认知行为改变策略对学习困难儿童社交焦虑的干预  

Intervention effect of cognitive behavior modification on social anxiety of children with learning disability

作　　者：陈羿君[1] 刘培洁 宋云萍 CHEN Yijun;LIU Peijie;SONG Yunping(College of Education,Soochow University,Suzhou 215123)

机构地区：[1]苏州大学教育学院

出　　处：《心理研究》2020年第1期89-96,共8页Psychological Research

基　　金：教育部人文社会科学研究规划基金项目(14YJA880009);江苏省教育科学“十二五”规划重点资助课题(B-a/2013/01/026)

摘　　要：通过量表筛选学习困难且社交焦虑儿童80名,随机分到干预组(接受认知改变策略的干预)和对照组(不接受任何处理)。采用高年级儿童社交焦虑量表和儿童社交技巧观察表进行社交焦虑和社交技巧评估,并在16周的干预后进行两次追踪测验。结果发现,干预组的社交焦虑后测分数显著低于前测,3个月后效果依然存在;儿童的社交技巧得分也不断提升。因此,认知行为改变策略对降低学习困难儿童的社交焦虑,提升社交技巧有良好效果。80 children with learning disability were randomly selected and divided into intervention group(to accept cognitive behavior modification)and control group(not to accept therapy).The intervention group was intervened for 16 weeks of cognitive behavioral modification strategy.Before and after the experiment,the self-compiled social anxiety scale for primary school children was evaluated and followed up for third and sixth months after the post test.The children’s social skills scale was used to evaluate the social skills each time.Results showed that in the experimental group,the scores of social anxiety posttest were significantly lower than those in the previous test,and the effect still existed after 3 months later.But the participants showed no difference on the social anxiety scale before and after the test in the control group.The score of children’s social skills increased during the intervention period.The Cognitive Behavior Modification can reduce the social anxiety and promote the social skills of children with learning disability.

关 键 词：学习困难 社交焦虑 认知行为改变策略 干预 

分 类 号：B844.1[哲学宗教—发展与教育心理学]