跨文化学前侵略:诊断和早期干预的临床医生信息框架
Momina Yahya1, Tehreem Arshad2
1Lahore University of Management Sciences, Lahore, Punjab, Pakistan.
Journal of evaluation in clinical practice
|July 9, 2025
概括
巴基斯坦的学龄前侵略受文化育儿规范的影响. 需要文化敏感的干预措施,超越西方模式,为有效的儿童心理健康护理提供帮助.
科学领域:
- 儿童心理学 儿童心理学
- 公共卫生 公共卫生
- 跨文化心理学 跨文化心理学
背景情况:
- 幼儿园的侵略性对公众健康构成重大风险,影响学术和长期心理健康.
- 巴基斯坦的文化规范,包括集体主义和对等级纪律的接受,塑造了对儿童侵略的反应.
- 现有的临床定义和对学前侵略的干预措施缺乏一致性和文化适应性.
研究的目的:
- 探索巴基斯坦临床医生对学龄前侵略的解释.
- 批评现有的基于西方的干预模式.
- 为了确定文化基础的干预策略,为学龄前的侵略.
主要方法:
- 在社会建设主义框架内进行反思性主题分析 (RTA).
- 与巴基斯坦35名高级儿童心理学家和精神病学家进行了半结构化采访.
- 使用NVivo进行数据分析,通过成员检查确保严格性和编码器间可靠性 (κ = 0.82).
主要成果:
- 育儿方式,不安全的依恋和社会文化压力因素是学前侵略的关键因素.
- 在专家中发现了严重的诊断不一致性.
- 强调需要文化适应性干预模型,与以西方为中心的方法不同.
结论:
- 建议包括文化敏感的临床医生培训和以家长为中心的计划.
- 政策改革应对体罚的正常化至关重要.
- 该研究强调了文化为儿童提供心理健康护理的重要性,并承认专家意见和定性数据的局限性.
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