提升羞怯幼儿的社交能力:基于社会信息加工模型的干预方法
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摘要
目的:基于社会信息加工模型设计以提升羞怯幼儿社交能力为目的的干预项目,并对其效果进行即时和短期追踪评估。方法:25名羞怯幼儿被随机分配到社交能力训练组和对照组。训练组的幼儿和家长参加每周两次,每次1个小时的干预训练,共计8次。结果:(1)训练结束后,相对于对照组,干预组幼儿的社交技能显著提升,沉默-焦虑水平显著下降;(2)训练结束后,干预组幼儿的社交技能得到提升,沉默-焦虑水平和师评羞怯水平下降,且各项指标追踪效果能够有效保持。结论:基于社会信息加工模型的干预方法能够一定程度上改善幼儿社交能力。
Objective: To develop an early intervention program based on social information-processing(SIP) model for preschoolers with shyness and to evaluate its effect after intervention and in 3-month follow-up. Methods: Twenty-five children with shyness were recruited to participant in this research, who were randomly assigned into either social competence training group(SCT) or control group. Children and their parent(s) who were assigned to SCT participated the intervention program, in which the intervention training was conducted twice a week, one hour per time totally eight times. Results:(1)Compared with the control group, social skills of children in SCT were significantly improved and their reticence-wariness was significantly decreased after the intervention.(2)After the intervention, social skills of children in SCT were improved and their reticence-wariness and shyness rated by teachers decreased. And the effect of the intervention program on these three indicators remained after 3 months. Conclusion: The intervention program in this study has considerable effects on improving social competence of preschoolers with shyness and enhances the use of SIP model theoretically and practically.
Objective: To develop an early intervention program based on social information-processing(SIP) model for preschoolers with shyness and to evaluate its effect after intervention and in 3-month follow-up. Methods: Twenty-five children with shyness were recruited to participant in this research, who were randomly assigned into either social competence training group(SCT) or control group. Children and their parent(s) who were assigned to SCT participated the intervention program, in which the intervention training was conducted twice a week, one hour per time totally eight times. Results:(1)Compared with the control group, social skills of children in SCT were significantly improved and their reticence-wariness was significantly decreased after the intervention.(2)After the intervention, social skills of children in SCT were improved and their reticence-wariness and shyness rated by teachers decreased. And the effect of the intervention program on these three indicators remained after 3 months. Conclusion: The intervention program in this study has considerable effects on improving social competence of preschoolers with shyness and enhances the use of SIP model theoretically and practically.
引文
1 Coplan RJ,Prakash K,O’Neil K,et al.Do You“Want”to Play?Distinguishing Between Conflicted Shyness and Social Disinterest in Early Childhood.Developmental Psychology,2004,40(2):244-258
2 Bohlin G,Hagekull B,Andersson K.Behavioral Inhibition as a Precursor of Peer Social Competence in Early School Age:The Interplay With Attachment and Nonparental Care.Merrill-Palmer Quarterly(1982-),2005,51(1):1-19
3 Rubin KH,Daniels T.Social isolation and social problem solving:A longitudinal study.Journal of Consulting&Clinical Psychology,1984,52(1):17-25
4 Coplan RJ,Rubin KH.Exploring and assessing nonsocial play in the preschool:The development and validation of the preschool play behavior scale.Social Development,2001,7(1):72-91
5 Gazelle H,Ladd GW.Anxious solitude and peer exclusion:A diathesis-stress model of internalizing trajectories in childhood.Child Development,2003,74(1):257-278
