家庭中的学习与教学关怀:反映非正式教学的体验式学习

IF 2.3 3区 心理学 Q1 COMMUNICATION
Juliene Madureira Ferreira, Allegra J. Midgette
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引用次数: 0

摘要

本研究调查了芬兰和美国的照顾者如何在家庭中叙述学习和教学照顾,借鉴了一个新的教育心理学框架。本研究对美国的7个焦点小组和芬兰的5个由护理人员组成的焦点小组(N = 45)进行主题分析。研究结果表明,学习的一个主要主题是“过去的养育方式和现在的养育方式的不完美镜像”,教学的两个主题是“行动胜于语言”(美国)和“教他们成为独立和有爱心的公民”(芬兰)。在学习方面,研究结果表明,童年经历被转化为一种非正式的指导,指导人们应该(或不应该)如何进行护理,突出了学习护理缺乏系统性如何导致照顾者需要自学和忘记他们所经历的事情。此外,护理人员倾向于将他们的学习经验复制到护理教学中,并且在此过程中,他们更关注护理的实用方面。在护理的心理-教育框架中使用的各种要素,包括识别和预测他人的需求以及决定解决需求的责任,在护理人员的教学护理报告中被忽视了。研究结果表明,照顾者的心理教育项目可以系统地解决学习-教学护理中的两个紧迫问题——照顾过程的复杂性和理解照顾关系构建的主体间性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Learning and teaching care within the family: Experiential learning reflecting informal teaching
The present study investigated how caregivers in Finland and the US recount learning and teaching care within the family, drawing on a new educational-psychological framework for care. This study applied thematic analysis to seven focus groups in the US and five focus groups in Finland composed of caregivers ( N = 45). The results suggest one main theme for learning, Imperfect Mirroring of Past Parenting and Present Parenting Practice, and two themes for teaching: Actions Tell More Than Words (US) and Teaching Them To be Independent and Caring Citizens (Finland). For learning, the findings indicate that childhood experiences are transformed into an informal guide for how care should (or should not) be practiced, highlighting how the lack of systematization in learning care contributes to caregivers’ need for self-teaching and unlearning what they experienced. In addition, caregivers tend to reproduce their learning experiences in teaching to care, and within this process, they focus more on pragmatic aspects of care. The various elements theorized in the Psycho-educational Framework of Care used, including identifying and anticipating others’ needs and deciding on the responsibility of addressing needs, were neglected in caregivers’ reports of teaching care. Implications argue in favor of psycho-educational programs for caregivers that can systematically address two pressing issues in learning-teaching care - the complexity involved in care processes and understanding the intersubjective nature of the construction of caring relationships.
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来源期刊
CiteScore
4.30
自引率
17.90%
发文量
187
期刊介绍: The Journal of Social and Personal Relationships is an international and interdisciplinary peer reviewed journal that publishes the highest quality original research on social and personal relationships. JSPR is the leading journal in the field, publishing empirical and theoretical papers on social and personal relationships. It is multidisciplinary in scope, drawing material from the fields of social psychology, clinical psychology, communication, developmental psychology, and sociology.
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