absence of mediational effects of coping and social support is discussed in light of the measures used and the cross-sectional nature of the study. Results highlight the importance of parental implication and the consideration of coping strategies in designing therapeutic interventions with this population. 相似文献
9.
《Early childhood research quarterly》2006,21(1):110-123
We present the results of an evaluation of the implementation and short-term effects of Zippy's Friends, a school-based 24-week mental health promotion program to teach children coping skills. The evaluation was conducted in Denmark (322 children in 17 first grade classes) and Lithuania (314 children in 16 kindergartens classes) with control groups in Lithuania (104 in 6 classes) and Denmark (110 in 6 classes). The program was successfully implemented with minimal support. Participants used significantly more positive coping strategies and showed significantly improvement in Social Skills compared to the control groups. In Lithuania, where control group scores on these variables were available, the problem behaviors of Externalizing and Hyperactivity decreased. 相似文献
10.
11.
Katarina Haraldsson Pernilla Isaksson Monica Eriksson 《Early Years: An International Journal of Research and Development》2017,37(4):386-399
A need for research on young children’s mental health has been identified. Moreover, there is a need to enhance teachers’ skills regarding health promotion work in preschool. The aim of the study is to examine the impact of a specific course on mental health promotion among Swedish preschool teachers. Data were gathered through interviews and documentation. A qualitative content analysis was used. Three categories: ‘attention’, ‘belonging’ and ‘personal growth’ – and six subcategories emerged from the analysis. The latent content of these categories is described in the theme: ‘Increased awareness, in thoughts and actions, of promoting mental health may create a sense of trust at preschools’. The results show that a specific course to promote mental health enhanced the teachers’ awareness of mental health which improved their work with children. This contributed to the development of a sense of trust at preschools, which is important to children’s mental health. 相似文献
12.
The aim of this study was to acquire in‐depth understanding of parental experiences and encounters with the school system relative to having a child with dyslexia or experiencing difficulties with reading and writing (dyslectic difficulties). Mothers of seven children who attended lower or upper secondary school were interviewed. The interviews were analyzed using qualitative methods. According to the participants, schools often failed to identify their child’s difficulties that led to lack of appropriate support. The mothers were active in allocating support and developing strategies to alleviate lowered self‐esteem. individual education programmes (IEPs) were not used regularly. Highlighted is the need for a more explicit national policy regarding parental and children’s rights in regard to dyslectic difficulties. 相似文献
13.
The relation between parenting and the coping styles of children in response to everyday stress was investigated. 60 children, 9–10 years old, and their mothers participated. Children and mothers described how they responded to stressful episodes the child had experienced within the past 2 months. Mothers completed questionnaires that assessed a variety of parenting dimensions (e.g., nurturance, directiveness, organization). Results indicated that ( a ) the aspects of child coping studied (e.g., perceived effectiveness, variety of coping strategies) were relatively independent, ( b ) children from families with high levels of maternal support and relatively low levels of family structure used the greatest variety of coping strategies, ( c ) children of supportive mothers used the greatest number of avoidant strategies (but only in uncontrollable situations), and ( d ) children from families with high levels of parental structure used fewer aggressive coping strategies. 相似文献
14.
This longitudinal study examined the association between Chinese children’s coping strategies and depressive symptoms within the context of the transition from preschool to primary school in Hong Kong. Research Findings: Principal component analyses of children’s strategies for coping with stress during the transition to school revealed three factors: negative coping, positive coping, and distraction. Children’s strategies were moderately stable over time, but the relationship between coping and depressive symptoms differed for boys and girls. Girls’ positive coping strategies at Time 1 predicted fewer depressive symptoms at Time 2, whereas girls’ use of distraction positively predicted later depressive symptoms. Boys’ depressive symptoms at Time 1 predicted negative coping strategies at Time 2. The present findings show that distraction may not always be an effective way to help young children reduce depressive symptoms, and that coping strategies may have a greater impact on reducing later depression risk for girls than for boys. Practice or Policy: Implications for future studies and practices are discussed at the end of this paper. This study provides information for educators and government and non-government organizations in developing programs to help children with effective coping strategies during their first year at school. 相似文献
15.
The purpose of this longitudinal study was to explore the development of metacognitive knowledge in primary grade children (6–9 years, n=196) from pre-school to third grade. Knowledge about cognitive processes was obtained from children’s oral explanations. The results indicated that the average metacognitive knowledge of the primary grade children developed significantly during the first three school years. The children knew much about simple factors and strategies influencing cognitive activities, but after the first three school years, more complex strategies still remained unfamiliar to them. Moreover, the content analyses of children’s oral explanations revealed interesting differences in children’s metacognitive thinking. There appeared to be two groups of children with either non-developing or developing explanations. In addition, the children understood mental processing better in memory and learning activities, whereas comprehension processes were largely unknown to them. 相似文献
16.