6 Hart CH,Yang C,Nelson LJ,et al.Peer acceptance in early childhood and subtypes of socially withdrawn behaviour in China,Russia,and the United States.International Journal of Behavioral Development,2000,24(1):73-81
7 Perren S,Alsaker FD.Social behavior and peer relationships of victims,bully-victims,and bullies in kindergarten.Journal of Child Psychology and Psychiatry,2006,47(1):45-57
8 Coplan RJ,Girardi A,Findlay LC,et al.Understanding Solitude:Young Children’s Attitudes and Responses toward Hypothetical Socially Withdrawn Peers.Social Development,2007,16(3):390-409
9 Coplan R J,Hughes K,Bosacki S,et al.Is silence golden?Elementary school teachers’strategies and beliefs regarding hypothetical shy/quiet and exuberant/talkative children.Journal of Educational Psychology,2011,103(103):939-951
10 Arbeau KA,Coplan RJ.Kindergarten Teachers’Beliefs and Responses to Hypothetical Prosocial,Asocial,and Antisocial Children.Merrill-Palmer Quarterly(1982-),2007,53(2):291-318
11 Rydell A,Bohlin G,Thorell LB,et al.Representations of attachment to parents and shyness as predictors of children’s relationships with teachers and peer competence in preschool.Attachment&Human Development,2005,7(2):187-204
12李燕,陈露,王悦敏,等.害羞儿童早期干预项目及其未来展望.学前教育研究,2014,9:45-51
13 Coplan RJ,Schneider BH,Matheson A,et al.‘Play skills’for shy children:development of a Social Skills Facilitated Play early intervention program for extremely inhibited preschoolers.Infant&Child Development,2010,19(3):223-237
14叶平枝,冯晓霞.社会退缩与儿童发展关系研究的回顾与展望.学前教育研究,2007,11:18-22
15 J Bart Hodgens,James F McCoy.Effects of Coaching and Peer Utilization Procedures on the Withdrawn Behavior o Preschoolers.Child&Family Behavior Therapy,1990,12(2):25-47
16 Greco LA,Morris TL.Treating Childhood Shyness and Related Behavior:Empirically Evaluated Approaches to Promote Positive Social Interactions.Clin Child Fam Psycho Rev,2001,4(4):299-318
17叶平枝.儿童社会退缩的概念、分型及干预研究述评.学前教育研究,2005,11:22-24
18寇彧,王磊.儿童亲社会行为及其干预研究述评.心理发展与教育,2003,19(4):86-91
19 Crick NR,Dodge KA.A review and reformulation of socia information-processing mechanisms in children’s socia adjustment.Psychological Bulletin,1994,115(1):74-101
20 Runions KC,Keating DP.Young children’s social information processing:family antecedents and behavioral correlates.Developmental Psychology,2007,43(4):838-849
21 Ziv Y,Sorongon A.Social Information Processing in Preschool Children:Relations to Sociodemographic Risk and Problem Behavior.Journal of Experimental Child Psychology,2011,109(4):412-429
22 Ziv Y.Social information processing patterns,social skills,and school readiness in preschool children.Journal of Experimental Child Psychology,2013,114(2):306-320
23 Li J,Fraser MW,Wike TL.Promoting social competence and preventing childhood aggression:A framework for applying social information processing theory in intervention research.Aggression&Violent Behavior,2013,18(3):357-364
24 Wu Y,Wu J,Chen Y,et al.Shyness and School Adjustment Among Chinese Preschool Children:Examining the Moderating Effect of Gender and Teacher-Child Relationship.Early Education and Development,2015,26(2):149-166
25朱晶晶,谢庆斌,李燕,等.儿童社会偏好量表在中国学前儿童中的应用分析.中国临床心理学杂志,2017,25(2):268-271
26韩丕国,武云鹏,高峰强.学前儿童羞怯量表家长卷的编制.中国健康心理学杂志,2014,6:895-898
27韩丕国,武云鹏,高峰强.学前儿童羞怯量表教师卷的编制.心理研究,2014,7(3):58-62
28 Rubin KH.The Play Observation Scale(POS).University of Maryland,2001
29杜红梅,冯维.移情与后果认知训练对儿童欺负行为影响的实验研究.心理发展与教育,2005,21(2):81-86
2 Bohlin G,Hagekull B,Andersson K.Behavioral Inhibition as a Precursor of Peer Social Competence in Early School Age:The Interplay With Attachment and Nonparental Care.Merrill-Palmer Quarterly(1982-),2005,51(1):1-19
3 Rubin KH,Daniels T.Social isolation and social problem solving:A longitudinal study.Journal of Consulting&Clinical Psychology,1984,52(1):17-25
