对亲社会干预进行初步分析,以支持教师和工作人员在专业学校环境中实施行为干预
Dana Paliliunas1, Raymond Burke2, Steve Taylor2
1Associate Teaching Professor at Ball State University, 2000 W University Ave., Muncie, IN 47306 USA.
Behavior analysis in practice
|January 10, 2025
概括
一个亲社会干预措施改善了专门学校教师和工作人员的群体凝聚力和心理灵活性. 这个框架将接受和承诺治疗 (ACT) 与奥斯特罗姆结合在一起.
科学领域:
- 心理学 心理学 心理学
- 组织行为 组织行为
- 教育领导力 教育领导力
背景情况:
- 有效的组织运作依赖于团队凝聚力和与核心原则的协调.
- 接受和承诺治疗 (ACT) 为心理灵活性提供了工具.
- 埃莉诺·奥斯特罗姆的核心设计原则 (CDP) 为集体行动提供了一个框架.
研究的目的:
- 评估针对专业学校教师和工作人员的亲社会干预框架.
- 评估Prosocial对群体凝聚力,价值观与行为对齐,心理灵活性和感知压力的影响.
主要方法:
- 与教师和工作人员一起实施了亲社会干预.
- 使用AB分析来评估干预期间的变化.
- 前后分析评估了心理灵活性和感知压力的变化.
主要成果:
- AB分析表明,群体凝聚力和价值观与行为对齐度有所改善.
- 前后分析显示,心理灵活性显著提高.
- 参与者报告说,感知到的压力显著减少.
结论:
- 亲社会干预在专门的教育环境中表现出积极的初步结果.
- 研究结果表明,Prosocial可以提高学校工作人员的群体动态和个人幸福感.
- 需要进一步的经验研究来验证这些发现在教育环境中.
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