农村留守儿童共情课程的开发与应用

发布时间：2018-04-08 10:28

本文选题：农村留守儿童　切入点：共情课程　出处：《闽南师范大学》2017年硕士论文

【摘要】：农村留守儿童这一特殊群体自上世纪八十年代中期就已出现,本世纪初因“三农”问题的升温,农村留守儿童也受到社会各界的关注。经过十几年的积累,党中央国务院对其也越加重视,这一特殊群体也在刚刚结束的两会中引发热议。随着对这一群体的研究积淀,专家学者对农村留守儿童群体的看法日趋理性,已开始从心理保护性因素对其进行研究讨论。本研究整体采用量化和质性研究方法。研究一采用描述性统计检验、多因素方差分析、相关分析、回归分析等统计方法,在控制人口学变量的前提下,分析农村儿童的留守状态对共情能力是否具有显著的预测作用,同时也考察了共情与心理社会适应各项指标间的关系。研究二在此基础上开发编写适用于农村留守儿童的共情心理健康课程,在小学四年级和六年级中实施,并采用协方差分析、t检验、非参数检验(秩和检验,符号等级检验)等统计方法和学生访谈验证该课程的有效性。本研究的结果如下:(1)农村儿童的共情能力整体处于中等偏上水平,其中认知共情的发展要好于情感共情。农村儿童共情在性别、年级和亲子沟通广度上存在显著差异。(2)农村儿童的留守状态对共情能力不具有显著的预测作用。(3)农村儿童的共情能力与心理社会适应的各项指标部分相关,共情可预测部分心理社会适应指标。(4)共情心理健康课程能够显著提高四年级农村儿童的共情能力,人际关系能力,显著降低抑郁状态;对六年级农村儿童的影响较小,仅显著提高六年级农村儿童的人际关系能力,显著降低抑郁状态。
[Abstract]:The special group of rural left-behind children has appeared since the middle of 1980s. At the beginning of this century, due to the warming of the "three rural" problems, the rural left-behind children have also been concerned by all walks of life.After more than ten years of accumulation, the CPC Central Committee and the State Council pay more and more attention to it.With the accumulation of research on this group, experts and scholars of rural left-behind children have become more and more rational, and have begun to study and discuss the psychological protective factors.Quantitative and qualitative methods are used in this study.In the first study, using descriptive statistical test, multivariate analysis of variance, correlation analysis, regression analysis and other statistical methods, under the premise of controlling demographic variables, we analyzed whether the left-behind state of rural children had a significant predictive effect on empathy.At the same time, the relationship between empathy and psycho-social adaptation indexes was investigated.On this basis, study 2 developed a empathic mental health curriculum for rural left-behind children, which was implemented in grade 4 and grade 6 of primary school, and used covariance analysis of variance test and nonparametric test (rank sum test).Statistical methods and student interviews are used to verify the effectiveness of the course.The results of this study are as follows: (1) the empathy ability of rural children is at the middle level, and the development of cognitive empathy is better than emotional empathy.Rural children share the same gender,There was significant difference between grade and parent-child communication span. (2) Left-behind status of rural children had no significant predictive effect on empathy. 3) the empathy ability of rural children was partly related to the indicators of psychosocial adaptation.Empathy predictable part of psychosocial adaptation index. 4) empathy mental health curriculum can significantly improve the empathy ability of rural children in grade 4, interpersonal ability, significantly reduce depression, and have little effect on the sixth grade rural children.The interpersonal ability of rural children in grade 6 was significantly improved and depression was significantly reduced.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G441

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