在青少年的声音:共设计四个课程组件的同情计划,以与发展需求保持一致
1College of Health and Human Development, Edna Bennett Pierce Prevention Research Center, Pennsylvania State University, University Park, Pennsylvania, USA.
Journal of adolescence
|July 8, 2025
概括
高中生共同设计了同情心课程,发现它们与发展相关且有助于发展. 这种共同设计方法增强了青少年的社会情感学习和同情心.
科学领域:
- 青少年心理学 青少年心理学
- 教育心理学教育心理学
- 社会情感学习 社交情感学习
背景情况:
- 基于学校的社会和情感学习计划往往缺乏影响力,原因是与青少年发展需求的调整不佳.
- 本研究探讨了青少年预防工作中适合发展的课程的需要.
研究的目的:
- 评估成人同情心培训课程与高中学生的兴趣和经验的协调程度.
- 确定基于同情心的课程的共同设计是否支持青少年的发展需求.
主要方法:
- 15名高中生 (53%男性,M_age=16) 共同设计了成人同情心培训的四个组成部分.
- 混合方法评估评估了学生对"护理领域"",情感细粒度"",压力形状"和"正念"课程的看法和修订.
主要成果:
- 学生发现课程相关,其中"压力形状"和"情感细粒度"的评分最高.
- 共同设计过程在发展上是有吸引力的,培养了自我同情和对他人的同情.
- 重新设计的课程组件唤起了学生的能力,关系性和意义.
结论:
- 共同设计的同情心课程和练习可以整合到学校的青少年预防计划中.
- 共设计方法提供了一个发展和公平的方法来支持青少年的同情心.
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