教育工作者对童年行为问题和冷酷无情的特征的了解
Georgette E Fleming1, Antonia L Boulton2, Ashneeta H Prasad2
1Parent-Child Research Clinic, School of Psychology, The University of New South Wales, Sydney, NSW, Australia. g.fleming@unsw.edu.au.
Research on child and adolescent psychopathology
|July 13, 2024
概括
教育人员在行为问题和冷酷无情 (CU) 特征方面表现出有限的心理健康素养,在知识测试中得分为57.1%. 需要有针对性的培训,特别是对准教育工作者,以提高对受影响儿童的理解和支持.
科学领域:
- 儿童心理学 儿童心理学
- 教育心理学教育心理学
- 心理健康 识字 心理健康 识字
背景情况:
- 关于成年人支持患有心理健康挑战的儿童的心理健康素养 (MHL) 的研究有限.
- 之前没有任何研究评估过教育工作者的知识,特别是关于行为问题和冷酷无情 (CU) 特性.
- 行为问题是普遍存在的童年障碍,CU特征预测了学校的负面学术,行为和社会结果.
研究的目的:
- 评估幼儿园和小学/小学教育工作者关于行为问题和CU特征的特征和管理的知识.
- 确定与外部化困难和基于证据的干预相关的教育工作者知识的具体差距.
- 探索教育工作者知识,经验,认证和学生教师关系质量之间的关联.
主要方法:
- 390名幼儿园和小学/小学教育工作者的样本完成了知识测试和调查.
- 知识测试评估了对行为问题和CU特征的理解.
- 该调查收集了有关教育工作者特征和学生-教育工作者成果的数据.
主要成果:
- 在知识测试中,教育工作者平均得分为57.1%,这表明存在重大知识差距.
- 在识别外部化困难的特征和应用基于证据的管理策略方面发现了差距.
- 准教育工作者得分明显低于教师和领导;更多的知识与改善的学生-教师关系无关.
结论:
- 专注于行为问题和CU特征的普遍心理健康素养计划对教育工作者,特别是准教育工作者至关重要.
- 目前的知识水平不足以在学校环境中有效识别和管理这些问题.
- 需要进一步的研究来了解如何增强教育者与学生之间的关系,因为仅仅是知识并不能改善它们.
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