教学生幸福 - - 实施和评估一项旨在在小学促进幸福感的计划
Tobias Rahm1, Nicole Oberlehberg2, Axel Mayer2
1Institut für Pädagogische Psychologie, Technische Universität Braunschweig, Braunschweig, Germany.
Frontiers in psychology
|February 23, 2024
概括
小学积极教育的"幸福课"对孩子的负面情绪产生了很小的影响,对父母对心理健康的看法产生了中等影响. 程序 程序 程序 的程序.
科学领域:
- 教育心理学教育心理学
- 儿童和青少年心理健康
- 积极心理学的积极心理学.
背景情况:
- 由于COVID-19大流行,儿童和青少年的心理健康问题增加,影响了他们的发展.
- 积极教育旨在促进健康,而不仅仅是预防精神障碍.
- 现有的干预措施需要进一步发展和全校的方法.
研究的目的:
- 在小学实施和评估一个简短的积极教育计划.
- 评估该计划对儿童心理健康,情绪和自尊的影响.
- 探索影响治疗效果的因素,如父母的支持和家庭生活.
主要方法:
- 一个为期3个月的项目,由11个"幸福课"组成,由服务前教师在15所小学向四年级学生讲授.
- 在四个时间点 (前,后,1个月,2个月的随访) 从儿童和父母收集的定量数据.
- 经过验证的仪器评估了心理健康,情绪,家长支持,家庭生活,学校环境和自尊;用于分析的结构方程建模.
主要成果:
- 在儿童中减少负面情绪方面发现了一个小的显著效应.
- 在1个月的随访中,父母对孩子心理健康的看法观察到一个中等显著的影响.
- 较低的基线家长支持和自尊预测了更大的治疗效果.
结论:
- 积极教育计划对儿童的情绪状态和福祉产生了一些积极的影响.
- 需要进一步的研究来完善正向教育框架,并纳入定性方法.
- 建议采用全校的方法来提高课程的有效性和可持续性.
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