CHARACTERISTICS OF ENVIRONMENTS, CAREGIVERS, AND CHILDREN IN THREE CENTRAL AMERICAN ORPHANAGES
CHARACTERISTICS OF ENVIRONMENTS, CAREGIVERS, AND CHILDREN IN THREE CENTRAL AMERICAN ORPHANAGES
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DOI：
10.1002/imhj.20292
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发表时间：
2011-03-01
影响因子：
2.4
通讯作者：
Fish, Larry
中科院分区：
文献类型：
--
作者：
Groark, Christina J.;McCall, Robert B.;Fish, Larry
本研究提供了中美洲三所儿童照料机构的环境、组织结构、照料者、照料者与儿童的互动、儿童一般行为发展和问题行为的描述性实证信息。虽然这些机构很干净，但它们在物理上很稀疏，并且有婴幼儿环境评定量表（ITERS； T. Harms， D. Cryer, & R. Clifford, 2006）和幼儿环境评定量表（ECERS； T. Harms， R. Clifford, & D. Cryer, 2005）的平均得分为1.62（7 =最高）。照护者提供了有限的情感、反应、支持、同情或指导的日常照护。照顾者往往工作时间长，然后休息2 - 3天，儿童定期毕业到新的病房，所以照顾者在儿童生活中的稳定性很小。儿童平均巴特尔发展量表总发展商= 58至63，在非机构美国人群中被认为是轻度中度智障；没有儿童得分为bb0 90分，80%得分< 70分，近一半得分< 60分。儿童表现出高频率的不分青红皂白的友好，不服从，挑衅和攻击/暴力行为。这些数据和其他一些研究的数据代表了对幼儿机构的唯一全面的、经验的描述，这构成了关于后机构收养儿童的新兴文献的独立变量（制度化）。结果与假设一致，即缺乏温暖、敏感、偶然反应的互动，与相对较少的持续可用的照顾者可能是延迟当代发展的主要原因，并且在一些机构后收养的儿童和青少年中观察到持续的缺陷和问题。
This study provides descriptive empirical information on the environments, organizational structure, caregivers, caregiver child interactions, and children's general behavioral development and problem behaviors from three institutions for young children in Central America. While the institutions were clean, they were physically sparse and had Infant Toddler Environmental Rating Scale (ITERS; T. Harms, D. Cryer, & R. Clifford, 2006) and Early Childhood Environmental Rating Scale (ECERS; T. Harms, R. Clifford, & D. Cryer, 2005) scores that averaged 1.62 (7 = highest). Caregivers provided routine caregiving with limited emotion, responsiveness, support, empathy, or guidance. Caregivers tended to work long hours and then were off 2 to 3 days, and children periodically graduated to new wards, so there was little stability of caregivers in children's lives. Children's average Battelle Developmental Inventory Total Developmental Quotient = 58 to 63, which would be considered mildly moderately retarded in noninstitutional U.S. populations; no child scored > 90, 80% scored < 70, and nearly half scored < 60. Children displayed high frequencies of indiscriminate friendliness, noncompliance, and provocative and aggressive/violent behaviors. These data and that of a few other studies represent the only comprehensive, empirical description of institutions for young children, which constitutes the independent variable (institutionalization) for a burgeoning literature on postinstitutional adopted children. Results are consistent with the hypothesis that a lack of warm, sensitive, contingently responsive interactions with relatively few consistently available caregivers may be a major contributor to delayed contemporary development and persistent deficits and problems observed in some postinstitutional adopted children and adolescents.