Zaidman-Zait Anat, Young Richard A
Department of Educational and Counseling Psychology and Special Education, University of British Columbia, 2125 Main Mall, Vancouver, British Columbia, Canada V6T 1Z4.
J Deaf Stud Deaf Educ. 2008 Spring;13(2):193-214. doi: 10.1093/deafed/enm051. Epub 2007 Oct 23.
Action theory and the qualitative action-project method are used in this study to address and illustrate the complexity of parenting children who have received cochlear implants (CIs) as well as the intentionality of parents engaged in that process. "Action" refers to individual and joint goal-directed and intentional behaviors. Action theory has the advantage of using the perspectives provided by manifest behavior, internal processes, and social meaning in the analysis of action. Two cases are used to describe the individual and joint actions and projects, as related to parents' involvement in the habilitation process of children's postcochlear implantation. These joint projects are described at the levels of meanings/goals, functional processes, behaviors, structural support, and resources. From the rich descriptions and analysis of the cases, we draw potentially illuminative implications for the "current thinking" in relation to parenting children with CIs.
本研究运用行动理论和定性行动项目法，来探讨和阐明养育接受了人工耳蜗植入（CI）儿童的复杂性，以及参与该过程的父母的意向性。“行动”指个体和共同的目标导向型及意向性行为。行动理论在分析行动时，具有利用显性行为、内部过程和社会意义所提供视角的优势。本文用两个案例来描述与父母参与儿童人工耳蜗植入后康复过程相关的个体和共同行动及项目。这些共同项目从意义/目标、功能过程、行为、结构支持和资源等层面进行描述。通过对案例的丰富描述和分析，我们得出了关于养育人工耳蜗植入儿童的“当前思维”的潜在启示性意义。