4 Coplan RJ,Rubin KH.Exploring and assessing nonsocial play in the preschool:The development and validation of the preschool play behavior scale.Social Development,2001,7(1):72-91
5 Gazelle H,Ladd GW.Anxious solitude and peer exclusion:A diathesis-stress model of internalizing trajectories in childhood.Child Development,2003,74(1):257-278
6 Hart CH,Yang C,Nelson LJ,et al.Peer acceptance in early childhood and subtypes of socially withdrawn behaviour in China,Russia,and the United States.International Journal of Behavioral Development,2000,24(1):73-81
7 Perren S,Alsaker FD.Social behavior and peer relationships of victims,bully-victims,and bullies in kindergarten.Journal of Child Psychology and Psychiatry,2006,47(1):45-57
8 Coplan RJ,Girardi A,Findlay LC,et al.Understanding Solitude:Young Children’s Attitudes and Responses toward Hypothetical Socially Withdrawn Peers.Social Development,2007,16(3):390-409
9 Coplan R J,Hughes K,Bosacki S,et al.Is silence golden?Elementary school teachers’strategies and beliefs regarding hypothetical shy/quiet and exuberant/talkative children.Journal of Educational Psychology,2011,103(103):939-951
10 Arbeau KA,Coplan RJ.Kindergarten Teachers’Beliefs and Responses to Hypothetical Prosocial,Asocial,and Antisocial Children.Merrill-Palmer Quarterly(1982-),2007,53(2):291-318
11 Rydell A,Bohlin G,Thorell LB,et al.Representations of attachment to parents and shyness as predictors of children’s relationships with teachers and peer competence in preschool.Attachment&Human Development,2005,7(2):187-204
12李燕,陈露,王悦敏,等.害羞儿童早期干预项目及其未来展望.学前教育研究,2014,9:45-51
13 Coplan RJ,Schneider BH,Matheson A,et al.‘Play skills’for shy children:development of a Social Skills Facilitated Play early intervention program for extremely inhibited preschoolers.Infant&Child Development,2010,19(3):223-237
14叶平枝,冯晓霞.社会退缩与儿童发展关系研究的回顾与展望.学前教育研究,2007,11:18-22
15 J Bart Hodgens,James F McCoy.Effects of Coaching and Peer Utilization Procedures on the Withdrawn Behavior o Preschoolers.Child&Family Behavior Therapy,1990,12(2):25-47
16 Greco LA,Morris TL.Treating Childhood Shyness and Related Behavior:Empirically Evaluated Approaches to Promote Positive Social Interactions.Clin Child Fam Psycho Rev,2001,4(4):299-318
17叶平枝.儿童社会退缩的概念、分型及干预研究述评.学前教育研究,2005,11:22-24
18寇彧,王磊.儿童亲社会行为及其干预研究述评.心理发展与教育,2003,19(4):86-91
19 Crick NR,Dodge KA.A review and reformulation of socia information-processing mechanisms in children’s socia adjustment.Psychological Bulletin,1994,115(1):74-101
20 Runions KC,Keating DP.Young children’s social information processing:family antecedents and behavioral correlates.Developmental Psychology,2007,43(4):838-849
21 Ziv Y,Sorongon A.Social Information Processing in Preschool Children:Relations to Sociodemographic Risk and Problem Behavior.Journal of Experimental Child Psychology,2011,109(4):412-429
22 Ziv Y.Social information processing patterns,social skills,and school readiness in preschool children.Journal of Experimental Child Psychology,2013,114(2):306-320
23 Li J,Fraser MW,Wike TL.Promoting social competence and preventing childhood aggression:A framework for applying social information processing theory in intervention research.Aggression&Violent Behavior,2013,18(3):357-364
24 Wu Y,Wu J,Chen Y,et al.Shyness and School Adjustment Among Chinese Preschool Children:Examining the Moderating Effect of Gender and Teacher-Child Relationship.Early Education and Development,2015,26(2):149-166
25朱晶晶,谢庆斌,李燕,等.儿童社会偏好量表在中国学前儿童中的应用分析.中国临床心理学杂志,2017,25(2):268-271
26韩丕国,武云鹏,高峰强.学前儿童羞怯量表家长卷的编制.中国健康心理学杂志,2014,6:895-898
27韩丕国,武云鹏,高峰强.学前儿童羞怯量表教师卷的编制.心理研究,2014,7(3):58-62
28 Rubin KH.The Play Observation Scale(POS).University of Maryland,2001
29杜红梅,冯维.移情与后果认知训练对儿童欺负行为影响的实验研究.心理发展与教育,2005,21(2):81-86