Improving adolescent social competence and behavior: a randomized trial of an 11-week equine facilitated learning prevention program.
Improving adolescent social competence and behavior: a randomized trial of an 11-week equine facilitated learning prevention program.
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提高青少年的社交能力和行为：一项为期 11 周的马促进学习预防计划的随机试验。
DOI：
10.1007/s10935-014-0350-7
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Roeter,StephanieM
中科院分区：
文献类型：
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作者：
Pendry,Patricia;Carr,AlexaM;Smith,AnneliseN;Roeter,StephanieM
越来越多的证据表明，提高青年的社会能力是预防成年后精神、情感和行为障碍的有效策略。研究表明，与学校合作提供的方案特别有效，当他们的目标是社会和情感技能的建设，利用互动的教学风格，为青年参与和自我指导提供机会，并包括明确的尝试，以提高青年的社会能力。一个相对较新但流行的方法，结合这些特点是人类动物的互动，这可以在教育环境中实施。我们报告了一项随机临床试验的结果，研究了为期11周的马促进学习（EFL）计划对5 - 8年级儿童的社会能力和行为的影响。儿童（N= 131）通过学校辅导员的推荐和学校为基础的招聘，然后筛选低社会能力。研究人员将儿童随机分配到实验组（n= 53）或候补对照组（n= 60）。实验组的孩子参加了为期11周的EFL课程，包括每周一次，90分钟的个人和团队活动，而控制组的孩子作为一个候补名单上的控制，并参加了16周后。在前测和后测中，两组儿童的父母都对儿童的社会能力进行了评定。三个独立的评分员观察和报告儿童的积极和消极的行为，使用一个有效的检查表，在每周的会议。结果表明，该计划的参与有一个温和的治疗效果（D= .55）的社会能力（P= .02），是独立的预测试水平，年龄，性别和转诊状态。结果表明，较高的项目出席率预测了儿童在11周项目中观察到的积极行为（β= 0.500;p= 0.003）和消极行为（β=-0.062;p<0.001）的轨迹。
There is growing evidence that promoting social competence in youth is an effective strategy to prevent mental, emotional, and behavioral disorders in adulthood. Research suggests that programs delivered in collaboration with schools are particularly effective when they target social and emotional skill building, utilize an interactive instructional style, provide opportunities for youth participation and self-direction, and include explicit attempts to enhance youth social competence. A relatively new but popular approach that incorporates these characteristics is human animal interaction, which can be implemented in educational settings. We report the results from a randomized clinical trial examining the effects of an 11-week equine facilitated learning (EFL) program on the social competence and behavior of 5th–8th grade children. Children (N= 131) were recruited through referral by school counselors and school-based recruitment and then screened for low social competence. Researchers randomly assigned children to an experimental (n= 53) or waitlisted control group (n= 60). Children in the experimental group participated in an 11-week EFL program consisting of once-weekly, 90-min sessions of individual and team-focused activities, whereas children in the control group served as a wait-listed control and participated 16 weeks later. Parents of children in both groups rated child social competence at pretest and posttest. Three independent raters observed and reported children’s positive and negative behavior using a validated checklist during each weekly session. Results indicated that program participation had a moderate treatment effect (d= .55) on social competence (p= .02) that was independent of pretest levels, age, gender, and referral status. Results showed that higher levels of program attendance predicted children’s trajectories of observed positive (β= .500;p= .003) and negative behavior (β= −.062;p< .001) over the 11-week program.