对于自闭症和整体主义儿童来说,学校中的社会联系和孤独感
Yung-Ting Tsou1,2, Maedeh Nasri1, Boya Li1
1Leiden University, The Netherlands.
概括
当同龄人不喜欢他们时,自闭症儿童感到孤独,而不仅仅是因为缺乏联系. 了解同行接受是减少自闭症学生孤独感和培养包容性学校环境的关键.
科学领域:
- 发展心理学 发展心理学
- 社会神经科学是一种社会神经科学.
- 自闭症谱系障碍研究研究
背景情况:
- 传统观点认为,自闭症儿童缺乏对社会联系的渴望.
- 最近的研究表明,自闭症儿童在与学校相关的孤独感比所有学会同龄人更高.
- 这就提出了自闭症社会动机和孤独的悖论.
研究的目的:
- 调查自闭症和无神论儿童关于社会联系和孤独的细微感受.
- 在学校环境中探索导致自闭症和整体 autistic 儿童孤独的因素.
- 为了区分孤独的驱动器在自闭症和整体儿童之间.
主要方法:
- 研究包括来自特殊教育学校的47名自闭症和52名神经多样性-灵性儿童 (8-13岁).
- 利用一种新的方法,将问卷和可穿戴传感器结合起来,用于社交联系跟踪.
- 在游乐场上评估学校休息期间的社会联系和孤独感.
主要成果:
- 艾利斯蒂克儿童报告说,孤独感增加与休息期间社交接触时间减少有关.
- 自闭症儿童的孤独与同伴的拒绝和缺乏接受更为密切相关.
- 同龄人群接受成为自闭症儿童社会福祉的关键因素,超越了单纯的交互频率.
结论:
- 自闭症儿童的孤独感受到社会接受和同伴关系的影响,而不仅仅是交互量.
- 调查结果强调了需要在自闭症学生的干预中解决社会动态和同行接受的问题.
- 调整学校环境以满足自闭症儿童的特定社会需求,可以提高他们的归属感,减少孤独感.
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