小班幼儿问题行为与其同伴交往能力的关系研究

研究对沈阳市五所普通幼儿园344名小班幼儿问题行为与其同伴交往能力发展的关系进行了探究。采用张元修订的《幼儿同伴交往能力量表》和Conners儿童行为教师评定量表,研究结果表明:(1)小班幼儿问题行为中多动因子和多动指数因子上存在显著的性别差异,且都是男孩得分高于女孩;独生女与非独生子女的幼儿问题行为无显著差异;(2)幼儿同伴交往能力中语言和非语言交往能力存在着显著的性别差异,即女孩得分显著高于男孩,而独生子女和非独生子女的同伴交往能力发展差异不显著;(3)幼儿问题行为中的四个因子均与其同伴交往能力中的语言和非语言交往能力、社交障碍及总分呈显著性负相关,其中注意力不集中—被动对幼儿同伴交往能力有极其显著的负向预测作用。     

学习障碍儿童现状及其问题心理研究

目的：了解中小学生学习障碍的现况,探讨学习障碍儿童的自我意识水平以及社交和行为能力。方法：整群随机抽取益阳市3所小学的学生,用学习障碍复查量表（PRS）筛选出可疑学习障碍儿童89例。使用Achenbach儿童行为量表进行评估。与正常儿童和常模进行对照分析。结果：学习障碍男女之约比为2.6：1;学习障碍儿童的社会能力得分各因子分及总分与正常儿童相比无显著差异;学习障碍儿童行为问题得分高于正常儿童,差异非常显著（p〈0.001）。结论：学习障碍儿童活动社交能力与正常儿童无显著差异,但存在明显的行为问题。     

学前儿童感觉统合失调与行为问题的调查研究

文章采用儿童感觉统合能力发展评定量表和儿童行为问题教师问卷(Conners氏教师用量表),对广西南宁市165名4—6岁儿童进行调查。结果:①调查儿童感觉统合失调发生数57人,失调率为34.58%,其中轻度为27.88%,重度为6.70%,男童感觉统合失调发生人数32人,轻度为32.99%,重度为7.21%,女童感觉统合失调发生人数18人,轻度为20.59%,重度为5.82%,男童失调率明显高于女童;②儿童行为问题发生率为27.27%,男童高于女童,以被动为第一位,其次男童为多动,女童为品行问题。     

学习障碍儿童心理行为问题研究

儿童学习障碍不仅仅是一种认知障碍,同时还有心理行为方面的问题,包括：多动和注意缺陷、焦虑和抑郁、攻击和违纪,以及社会交往不良等。造成上述现象的主要原因有学习障碍儿童自我概念较低、家庭不良环境影响等。教育者可以通过认知训练、合作学习以及塑造新行为等策略干预和矫正学习障碍儿童的心理行为问题,从而提高他们的心理健康水平。     

听觉障碍儿童人格特征比较研究

以艾森克人格问卷(EPQ)为工具,对西安市30名听觉障碍儿童的人格特征进行测定,探讨了影响听觉障碍儿童人格发展的因素,并得出了以下结论:(1)听障男童在内外倾和掩饰性上显著高于正常男童;听障女童在精神质和掩饰性上显著高于正常女童,但在神经质上显著低于正常女童;听障男童在精神质上显著高于听障女童,其他人格维度上性别差异不显著。(2)农村听障儿童的内外倾性显著高于城市听障儿童,其他方面没有显著差异。(3)八年级听障儿童在内外倾和精神质上要显著优于六年级听障儿童,在神经质和掩饰性上二者差异不显著。     

儿童早期到中期社交退缩行为的发展

同伴交往是儿童学习社会技能的重要背景。发展心理学家普遍认为,儿童期缺乏社会交往是成长中的危险因素,社交退缩被看作儿童的消极行为表现。然而,很多临床研究者认为社交退缩只是儿童暂时的行为表现,能够自行调节,不需要特殊干预。社交退缩指交往场合中,儿童不跟其他人交往,独自一个人的行为表现。随着研究的深入,社交退缩行为逐渐被看作复杂多维的现象,至少存在三种不同的退缩行为表现:抑制行为,指儿童的无所事事和观望行为,反映了儿童气质上的羞怯、抑制,既希望又害怕接近同伴的动机冲突;安静退缩,指儿童单独进行安静地探索或建构性游戏,…     

