文化适应教育工作者社会情感学习计划,以支持土著学生
Anisa N Goforth1, Lindsey M Nichols2, Jingjing Sun1
1University of Montana.
School psychology review
|August 5, 2024
概括
这项研究在文化上适应了土著学生的社会情感学习 (SEL) 计划,通过与社区成员共同适应教育者导航和产生真正授权 (ENGAGE) 的方法,培养性和文化相关性.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 土著研究土著研究.
背景情况:
- 系统的殖民主义影响了土著学生的心理健康和学术成绩.
- 对于土著学生来说,需要对文化敏感的社会情感学习 (SEL) 计划.
- 关于为土著环境开发文化相关的SEL计划的研究有限.
研究的目的:
- 描述一个部落国家学校教师的ENGAGE SEL计划在文化上适应的过程.
- 突出独特的价值观和文化响应考虑在适应SEL为土著学生.
- 为文化响应性SEL程序的开发和实施提供信息.
主要方法:
- 基于社区的参与式研究 (CBPR) 方法.
- 教育者导航和产生真正赋权方法 (ENGAGE) 计划的共同适应.
- 研究过程数据的专题分析.
主要成果:
- 出现了五个主要主题:创伤中的弹性,培养文化,建立关系,教育者在SEL中的作用和同行支持.
- 共同适应过程强调了社区价值观和文化特定的考虑.
- 成功的适应需要与部落社区成员深入接触.
结论:
- 在文化上适应SEL课程对于支持土著学生的福祉至关重要.
- 共同适应过程强调了脱殖民研究和实践的重要性.
- 研究结果为与土著社区合作的学校心理学家和教育工作者提供了指导.
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