学龄期多动症儿童情绪教育策略研究

A Research into Emotion Education Strategies for School-age children with ADHD

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,研究结果表明,该个案在完成学习任务时的负性情绪明显减少。依据Achenbach儿童行为量表(简称CBCL)之教师用表(TRF)测查数据,以及家长、教师的深度访谈资料,均表明情绪教育策略对增进其学业成绩、社会交往能力有一定成效。文章在个案研究基础上探讨了从家庭、学校和社会角度的情绪教育策略,以期对学龄期多动症儿童的健康成长带来裨益。

Based on the data analysis from following a child with ADHD for six years and the analysis of its emotional characteristics over a span of two years, it was intervened by means of aggrandizement strategy and self monitoring and regulation strategies-so called "treated internally and externally". The intervention reduced its negative emotions in carrying out its learning tasks. According to data using Achenbach’s TRF from CBCL and the intensive interviews with the parents and teachers, emotion education strategies work well in promoting its academic performance and social ability. This paper also discusses the emotion education strategies from the perspectives of family, school and the society, hoping to benefit the children with ADHD.