绘画心理辅导对流动儿童攻击性干预——基于积极心理学视野  

Painting Psychological Guidance Intervention for Migrant Children's Aggressive Behaviors: A Positive Psychology Perspective

作　　者：周正怀[1] 李科生 ZHOU Zheng-huai LI Ke-sheng(Preschool Education Department, Changsha Normal College, Changsha, Hunan 410205 School of National Culture and Cognitive Science, Guizhou Minzu University, Guiyang, Guizhou 550025)

机构地区：[1]长沙师范学院学前教育系,湖南长沙410205 [2]贵州民族大学民族文化与认知科学学院,贵州贵阳550025

出　　处：《湖南第一师范学院学报》2017年第4期34-40,共7页Journal of Hunan First Normal University

基　　金：国家社会科学基金重大项目(15ZDB017)

摘　　要：目的:探讨绘画心理辅导对流动儿童攻击性干预的效果。方法:个案研究法,对一名15岁流动儿童进行16次的绘画心理辅导;辅导分为自我认知、情绪调控、价值澄清三个阶段,每次辅导严格按照投射绘画、讨论与分享、体验绘画、结束分享、课外作业5个环节进行;综合使用访谈法和问卷法进行评估。结果:流动儿童学会了对攻击性的控制,有效地减少了攻击行为。结论:将积极心理学理论引入到绘画心理辅导过程中,对流动儿童的辅导有事半功倍的效果。Objective： To inquire the effectiveness of painting guidance for the intervention of migrant children＇s aggressive behaviors. Method： Case Study. Offering painting psychological guidance service to a migrant child （age： 15） for 16 times. The guidance consists of three parts： self-cognition, emotional adjustment, value clarification. All of the guidances are strictly carried out according to these five steps： Projection Painting, Discussing and sharing, Experiencing Painting, Closing Sharing and Assigning Homework. And a comprehensive evaluation will be given through interview and questionnaires. Results： The aggressive behavior has been reduced since the migrant child has learned to control himself after the guidance. Conclusion： To introduce and apply the positive psychological theory in painting guidance could strengthen the correcting effects.

关 键 词：攻击性 流动儿童 积极心理学 绘画心理辅导 

分 类 号：B848[哲学宗教—心理学]