学龄期多动症儿童情绪教育策略研究
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- 英文论文题名：School-age children with ADHD emotion education strategy research
- 论文作者：苏莹
- 英文论文作者：Su Ying ; Nanjing Technical College of Special Education Department of rehabilitation science 094 class
- 年：2016
- 作者机构：磐石市特殊教育学校;
- 论文关键词：学龄期 ; 多动症儿童 ; 情绪调节 ; 策略 ; 个案研究
- 英文论文关键词：preschool ; ADHD children ; emotion regulation ; strategies ; a case study
- 会议召开时间：2016-12-26
- 会议录名称：全国智慧型教师培养体系建构模式学术会议二等奖论文集
- 语种：中文
- 分类号：G76;R749.94
- 学会代码：DFZH
- 会议名称：全国智慧型教师培养体系建构模式学术会议
- 会议地点：中国吉林省吉林市
- 主办单位：吉林市东方智慧教育咨询服务有限公司
- 学会名称：吉林市东方智慧教育咨询服务有限公司
- 页数：14
- 文件大小：778k
- 原文格式：D
- 会议级别：全国
摘要
本文通过对一名多动症儿童为期六年的跟踪研究资料分析和近两年的情绪特点分析,结合其学龄期学习任务采取"内外兼治"即强化策略和自我监控与调节策略进行干预。经研究,该个案在完成学习任务时的负性情绪明显减少。根据Achenbach儿童行为量表(简称CBCL)和Achebach教师用表(TRF)测查数据及家长、教师的深度访谈资料表明,情绪教育策略对其学业成绩与社会交往、均有一定成效。据此个案研究文章探讨了从家庭、学校和社会角度的情绪教育策略,希望对学龄期多动症儿童的健康成长带来裨益。
Based on a childhood ADHD follow-up study period of six years data analysis and nearly two years of emotional characteristics, combined with the school learning task to take " external and internal treatment" namely aggrandizement strategy and self monitoring and regulation strategies for intervention. The study of the case, the completion of the task of study of negative mood was significantly reduced. According to the Achenbach Child Behavior Checklist(CBCL) and Achebach teachers table(TRF) survey data and parents, teacher's depth interview data indicated, emotion education strategy on academic achievement and social communication, have a certain effect. This article discusses a case study from the school-age children 's healthy growth to bring profit.
Based on a childhood ADHD follow-up study period of six years data analysis and nearly two years of emotional characteristics, combined with the school learning task to take " external and internal treatment" namely aggrandizement strategy and self monitoring and regulation strategies for intervention. The study of the case, the completion of the task of study of negative mood was significantly reduced. According to the Achenbach Child Behavior Checklist(CBCL) and Achebach teachers table(TRF) survey data and parents, teacher's depth interview data indicated, emotion education strategy on academic achievement and social communication, have a certain effect. This article discusses a case study from the school-age children 's healthy growth to bring profit.
引文
[1]Shimabukuro,Prater,Serena,M.The effect of selfmonitoringof academic performance on students withlearning disabilit ies and ADD/ADHD.Educat ion&Treatment of Children,Nov99,Vol.22 Issue 4,397-403.
[2]卫生部办公厅关于印发《精神卫生宣传教育核心信息和知识要点》的通知[J].中华人民共和国卫生部公报,2007(7):66-70.
[3]何侃.特殊儿童心理健康教育[M].镇江:江苏大学出版社,2008.221-233.
[4][加]丹尼尔·沙博米歇尔·沙博著,韦纳宝家义译,情绪教育法,教育科学出版社.2009年8月第一版,98-131
[5][新加坡]Cai Yiming.儿童多动症/儿童心理健康手册[M].王丹,译.北京:中国水利水电出版社,2004.1-55.
[6]何侃.多动症儿童学龄期心理问题的预防与干预,现代预防医学2008年第35卷第24期Modern Preventive Medicine,2008,Vol.35,NO.24
[7]孟昭兰,情绪心理学,北京大学出版社,2005年3月,12-15
[8]乔云雁.情绪性青少年情绪策略研究.首都师范大学,8-20
[9]Achenbach TM,Edelbrock C:Manual for the Teacher's Report Form.Burlington:Publish by Department of Psychiatry and Psychology,Uni-versity of Vermont.1986
[10]朱峰罗学荣等,伴焦虑障碍注意缺陷多动障碍儿童的行为问题和自我意识特点*Chinese Mental Health Journa,l Vol23,No·11,2009
[11]孙立新.注意缺陷多动障碍儿童学校适应的个案研究
[12]郑惠,林文璇等,不同亚型注意缺陷多动障碍患儿的认知行为特征研究,中国儿童保健杂志2010年04月第18卷第四期CACHC Apr.2010.Vol 18,NO.4
[13]Emily AG,Nadine FM.Linked lives:adult children's prob-lems and their parents'psychological and relatioal well-being[J].J Marriage Fam,2006,68(2):442-252.
[14]Harpin VA·The effectof ADHD on the life of an individu-a,l their fam ily,and community from preschool to adult life[J]·Arch Dis Child,2005,90(1):12-17
1南京特殊教育职业技术学院,江苏省大学生创新训练计划项目“小学生情绪教育课程开发研究”,主持人:许交、苏莹。指导教师:何侃、梁子浪。组员:鲁延旭、郁沈、张莹、陆雪微、崔蒙蒙、刘文博。2
[2]卫生部办公厅关于印发《精神卫生宣传教育核心信息和知识要点》的通知[J].中华人民共和国卫生部公报,2007(7):66-70.
[3]何侃.特殊儿童心理健康教育[M].镇江:江苏大学出版社,2008.221-233.
[4][加]丹尼尔·沙博米歇尔·沙博著,韦纳宝家义译,情绪教育法,教育科学出版社.2009年8月第一版,98-131
[5][新加坡]Cai Yiming.儿童多动症/儿童心理健康手册[M].王丹,译.北京:中国水利水电出版社,2004.1-55.
[6]何侃.多动症儿童学龄期心理问题的预防与干预,现代预防医学2008年第35卷第24期Modern Preventive Medicine,2008,Vol.35,NO.24
[7]孟昭兰,情绪心理学,北京大学出版社,2005年3月,12-15
[8]乔云雁.情绪性青少年情绪策略研究.首都师范大学,8-20
[9]Achenbach TM,Edelbrock C:Manual for the Teacher's Report Form.Burlington:Publish by Department of Psychiatry and Psychology,Uni-versity of Vermont.1986
[10]朱峰罗学荣等,伴焦虑障碍注意缺陷多动障碍儿童的行为问题和自我意识特点*Chinese Mental Health Journa,l Vol23,No·11,2009
[11]孙立新.注意缺陷多动障碍儿童学校适应的个案研究
[12]郑惠,林文璇等,不同亚型注意缺陷多动障碍患儿的认知行为特征研究,中国儿童保健杂志2010年04月第18卷第四期CACHC Apr.2010.Vol 18,NO.4
[13]Emily AG,Nadine FM.Linked lives:adult children's prob-lems and their parents'psychological and relatioal well-being[J].J Marriage Fam,2006,68(2):442-252.
[14]Harpin VA·The effectof ADHD on the life of an individu-a,l their fam ily,and community from preschool to adult life[J]·Arch Dis Child,2005,90(1):12-17
1南京特殊教育职业技术学院,江苏省大学生创新训练计划项目“小学生情绪教育课程开发研究”,主持人:许交、苏莹。指导教师:何侃、梁子浪。组员:鲁延旭、郁沈、张莹、陆雪微、崔蒙蒙、刘文博。2