Psychological Development and Education ›› 2006, Vol. 22 ›› Issue (2): 94-99.
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Kou Yu, Xu Hua-nu, Ni Xia-ling, Tang Ling-ling, Ma Lai-xiang
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| [1] Izard C E.Translating Emotion Theory and Research Into Preventive Interventions.Psychological Bulletin,2002,128 (5):796-824. [2] Buckley M,Storino M,Saarni C.Promoting emotional competence in children and adolescents:Implications for school psychologists.School Psychology Quarterly,2003,18(2):177-191. [3] Halberstadt A G,Denham S A,Dunsmore J C.Affective Social Competence.Social Development,2001,10(1):79-119. [4] Kang Chi-ming,Greenberg M T,Kusché C A.Sustained effects of the PATHS curriculum on the social and psychological adjustment of children in special education.Journal of Emotional and Behavioral Disorders,2004,12(2):66-78. [5] 寇彧,倪霞玲,徐华女,马会萍.小学中高年级学生情绪理解力的特点.(待发表) [6] Valore T J.Sharing Adventure:The GroupisImportant.Reclaiming Children and Youth,2002,11(2):90-94. [7] 李郁文.团体动力学-群体动力的理论与实务.桂冠图书股份有限公司(台湾),1999. [8] Steiner M,Johnson M.Using Restorative Practices in Group Treatment.Reclaiming Children and Youth,2003,12(1):53-57. [9] Payton J W,Wardlaw D M,Graczyk P A,Bloodworth M R,Tompsett C J,Weissberg R P.Social and Emotional Learning:A Framework for Promoting Mental Health and Reducing Risk Behaviors in Children and Youth.Journal of School Health,2000,70(5):179-185. [10] Greenberg M T,Kusehé C A,Cook E T,Quamma J P.Promting emotional competence in school-aged children:The effects of the PATHS curriculum.Development and Psychopathology,1995,7:117-136. [11] 马艳.亲社会儿童与攻击性儿童在两类假设情境中的信息加工特点研究.北京师范大学硕士学位论文,2004. [12] 史冰,苏彦捷.儿童情绪伪装能力的发展和影响因素.心理科学进展,2005,13(2):162-168. [13] 徐琴美,何洁,蒋国香.小学生情绪表现规则的发展特点及与同伴接受性的关系研究中国临床心理学杂志,2005,13(2):177-186. [14] Bauminger N,Edelsztein H S,Morash J.Social Information Processing and Emotional Understanding in Children with LD.Journal of Learning Disabilities,2005,38(1):45-61. [1] 实验班为2个自然班,控制班为同年级的另2个自然班;实验班随机分组在自然班内进行. [2] 问卷中共提示了6个引发情绪的事件:受到批评,没有人跟自己玩,丢了东西,得到表扬,和同学发生争执,家长给零花钱;根据对8个四年级小学生的个别访谈确定. [3] 由于前测时问卷中只涉及一类消极情绪(情绪低落,如不高兴、悲伤),为了解学生对多种消极情绪的调节,后测时增加了2个题目(愤怒、压力),因而只作前后测组间比较. |
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