基于正念的社会情感学习计划:越南学校的正念实践的优点和局限性
Tat-Thien Do1, Thien-Vu Giang1
1Psychology Department, Ho Chi Minh City University of Education, No.280 An Duong Vuong St., District 5, Ho Chi Minh City, 700000, Viet Nam.
Heliyon
|July 8, 2024
概括
学校的正念计划可以适应当地哲学,但存在误解和整合挑战. 成功实施需要解决这些阻碍学生福祉的障碍.
科学领域:
- 教育心理学教育心理学
- 正念研究 研究正念研究
- 跨文化心理学 跨文化心理学
背景情况:
- 学校的正念实践旨在提高学生的能力和心理健康.
- 基于正念的社会情感学习 (MBSEL) 项目整合了正念活动,以提高社会情感技能.
- 在发展中国家调查MBSEL提出了独特的文化和宗教考虑.
研究的目的:
- 探索在发展中国家实施基于学校的正念实践的好处和局限性.
- 检查西方正念课程在不同人群中的文化适应性.
- 确定MBSEL课程在学校取得成功的挑战和促进者.
主要方法:
- 解释性的现象学方法.
- 与八名经验丰富的MBSEL从业者进行了半结构化采访.
- 对从业者的经验和观点进行定性分析.
主要成果:
- 西方的正念课程可以与东方哲学概念保持一致,例如东方三位一体.
- 关于正念及其在学校辅导中的作用的误解造成了重大实施障碍.
- 实践者在现有学校结构中有效地整合MBSEL时面临挑战.
结论:
- 基于学校的正念计划需要文化适应和明确的概念理解才能成功实施.
- 解决误解和澄清MBSEL在学校辅导中的作用至关重要.
- 具有丰富的正念传统的发展中国家为推进MBSEL倡议提供了潜力.
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