3~6 岁学前儿童气质特点调查与教养策略分 析简

研究以279名3～6岁学前儿童为被试,采用Carey3～7岁儿童气质问卷（CPTS）调查其气质类型特点．结果发现：在规律性、趋避性、适应度和注意分散度四个维度上,3～6岁儿童存在显著性差异,即随年龄增高,儿童规律性、趋避性、适应度和注意分散度得分逐渐降低并趋于稳定。其余五个维度无显著差异;男童在活动水平上得分显著高于女童,而女童在规律性、反应强度和反应阈维度上得分要显著高于男童．这说明针对不同气质类型的儿童,应采取不同的教养方式以促进其心理的健康发展．     

退缩气质幼儿的问题行为与感觉统合能力的相关研究

本研究运用问卷调查法调查了幼儿园258名幼儿的气质趋避性与问题行为及其与感觉统合能力的关系,结果显示:(1)幼儿退缩性与Conners行为问卷中的品行问题、学习问题、焦虑、多动指数以及感觉统合能力的全部5个因子存在相关;(2)退缩性主要对Conners问卷中的因子2学习问题、因子5焦虑和感觉统合能力问卷中的因子2触觉过分防御及情绪不稳的预测能力显著;(3)感觉统合能力的因子2触觉过分防御及情绪不稳在退缩性与学习问题及退缩性与焦虑的关系中起中介作用.幼儿的问题行为及感觉统合能力的发展直接或间接地影响着幼儿的退缩性,应引起教育者密切关注,可以尝试从中介变量着手对幼儿进行及时的预防和干预.     

漳州师范学院CCSMHS常模的建立

目的建立漳州师范学院CCSMHS的常模.方法对漳州师院2006、2007、2009级学生施测CCSMHS.结果（1）漳州师院CCSMHS的常模,在社交攻击和性心理两个因子上显著低于北京某大学的常模,其余各因子显著高于北京某大学的常模;在焦虑、抑郁、强迫、性心理、依赖、精神病、冲动7个因子上显著低于全国常模,其余5个因子上显著高于全国常模.（2）男、女生在CCSMHS除强迫、精神病外的10个因子上存在显著性差异.（3）理科生在抑郁、社交退缩、社交攻击、冲动4个因子上的均分显著高于文科生;文科生在躯体化、偏执、依赖3个因子上的均分显著高于理科生.结论建立漳州师范学院CCSMHS的常模有一定的必要性,可以为以后新生入校普查和＂5.25＂心理健康普查提供依据.此常模较之北京某大学和全国的常模更合适.     

体育游戏于矫正学龄前儿童社交退缩行为的研究

儿童的行为问题在近几年受到了社会的广泛关注,儿童社交的退缩行为属于较为严重的儿童行为问题,采取科学、有效的措施矫正和预防学龄前儿童社交退缩行为已经成为当前社会的热门话题,那么采取何种方法可以让学龄前儿童在娱乐、自然、不受束缚的状态下使儿童社交问题消失、退化成为学龄前儿童教育工作者需要深入探讨的重要议题。人们发现体育游戏对于矫正学龄前儿童社交退缩行为具有明显的作用。     

LD status and achievement: confounding variables in the study of children's social status, self-esteem, and behavioral functioning

The purpose of the present study was to examine the role of achievement in explaining the poor social and behavioral functioning associated with LD status, and to evaluate potential gender differences in patterns of interpersonal functioning among youth with learning disabilities (LD) and nondisabled (NLD) youth. Thirty-two students with learning disabilities (21 boys, 11 girls) were matched with same-sex, same-race classmates whose reading achievement was low (LA) or average (AA), and these groups were compared on peer ratings of liking and disliking, perceptions of self-worth and social acceptance, and teacher ratings of conduct problems, anxiety-withdrawal, and attention problems. Students with learning disabilities were less accepted and less well-liked than children in the LA or AA groups and also perceived their self-worth and social acceptance to be lower than LA or AA students. Group by Sex interactions were apparent for several of the peer rating and behavioral variables, indicating that different patterns of social and behavioral functioning distinguished LD boys and LD girls from their NLD peers. The findings highlight the potential role of low achievement in peers' dislike of LD girls and suggest the importance of investigating well-defined subgroups of youth with LD in future research.     

