在早期青少年的积极倾听尺度中提出问题:行为测量开发和初步验证
Andrew Nalani1, Hirokazu Yoshikawa2, Niobe Way2
1Department of Human and Organizational Development, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee, USA.
概括
这项研究引入了一种测量青少年积极倾听技能的新方法,发现提出开放式和后续问题可以改善联系和同理心. 该工具有助于评估旨在促进社会纽带的干预措施.
科学领域:
- 发展心理学 发展心理学
- 社会心理学 社会心理学
- 干预科学 干预科学
背景情况:
- 刻板印象阻碍了对于青少年发展至关重要的社会联系.
- 积极倾听是一种有希望的干预策略,但缺乏针对青少年的验证措施.
- 现有的措施无法捕捉到青春期早期积极倾听的细微行为.
研究的目的:
- 验证一种新的编码方案,用于评估青少年积极倾听的行为维度.
- 检查积极倾听干预措施在增强社会联系方面的有效性.
- 开发一种可靠的衡量早期青少年积极倾听技能的方法.
主要方法:
- 一项验证研究涉及293名青少年进行现场采访任务.
- 开发一种以理论为导向的干预方法,专注于转变性的好奇心和倾听.
- 使用编码方案来评估青少年对开放式和后续问题的使用.
主要成果:
- 编码方案确定了两个维度:开放式和后续问题,具有可接受的内部一致性.
- 该测量表明对干预后询问技能的变化敏感.
- 后续问题与同情心和被认为的面试官技巧有积极的相关性;开放式问题的效果因披露诱导而受到缓解.
结论:
- 已经建立了一个新的,有效的衡量早期青少年积极倾听行为 (质疑) 的标准.
- 这一措施可以有效地评估旨在改善青少年社会联系的干预措施的影响.
- 这些发现支持使用积极倾听培训来增强青少年的同情心和关系能力.
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