丹麦教师领导的学校离婚小组对儿童经历的定性研究
1Department of Educational Psychology, Danish School of Education, Aarhus University, 2400 København, Denmark.
Health promotion international
|September 14, 2023
概括
丹麦学校的孩子们在教师领导的对话小组中很难表达与家有关的感受. 平衡保密性对于对离婚父母子女的这些干预措施的信任至关重要.
科学领域:
- 儿童心理学 儿童心理学
- 教育干预教育干预
- 社会动力学 社会动力学
背景情况:
- 丹麦学校为离婚父母的孩子提供了新的干预措施.
- 对话小组旨在提高学生的福祉.
- 这些干预措施给教师带来了独特的专业挑战.
研究的目的:
- 探索孩子们对参与学校对话小组的观点.
- 了解孩子们如何看待作为团队领导者和教师的专业人士.
- 调查父母离婚的孩子在学校干预的挑战.
主要方法:
- 在丹麦的四个对话小组中进行民族学实地研究.
- 与参与的儿童进行了23次深入采访.
- 使用社会表征理论进行分析.
主要成果:
- 孩子们在学校环境中努力表达有关家庭情况的情绪.
- 组长 (教师/辅导员) 的双重角色是一个重大挑战.
- 保持保密义务和促进集团成员之间的信任之间的平衡至关重要.
结论:
- 孩子表达感情的能力受到学校环境和辅导员的作用的影响.
- 有效的保密管理对于儿童的信任和参与至关重要.
- 学校干预需要仔细考虑双重职业角色及其对儿童的影响.
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