Dixon Clare, Murray Craig, Daiches Anna
Alder Hey Children's NHS Foundation Trust, Eaton Road, Liverpool, UK.
Clin Child Psychol Psychiatry. 2013 Jan;18(1):72-90. doi: 10.1177/1359104511433194. Epub 2012 Apr 13.
Research into children's perspectives and understandings of emotional difficulties is limited and methodologically varied. In this paper we explore young children's perspectives and understandings of emotional difficulties in their peers. We conducted five focus groups involving a total of 25 children. The children, aged eight and nine, were presented with vignettes representing peers experiencing emotional difficulties, and invited to discuss their perspectives on possible causes. We also explored their emotional and behavioural reactions to the vignette characters. Using interpretative phenomenological analysis we identified three themes: Searching for an Explanation; Empathy versus Blame; and Consequences and Solutions. The children drew on their own emotional experiences in their sense-making, and the extent to which they held the character responsible for their behaviour was particularly important in influencing their responses towards the characters.
关于儿童对情绪困扰的看法和理解的研究有限，且方法多样。在本文中，我们探讨了幼儿对同伴情绪困扰的看法和理解。我们开展了五个焦点小组，共有25名儿童参与。这些八岁和九岁的儿童观看了代表同伴经历情绪困扰的小插曲，并被邀请讨论他们对可能原因的看法。我们还探讨了他们对小插曲中角色的情绪和行为反应。通过解释现象学分析，我们确定了三个主题：寻求解释；同理心与责备；后果与解决方案。孩子们在理解过程中借鉴了自己的情感经历，并且他们认为角色对其行为应承担责任的程度在影响他们对角色的反应方面尤为重要。