Beth L. Wellman 《Journal of Experimental Education》2013,81(2):59-83
The primary purpose of this study was to determine the predictive quality of reading coping strength and comprehension coping strength measured under conditions of delayed auditory feedback as they relate to self-concept, anxiety, reading achievement, intelligence, and academic ability. Reading tests under delayed auditory feedback were administered to fifty-one sixth-grade students in the Memphis City School System, Memphis, Tennessee. Subjects were chosen from five elementary schools (three white and two Negro ). Reading error scores, under conditions of DAF, were tabulated as a measure of reading coping strength and comprehension coping strength. Eight hypotheses were established and tested by ANOVA, t-test, correlation and multiple correlation. Overall results of the study tend to identify coping strength as a unique variable to consider in the psychology of reading as well as the psychology of such noncognitive variables as anxiety and self-concept.The problem of this study was to make a systematic investigation of the ability of children at the sixth grade level to cope with the effects of delayed auditory feedback while reading. The ability to cope with such effects was defined as reading coping strength and comprehension coping strength. These two variables, reading coping strength and comprehension coping strength, were studied to determine their ability to predict academic success and to compare their predictive strength with that of IQ and reading achievement scores. An additional part of the problem of this study was to determine the intervariable and composite relationships between the variables of self-concept, anxiety, reading achievement, reading coping strength, comprehension coping strength, IQ and grades. 相似文献
17.
The focus of the study was to explore parental experiences of raising a child with autistic spectrum disorder (ASD). A mixed‐method approach consisting of questionnaires and semi‐structured interviews was used in order to elicit parental perspectives of raising a child with ASD. Two semi‐structured interviews were conducted with parents of children with ASD. Questionnaires were sent to parents of children with ASD in two special schools. The findings indicate that although each of the parents had a child with ASD, their experiences were all different. Many interesting accounts were documented and a wealth of information regarding the characteristic traits that children with ASD portray was recorded. The findings suggested that the majority of the parents experienced a low level of support from agencies and professionals. The general verdict was that of poor communication and a lack of understanding of parents' needs following formal diagnosis. Finally, a series of coping strategies were discovered ranging from family support to paid help. 相似文献
18.
Piekarska A 《Child abuse & neglect》2000,24(11):1443-1449
OBJECTIVE: This paper presents the research study on school stress and the coping strategies children use in public schools in Poland. The main goals were to identify and investigate: (1) school stress components, its frequency and intensity, (2) its psychological and temperamental correlates and consequences, (3) students' coping strategies. METHOD: A field-correlative design was applied to test 271 students, between the ages of 13 and 14, using six questionnaires. School stressors and children's coping strategies were identified and analyzed on two separate questionnaires with open-ended questions. School stress scale investigated the frequency of stress components and the intensity of stress. Anxiety level was measured by standardized, Polish version of STAIC. Temperamental characteristics were tested by the standardized questionnaire STI-R/4. RESULTS: The most frequent stressors were teachers' abusive behaviors in the classroom teaching and assessment. Students' coping strategies, and their school results, were determined by the intensity of school stress, anxiety, and temperamental characteristic. CONCLUSIONS: This study demonstrated teachers' psychological abuse as an important component of children's school stress. An over-abundant by the abuse, stress and anxiety subjects regulate their optimal level of stimulation and activation by using survival-coping strategies, destructive for their school achievements, and well-being. 相似文献
19.
Mebrat Gedfie Dawit Asrat Getahun Dawit Negassa 《British Journal of Special Education》2021,48(2):235-258
This study explores barriers to and strategies for parental involvement (PI) in the education of children with disabilities, using a qualitative case study design. Using the purposive sampling technique, five parents and five teachers were selected for interviews. Data obtained through semi-structured interviews have been analysed thematically. The findings demonstrated that PI was hindered by various barriers related to parents (including parents’ low level of education, income and negative attitudes), schools (such as principals’ and teachers’ negative attitudes, the lack of invitations given to parents, and the lack of a welcoming environment) and children (including their unwillingness to pass school invitations on to their parents). In addition, the study identified strategies to increase PI, including effective communication and partnership, training, a welcoming environment, sending invitations, and establishing and utilising resource centres and individual education plans. Overall, the study highlighted the barriers to PI and tactics to increase PI. It is apparent that educative programmes should be designed by schools and other relevant bodies to address the barriers to PI. 相似文献
20.
Claude Bourcet 《European Journal of Psychology of Education - EJPE》1998,13(4):515-527
The transition between Junior High School and High School (respectively “collège” and “lycée” in the French system) results in new academic demands to which the pupil tries to respond by mobilising new adaptive resources. This study deals with one of these resources — self-esteem — which, as a result of a qualitative change in the young person’s evaluation of him/herself, takes on its full meaning during adolescence. At the end of Junior High School, 208 good pupils (126 girls and 82 boys) were asked to fill in questionnaires about global self-esteem and self-evaluation in domains related to school (“with peers”; “in the school work”; “in the family”). Using two different techniques (questionnaires and interviews), their coping modalities (emotions, mental strategies and active strategies) were recorded when they found themselves facing a “first academic difficulty” at school. The difficulty took the form of a sudden, noticeable drop in performance in a subject in which the pupil had previously been successful. A multiple regression analysis revealed the low predictive power of contextual self-evaluation (including self-evaluation related to school) on functional and dysfunctional factors. On the other hand, global self-esteem contributed significantly to the prediction of these factors and to the sequential ordering of coping modalities in time. 相似文献