The importance of bonding to school for healthy development: Findings from the Social Development Research Group
The importance of bonding to school for healthy development: Findings from the Social Development Research Group
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DOI：
10.1111/j.1746-1561.2004.tb08281.x
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发表时间：
2004-09-01
影响因子：
2.2
通讯作者：
Hawkins, JD
中科院分区：
文献类型：
--
作者：
Catalano, RF;Haggerty, KP;Hawkins, JD
本文总结了社会发展研究小组完成的两项纵向研究，西雅图社会发展项目和提高健康儿童的学校连通性的调查。“学校连通性的理论重要性，学校连通性对各种问题和积极行为的影响的理论主张的实证支持，以及改善学校连通性作为改善儿童和青少年结果的机制的干预措施的影响。本文从控制理论出发，对学校联结和学校联结的概念进行了修正，提出了学校联结和学校联结的概念。学校联结性（school bonding）一词由两个相互依存的基本组成部分组成：1）依恋，其特征是与学校里的人建立密切的情感关系; 2）承诺，其特征是对学校的投入和在学校的表现。至少有三种儿童和青少年发展理论为联结提供了核心作用：依恋理论、控制理论和社会发展模型。依恋理论描述了一个过程，通过这个过程，父母和婴儿之间的互动建立了儿童如何与他人形成社会联系的内部工作模型。”孩子和照顾者之间的互动为建立亲密关系奠定了基础，这是发展主动行为能力的关键。对父母的依恋似乎在儿童时期和青少年时期有积极的影响，这种影响会持续到成年。“依恋理论的其他研究者扩大了结合的理论范围，包括与父母以外的成年人的依恋，”并发现与父母以外的成年人的依恋对孩子应对逆境的能力有积极影响。与学校的联系是一个重要的领域，在那里可以与积极的成年人建立联系，并已被证明可以增加积极的发展经验，”减少消极的发展经验“，并缓冲风险的影响。因此，学校联结似乎可以促进健康发展，防止问题行为。另一个理论工作流是偏差行为的控制理论。正如Hirschi所设想的那样，“在学校或家庭这样的社会化单位中的结合包括四个要素：1）参与单位，2）依恋或情感关系，3）对单位的投资或承诺，以及4）对单位价值观的信念。一旦牢固地建立起来，社会纽带就会对行为施加非正式的控制，特别是抑制越轨行为。
This paper summarizes investigations of school connectedness completed by the Social Development Research Group in two longitudinal studies, the Seattle Social Development Project'-^ and Raising Healthy Children.'" The theoretical importance of school connectedness, empirical support for the theoretical propositions of the impact of school connectedness on a variety of problem and positive behaviors, and the impact of interventions to improve school connectedness as a mechanism to improve outcomes for children and adolescents are described. This paper uses a defmition of school connectedness and school bonding, derived from control theory'and revised by investigations of the concept. The term used for school connectedness, school bonding, consists of two primary and interdependent components: 1) attachment, characterized by close affective relationships with those at school; and 2) commitment, characterized by an investment in school and doing well in school.At least three child and adolescent development theories provide a central role for bonding: attacliment theory, control theory, and the social development model. Attachment theory describes a process through which interactions between parents and infant establish internal working models for how a child forms social connections with others.*'" Interactions between a child and caregivers build the foundation for bonding, a key to developing the capacity for motivated behavior. Attachment to parents appears to have a positive effect in childhood,'"^ adolescence,'^ and its effects last into adulthood.'" Other investigators of attachment theory broadened the theoretical purview of bonding to include attachment with adults other than parents," and have found that attachment to adults other than a child's parents has positive effects on a child's resilience to adversity.'^'* Bonding to school represents an important area where bonding to positive adults can occur, and has shown to increase positive developmental experiences," decrease negative developmental experiences,'^ and buffer the effects of risk.'* Thus, school bonding appears to promote healthy development and to prevent problem behaviors. Another stream of theoretical work is provided by control theory of deviant behavior.'As conceived by Hirschi,'bonding within a socialization unit like school or family consists of four elements: 1) involvement in the unit, 2) attachment or affective relationships, 3) investment or commitment to the unit, and 4) belief in the values of the unit. Once strongly established, the social bond exerts an informal control on behavior, inhibiting deviant behavior in particular.