美国青少年问题行为干预课程的设置及启示

Children and Adolescents Problem Behavior Intervention Curriculum in American and the Enlightenment

青少年期的问题行为,不仅对个体的社会化和学业成就有消极影响,也是人格障碍、越轨和犯罪的风险因素。美国学校主要设置三类青少年问题行为干预课程:基于社会与情绪学习理论的"第二步"课程、基于社会信息加工干预理论的"我能解决问题"课程、注重建立积极社会互动的连结家庭与教师课程。在能力培养导向的干预、普遍性与针对性干预相结合、尽早干预、理论基础与循证干预、创设有效的干预环境等方面,美国青少年问题行为干预课程的设置值得我国参考。

The problem behaviors in children and adolescents would not only have negative effect on their socialization and academic achievements, but also cause the risk of personality disorders, delinquency and crime. Three intervention curriculums in American schools would be reviewed respectively, including the ＂Second Step＂ program based on social-emotional learning theory, the ＂I Can Problem Solve＂ program based on social information-processing model, and the ＂Linking the Interests of Family and Teacher＂ program that concentrates on the positive social interaction. The practices in American give the enlightenment in terms of ability-cultivation intervention, combination of universal and targeted intervention, early intervention, theoretical basis and evidence-based intervention, and creating an effective intervention environment.