智力障碍儿童共情的发展特征研究——基于1572名智力障碍儿童样本数据的分析

A Study on the Characteristic of Empathy Competency Development of Children with Intellectual Disability Based on the Analysis of 1572 Samples

为提高智力障碍儿童共情干预的针对性和有效性,提升其社会交往能力,促进社会融合,本研究对智力障碍儿童的共情进行了调查。结果表明,智力障碍儿童的共情整体发展水平偏低,内部发展不均衡。智力障碍儿童的共情呈现出发展的阶段性,群体差异显著。小学至初中随着年级增长不断提高,初中以后趋向于平稳;智力障碍儿童共情的性别、障碍类别和程度差异均显著,男生、智力障碍兼自闭症倾向儿童、智力障碍程度越重的儿童和培智学校的儿童共情缺陷更严重。由此提出,应明晰共情的应然价值、构建共情综合干预方案、正视发展的差异性、厘清智力障碍儿童共情干预重难点的对策建议。

In order to improve the effectiveness of the empathy intervention for children with intellectual disability,enhance their social communication ability and promote their social integration,this study investigates the empathy ability of those children.The results show that their overall level of empathy ability is comparatively low,and their internal development is unbalanced.The development of their empathy ability shows a phrase difference:their empathy ability improves sharply in the grade in the stage of primary and secondary middle school,then remains stable after the stage of secondary middle school.There are significant differences in gender,disability type and degree of empathy ability among the children,and the empathy deficits are more serious among boys,children with low functioning autism,and ones with higher degree of intellectual disabilities as well as the children in special education schools.This article defines the value of empathy ability,and discusses how to construct a comprehensive empathy intervention program to face up to the differences in development,and to classify the key and difficult points in the empathy intervention for the children with intellectual disability.