Social‐Information‐Processing Skills of Kindergarten Children with Developmental Learning Disabilities

The study examined the social‐information‐processing skills of kindergarten children with developmental learning disabilities (LD) utilizing Crick and Dodge's (1994) model of children's social adjustment as a theoretical framework. Participants consisted of 20 kindergarten children with developmental LD who attended three integrated kindergartens and 20 children without developmental LD from the same kindergartens. Participants were assessed on social‐information‐processing skills, feelings of loneliness, sense of coherence, and teachers' ratings of behavioral problems and positive resources. The results indicated that girls with developmental LD performed significantly lower on two information‐processing steps—the response decision and the enactment steps—than did girls without LD. Such differences were not found for boys. The results also showed that the social‐information‐processing skills of children with developmental LD were correlated with teachers' ratings.     

小学生社会性适应的性别差异研究

为了考察小学生社会性适应的性别差异,研究选取小学二至六年级的儿童作为被试。采用修订的班级戏剧问卷和同伴提名法对儿童的积极社会行为、攻击冒犯行为、敏感退缩行为、师生关系和同伴接纳程度进行评定。结果发现：在社会行为上,女生表现出更多的积极社会行为和敏感退缩行为,男生则表现出较多的攻击冒犯行为。在师生关系上,女生更容易与教师建立亲密的关系,男生更易与教师建立冲突和依赖的关系。在同伴接纳上,女生受欢迎程度更高、男生受拒绝程度更高。     

儿童青少年的性别平等意识现状调查

本研究选取长春市8所学校的1 527名大、中、小学生为被试,通过自编问卷（性别观念调查问卷）对他们在学校领域、家庭领域、职业领域的性别平等意识进行了调查。结果表明：（1）在发展趋势上,小学生性别平等意识较低,中学阶段性别平等意识有所提高,但在大学阶段又重现下降趋势;（2）在性别差异方面,在各学段女生的性别平等意识显著高于男生,女生性别平等意识初中阶段最强,男生性别平等意识高中阶段最强;（3）在不同领域中,被试在职业领域的性别平等意识最低,家庭和学校领域的性别平等意识显著高于职业领域。根据研究结果,对性别平等教育提出了建议,指出小学和大学阶段是性别平等教育的重要时期,男生群体尤其需要性别平等意识的教育,职业领域的性别平等问题应成为教育重点。     

The relation between behavior problems and peer preference in different classroom contexts. Conduct Problems Prevention Research Group

This study tested two alternative hypotheses regarding the relations between child behavior and peer preference. The first hypothesis is generated from the person-group similarity model, which predicts that the acceptability of social behaviors will vary as a function of peer group norms. The second hypothesis is generated by the social skill model, which predicts that behavioral skill deficiencies reduce and behavioral competencies enhance peer preference. A total of 2895 children in 134 regular first-grade classrooms participated in the study. Hierarchical linear modeling was used to compare four different behaviors as predictors of peer preference in the context of classrooms with varying levels of these behavior problems. The results of the study supported both predictive models, with the acceptability of aggression and withdrawal varying across classrooms (following a person-group similarity model) and the effects of inattentive/hyperactive behavior (in a negative direction) and prosocial behavior (in a positive direction) following a social skill model and remaining constant in their associations with peer preference across classrooms. Gender differences also emerged, with aggression following the person-group similarity model for boys more strongly than for girls. The effects of both child behaviors and the peer group context on peer preference and on the trajectory of social development are discussed.     

