基于生态评价体系采用动机性访谈策略建立家庭为本的学龄儿童问题行为一级预防模式

Problem behavior in childhood can amplify as children move into the middle school years. Ample research evidences demonstrate the problem behaviors appear to be strongly related, and to share many of the same ecological predictors, particularly those related to parent–child relationships, peer behavior and children self-temperament. Because many risk and protective factors for adolescent problem behaviors initiation originate in the family environment (notably, parental monitoring, parent–child affective quality, consistent discipline), family-focused preventive interventions have been developed and tested. However, it is still unknown if the parenting-focused program can be successfully implemented in a more ecologically valid context, especially in Guangxi, the western China..The program is an ecological approach to family intervention designed to improve both parenting and child behavior. In the context, the model comprehensively uses universal, selected components to individualize service distribution and to take into account the needs of each family. The universal intervention focuses on parenting topics (e.g., parental monitoring, homework completion, supervision, and limit setting) and skills-training. The selected intervention motivates parents to improve parenting practices and uses an ecological assessment procedure, feedback, motivational interviewing and that involves questionnaires and face-to-face observations to assess child and family circumstances in the context of home environments. The key goal of the selected intervention is to help parents better understand the ecological factors influencing the child’s problem behaviors, beyond the family dynamic, and enhance the family’s motivation to change family management strategies..Participants received either an universal intervention programs or no intervention. The parents whose children with elevated scores of the affective and emotional composite temperament (AFECT) risk factors were assigned randomly to participate in the selective programs. Outcome data were collected pretest, post-test, 6 and 12-month follow-up. Evaluation research has demonstrated whether this prevention approach is effective and implementation translatability and feasibility.

众多研究证明，存在问题行为的儿童在其后的发展中也会面临高风险的适应问题。儿童心理、行为发展方向和过程受其生态环境系统影响（儿童自身个体特征、家庭、同伴等）。家庭是儿童发展最为核心的生态系统。因此，家庭是干预项目中不可或缺的组成。. 本项目通过全面评估学龄儿童问题行为影响因素的群体背景, 一方面，从外在因素（家庭-同伴）和内在因素（情绪-情感综合模式）综合考察其对学龄儿童问题行为的影响方式（直接或间接）、影响途径和影响权重；另一方面，借鉴社会生态系统理论，运用动机性访谈的干预技术，坚持家庭需要为中心，建立“评估（assessment）-反馈（feedback）-动机性访谈（MI）”的干预体系，构建“家庭为本”综合干预模式。了解家庭需求，强化家庭整体功能，通过家庭内人际相互作用，在“亲子交往”中帮助儿童增强抗压的心理弹性，降低同伴关系和气质特征成为问题行为危险因素的概率。

众多研究证明，存在问题行为的儿童在其后的发展中也会面临高风险的适应问题。家庭是儿童发展最为核心的生态系统。因此，家庭是干预项目中不可或缺的组成。本项目通过全面评估学龄儿童问题行为影响因素的群体背景，从外在因素（家庭-同伴）和内在因素（情绪-情感综合模式）综合分析其对学龄儿童问题行为的作用机制。首先，我们将情绪-情感综合气质模型（The affective and emotional composite temperament Model，AFECT）引入本项目，该模型对正常和病理性情绪、行为和个性特征的研究给出了诸多启示。以此模型为基础形成了情绪-情感综合气质量表（AFECTS）。修订后的AFECTS量表的信、效度均可接受，适用于我国青少年问题行为相关情绪-情感气质特征的风险评估；第二，在性别分层的基础上，分析情绪特征、家庭环境（父母控制、家庭亲密度、亲子活动、家庭规则、父母支持、父母监督、）、同伴影响（同伴依恋、同伴压力）、心理韧性对问题行为（不良饮食行为、欺凌伤害、网络成瘾行为、烟草使用、饮酒行为）的单因素和多因素影响，了解青少年问题行为的内在气质、外在情境的保护因素和危险因素；第三，探索有效的干预模式，采用普遍性干预和选择性干预双向策略建立“家庭为本”综合干预模式，通过家庭内人际相互作用，在“亲子交往”中帮助儿童增强抗压的心理弹性，促进儿童社会性、情感性发展。干预措施显现一定效果。还需后期跟踪随访，强化干预效果。