根据国际公认的小学生弹性框架,用讲故事的方式来解读弹性理论

IF 1.4 4区 心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Sarah Tillott, Noelene Weatherby-Fell, P. Pearson, M. Neumann
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引用次数: 2

摘要

在早期实施弹性可以是一种促进心理健康的保护性特征。本研究探讨了用讲故事的方法促进儿童心理弹性的学习。一本适合教学的故事书被用来促进和嵌入小学儿童的适应力技能。教师(n = 2)和社区体育官员(n = 2)为幼儿园(第一年正式入学)(n = 20)、一年级(n = 20)和二年级(n = 20)入学的儿童朗读故事书。参与组共60人,年龄4-8岁。在最初的阅读之后,老师们在为期4周的干预期内继续向孩子们分发故事书。所有参与者都接受了关于他们对故事书的看法的采访,他们的回答被编码成由Grotberg弹性框架绘制的关键主题。结果表明,讲故事作为一种工具为儿童提供了积极的基于弹性的行为干预机会。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Using storytelling to unpack resilience theory in accordance with an internationally recognised resilience framework with primary school children
Abstract Resilience can be a protective trait to promote mental health when implemented in the early years. This study explored the use of storytelling to foster children’s learning of resilience. A pedagogically appropriate storybook was used to facilitate and embed the skills of resilience in children at primary school. Teachers (n = 2) and community-based sports officers (n = 2) read the storybook to children enrolled in Kindergarten (first formal year of schooling) (n = 20), Year 1 (n = 20) and Year 2 (n = 20). The total number in the participant group was 60, aged 4–8 years old. Following the initial reading, teachers continued to deliver the storybook to children over a 4-week intervention period. All participants were interviewed about their perceptions of the storybook, and their responses were coded into key themes mapped by the Grotberg Resilience Framework. Results indicated that storytelling as a tool provided children with positive resilience-based behavioural intervention opportunities.
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来源期刊
CiteScore
2.20
自引率
7.70%
发文量
9
期刊介绍: Contributors to the Journal of Psychologists and Counsellors in Schools are from diverse backgrounds and focus on both educational and psychological topics. Articles address theoretical, practical and training issues that impact upon guidance and counselling professionals today.
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