Vorria P, Rutter M, Pickles A, Wolkind S, Hobsbaum A
University of Ioannina, Faculty of Philosophy, Department of Philosophy-Education and Psychology, Greece.
J Child Psychol Psychiatry. 1998 Feb;39(2):225-36.
The social, behavioural, and school adjustment of 41 9-year-old children in long-term residential group care in Greece was compared with that of children of the same sex and age brought up in two-parent families. Observational, interview, and questionnaire measures were employed. Observations in school classrooms showed that compared with their classmates, the group care children were more inattentive, participated less often in the classroom activities, were more likely to be passive, and tended to be involved in alternative and nonproductive activities. In the playground, they rarely interacted with non-institutional children. On both parent and teacher scales the group care children showed significantly more overall disturbance. The boys showed poor task involvement in the classroom and more emotional difficulties, conduct problems, and hyperactivity, whereas the between-group differences for girls were statistically significant only for emotional disturbance and poor task involvement in the classroom. Both boys and girls in long-term residential care showed less harmonious, confiding relationships with peers than those reared in families, and were more affection-seeking with teachers.
研究人员将希腊41名长期在集体寄养机构生活的9岁儿童的社交、行为及学校适应情况，与在双亲家庭中成长的同龄同性儿童进行了比较。研究采用了观察、访谈及问卷调查等方法。对学校课堂的观察显示，与同班同学相比，集体寄养儿童注意力更不集中，参与课堂活动的频率更低，更倾向于被动，且往往参与一些替代性的、无成效的活动。在操场上，他们很少与非寄养机构的儿童互动。在家长和教师的评估中，集体寄养儿童整体上表现出更明显的困扰。男孩在课堂上任务参与度低，存在更多情绪问题、行为问题及多动症状，而女孩方面，两组之间的差异仅在情绪困扰和课堂任务参与度低方面具有统计学意义。长期接受集体寄养的男孩和女孩与同龄人之间的关系不如在家庭中成长的孩子那样和谐、互信，且他们更渴望从教师那里获得关爱。