The socioemotional adjustment of adolescents with LD in the kibbutz during high school transition periods

This study examined several aspects of the socioemotional experiences (i.e., loneliness, social skills, reciprocal friendship, reciprocal rejection, and social status) of adolescents with and without learning disabilities in an Israeli kibbutz environment during school transition periods. The sample consisted of 106 students with learning disabilities (LD; 74 boys and 32 girls) and 101 students without learning disabilities (NLD; 62 boys and 39 girls) drawn from seventh grade (i.e., early adolescence) and ninth grade (i.e., middle adolescence). The results revealed that seventh- and ninth-grade adolescents with LD received more social peer rejection than did NLD group adolescents, and students with LD were judged by their teachers to exhibit lower social skills and higher behavioral problems than their classmates. No significant group differences were found on loneliness, but an age-related increase in loneliness feelings was noted, which was independent from group membership and gender. Gender differences on self-report, peer ratings, and teachers' ratings on social measures in favor of girls were demonstrated. The discussion focuses on the potential impact of school transitions and of the developmental environment provided in the kibbutz on adolescents' socioemotional functioning and adjustment.     

Social persistence following failure in boys and girls with LD

The response of boys and girls with or without learning disabilities to social failure was examined. Children participated in two dyadic interactions with experimental confederates: an unfriendly interaction and a friendly one. The children's behavior was videotaped, and they answered questions following each interaction. The children with learning disabilities were found to be hyperresponsive to both interactions: They felt significantly worse following the unfriendly one and significantly better following the friendly interaction. Limited evidence was found to suggest that girls with learning disabilities were more adversely affected by the unfriendly interaction. Several of the findings were consistent with the hypothesis that children with learning disabilities show a learned helplessness response to social failure. The implications of these findings for understanding the social behavior of children with learning disabilities are discussed.     

Peer perceptions of hyperactivity and medication effects

This study focused on peer sensitivity to differences in social behaviors between hyperactive and normal comparison peers and, especially, to medication-related behavioral differences. In Study 1, normal sixth graders rated videotapes of normal and hyperactive boys playing a social interaction game. Half of the hyperactive boys were taking methylphenidate, and the other half placebo. In Study 2, fourth- and sixth-grade children rated a different sample of hyperactive boys (seen on both methylphenidate and placebo) playing the same interaction game. Hyperactive boys taking placebo were perceived as exhibiting more externalizing problem behaviors than either medicated hyperactive boys or comparison boys. The medication effects were robust, spanning many behavioral domains and emerging consistently across the 2 studies. There were few grade or gender differences. Discussion focused on children's detection of treatment-related differences in the social behaviors of their peers, as well as on the imperfect relation between social behavior and social standing.     

Psychological adjustment and family functioning of boys with learning disabilities

This study examined parent reports of behavioral and family functioning for 59 boys with learning disabilities (LD) and 65 nondisabled boys (NLD) of ages 6 to 12 years. Parents completed the Child Behavior Checklist (CBCL) and the Family Adaptability and Cohesion Evaluation Scale (FACES III). Boys with LD were reported as having significantly more behavior problems of both the Internalizing and Externalizing types than NLD boys. Individual scales yielded group differences indicating higher scores (more problems) for the group with LD on the Hyperactive, Schizoid or Anxious, Depressed, and Obsessive Compulsive scales, but no differences on the Aggressive or Social Withdrawal scales. Furthermore, families of boys with LD tended to score more frequently in the extreme (disturbed) range of family functioning. However, boys of families in the extreme range did not have more behavior problems than the boys of other families. The findings suggest that a greater than average proportion of boys with LD are at risk for developing psychological adjustment problems.     

Academic competence and social adjustment of boys with learning disabilities and boys with behavior disorders

The aim of the present study was to compare academic competence and social adjustment of students with learning disabilities and two groups of students with behavior disorders. The sample consisted of 31 boys with learning disabilities and 52 boys with behavior disorders divided into two subgroups: (a) boys displaying hyperactive behavior (BDH) and (b) boys not demonstrating such behavior (BDNH). Significant differences were found among the three groups using the Classroom Behavior Inventory, and three measures contributed to the significant difference: Hostility versus Consideration, Extroversion versus Introversion, and Independence versus Dependence. The results highlighted teachers' needs for differential approach in their interventional planning.