在同步:包容性的学校社区支持学生焦虑
Dr Susan Carter1, Cecily Andersen1, Lindy-Anne Abawi1
1University of Southern Queensland, Toowoomba, Australia.
Heliyon
|July 10, 2023
概括
包容性学校教育工作者直观地支持焦虑的学生使用内在,直观和包容性 (3I).
科学领域:
- 教育心理学教育心理学
- 临床心理学 临床心理学
- 特殊教育 特殊教育
背景情况:
- 学生焦虑和与焦虑相关的障碍在包容性学校环境中存在挑战.
- 教师在支持这些学生方面的经验对于有效的干预至关重要.
- 包容性实践旨在支持各种各样的学生,包括那些有心理健康需求的学生.
研究的目的:
- 调查包容性学校的教育工作者如何支持遇到焦虑的学生.
- 了解教育工作者使用的策略和方法.
- 确定在支持焦虑和焦虑相关疾病的学生方面的挑战和成功.
主要方法:
- 采用了定性折射现象学案例研究方法.
- 从44名参与者收集了数据,其中包括各种角色的教育工作者.
- 该研究涉及六所澳大利亚中小学,这些学校因其包容性实践而被确定.
主要成果:
- 教师使用内在,直观和包容性 (3I) 方法来支持学习需求.
- 学生报告说,尽管缺乏明确的减轻焦虑的策略,他们还是感到受到支持.
- 内化焦虑和同时出现的残疾在识别方面带来了挑战.
结论:
- 包容的文化似乎可以减少学生的焦虑,即使工作人员没有认识到这一点.
- 父母通常首先在孩子身上发现焦虑.
- 对于教育工作者来说,在识别和管理学生焦虑方面需要专业发展.
相关概念视频
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01:27Panic Disorder
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