学校教师的咨询与强化对儿童行为改变的影响：一项为期一年的随访研究。
Impact of counseling and reinforcement by school teachers on behavior change in children: A one -year follow-up study.
作者信息
Bhadauria Upendra Singh, Mathur Rouble Verma, Agarwal Aanchal, Shukla Rishabh, Godha Shaijal, Maheshwari Rohit
机构信息
Research Officer, National Oral Health Program, Center for Dental Education and Research, AIIMS, New Delhi, India.
Independent Researcher, Department of Oral and Maxillofacial Surgery, Indore, India.
出版信息
J Educ Health Promot. 2020 May 28;9:129. doi: 10.4103/jehp.jehp_84_20. eCollection 2020.
INTRODUCTION
School teachers play an important role in instilling positive behavior changes among school children. School children at an early age group of 2-7 years face challenges and need extra support. Utilization of psychological interventions via school teachers for oral health promotion is minimal. The present study was done to determine the impact of counseling and reinforcement by school teachers on children for a follow-up period of 1 year.
MATERIALS AND METHODS
A quantitative research on 58 randomly selected children for a follow-up of one year was conducted to determine the prevalence of preoperational characteristics in school children. The tools to determine characters in preoperational children consisted of classical cognitive experiments followed by behavior counseling intervention. The interventional group received reinforcement with school teachers for a follow-up of one year.
RESULTS
The assessment of the three characteristics revealed a prevalence of ego centralism, centration, and lack of conservation and reversibility in 84.4%, 89.6%, and 89.6% children, respectively. A significant difference in behavior change was seen in children who received behavior counseling and reinforcement.
CONCLUSION
The present study concluded that Piaget's characteristics were consistent for a follow-up period of one year.
引言
学校教师在向学童灌输积极行为改变方面发挥着重要作用。2至7岁这个低龄段的学童面临挑战，需要额外支持。学校教师利用心理干预措施促进口腔健康的情况极少。本研究旨在确定学校教师的咨询和强化对儿童为期1年的随访影响。
材料与方法
对58名随机选取的儿童进行了为期一年的随访定量研究，以确定学童前运算阶段特征的普遍性。用于确定前运算阶段儿童特征的工具包括经典认知实验，随后进行行为咨询干预。干预组接受学校教师为期一年的强化随访。
结果
对这三个特征的评估显示，自我中心主义、集中化以及缺乏守恒性和可逆性在儿童中的发生率分别为84.4%、89.6%和89.6%。接受行为咨询和强化的儿童在行为改变方面存在显著差异。
结论
本研究得出结论，皮亚杰的特征在为期一年的随访期间保持一致。
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