Implementation of a Strengths-Based Approach to Teaching in an Elementary School
Implementation of a Strengths-Based Approach to Teaching in an Elementary School
复制标题
在小学实施基于优势的教学方法
DOI：
10.22329/jtl.v8i1.3069
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
Julia MacArtthur
中科院分区：
文献类型：
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作者：
K. Brownlee;E. Rawana;Julia MacArtthur
学校在解决儿童的心理健康需求方面发挥着重要作用，本文认为，学校可以通过采用优势视角模型来进一步促进学生的心理健康。一个具体的优势评估和治疗模型，扩展到个人，同伴和团体的干预措施，以及在课堂上的讨论，适用于在学校的每一个学生，而不仅仅是学生被认为是“有风险”。通过让整个班级，甚至整个学校参与优势对话，优势概念可以成为学校文化的一部分，并导致积极的学校环境。本文提供了一个概述的模型，它在学校的实施，包括理论通知的干预措施，其次是两个简短的案例研究，显示该模型是如何应用在课堂上。这种干预不仅改变了教育者与学生互动的方式，而且改变了学生看待自己的方式以及他们看待自己潜力的方式。
Schools play a significant role in addressing children’s mental health needs and this article contends that schools can further contribute to student mental well-being by adopting a strengths perspective model. A specific strengths assessment and treatment model is presented that extends to individual, peer and group interventions as well as discussions within the classroom that is applicable to every student in the school and not only students considered ‘at risk’. By engaging an entire class, or indeed an entire school, in a dialogue of strengths, the concept of strengths can become a part of the culture of the school and lead to a positive school environment. This article provides an overview of the model, its implementation in a school, including the theory informing the interventions, followed by two brief case studies showing how the model was applied in a classroom. The intervention not only transforms the way in which educators interact with students, but it changes the way students perceive themselves and the manner in which they perceive their own potential.