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Humour in Childhood: Pathways to Better Wellbeing

童年的幽默：改善幸福的途径

基本信息

批准号：
ES/T00049X/1
负责人：
Amy Paine
金额：
$ 30.92万
依托单位：
CARDIFF UNIVERSITY
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2020
资助国家：
英国
起止时间：
2020 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FT00049X%2F1
关键词：
Humour Childhood Pathways Better Wellbeing

项目摘要

"A, B, C, D, E, F, R!" (Louise, age 6)"H, I, J, K, L, M, N, O... PEE! Get it? Pee!" (Chris, age 8) This interaction between siblings shows that humour is a central part of children's close, playful, and warm interactions. Humour may be related to positive outcomes later in development, as certain styles of humour are linked to better wellbeing across the lifespan. Humorous children may be better able to cope with stress and worries, be more able to build positive social relationships, and be better able to understand the thoughts and feelings of others. To date, there is no systematic study of the ways in which positive outcomes arise from humour in childhood, which is surprising considering there is good reason to suppose humour in childhood is associated with better wellbeing. We aim to explore the relationship between humour and other core social and cognitive childhood abilities, and to understand pathways by which humour may attenuate the negative effect of stressful life experiences on children's wellbeing. This investigation will be conducted within the context of a new multi-method, multi-informant longitudinal study, where children between the ages of seven and nine will be assessed over three time points: At Time 1 (7-8 years) caregivers and teachers will complete online questionnaires about children's family circumstances, their wellbeing, and any recent stressful life events (e.g., the passing of a loved one, separation from a close family member). At Time 2 (6 months later) the children will be assessed at school with a battery of tasks that assess how well they get along with others, their understanding of others' minds, as well as their language and memory abilities. They will also be video-recorded with a classmate to examine how they spontaneously produce humour during free play. We will examine the quantity and the kinds of humour children produce within this interaction, such as nonsense words (e.g., gobbledegook), clowning about (e.g., silly dancing) and talking about disgusting or forbidden topics (e.g., bathroom humour). At Time 3 (6 months after Time 2), primary caregivers and teachers will be contacted again to complete more online questionnaires about children's later wellbeing. This new study will provide a rich data set, within which we will answer the following questions: To what degree is humour in childhood related to (1) children's ability to understand the minds of others and (2) their social competence? 3) To what extent does children's humour alter the impact of stressful life experiences on their later wellbeing? To answer questions 1 and 2, we will harness data from the child assessments at Time 2. We will firstly investigate how children's humour is related to tasks that assess how they understand others' minds, and we will secondly investigate the links between children's observed humour and how well children get along with others. To answer the final question, we will investigate how children's humour at Time 2 is associated with children's later wellbeing at T3 (rated by caregivers and teachers). We will investigate pathways between children's stressful life experiences at Time 1, their humour at Time 2 and their wellbeing at Time 3. Child wellbeing is a major topic of research, and is of considerable public and government interest, given that the UK is ranked amongst the lowest of developed and European countries for child wellbeing. This project will provide new and important knowledge of humour as a driver of positive or negative change in development. The findings from this study will benefit researchers in developmental psychology, they will inform policy and will provide new knowledge for the general public, educators and clinicians concerned with child development. As such, we plan an exciting and diverse series of impact-related activities to ensure the findings reach a range of academic and non-academic audiences.

“A、B、C、D、E、F、R！“（路易丝，6岁）“H，I，J，K，L，M，N，O.嘘嘘！明白吗？嘘嘘！（克里斯，8岁）兄弟姐妹之间的这种互动表明，幽默是孩子们亲密，有趣和温暖互动的核心部分。幽默可能与发展后期的积极成果有关，因为某些幽默风格与整个生命周期的更好福祉有关。幽默的孩子可能更能科普压力和担忧，更能建立积极的社会关系，更能理解他人的想法和感受。到目前为止，还没有系统的研究如何从童年的幽默中产生积极的结果，这是令人惊讶的，考虑到有充分的理由假设童年的幽默与更好的福祉有关。我们的目标是探索幽默和其他核心的社会和认知的儿童能力之间的关系，并了解幽默可能会削弱压力的生活经历对儿童的幸福的负面影响的途径。这项调查将在一项新的多方法，多信息者纵向研究的背景下进行，其中7至9岁的儿童将在三个时间点进行评估：在时间1（7-8岁），照顾者和教师将完成关于儿童家庭情况，他们的幸福感以及任何最近的压力生活事件（例如，所爱之人的去世，与亲密家庭成员的分离）。在时间2（6个月后），孩子们将在学校接受一系列任务的评估，这些任务评估他们与他人沿着的情况、他们对他人思想的理解以及他们的语言和记忆能力。他们还将与同学一起录像，以检查他们如何在自由玩耍时自发地产生幽默。我们将研究儿童在这种互动中产生的幽默的数量和种类，例如无意义的单词（例如，gobbledegook），小丑（例如，愚蠢的舞蹈）和谈论恶心或禁止的话题（例如，浴室幽默）。在时间3（时间2后6个月），将再次联系主要照顾者和教师，以完成更多关于儿童后期健康的在线问卷。这项新的研究将提供丰富的数据集，在其中我们将回答以下问题：在多大程度上是幽默在童年与（1）儿童的能力，以了解他人的思想和（2）他们的社会能力？3)儿童的幽默在多大程度上改变了压力生活经历对他们后来幸福的影响？为了回答问题1和2，我们将利用时间2的儿童评估数据。我们将首先研究儿童的幽默是如何与任务，评估他们如何理解他人的思想，我们将其次研究儿童观察到的幽默和儿童如何与他人相处沿着之间的联系。为了回答最后一个问题，我们将研究儿童在时间2的幽默如何与儿童在T3（由照顾者和教师评定）的后期幸福感相关联。我们将研究孩子们在时间1的压力生活经历，他们在时间2和他们的幸福感在时间3之间的途径。儿童福利是一个主要的研究课题，是相当大的公众和政府的利益，鉴于英国是排名最低的发达国家和欧洲国家的儿童福利。这个项目将提供新的和重要的幽默知识，作为发展中积极或消极变化的驱动力。这项研究的结果将使发展心理学的研究人员受益，他们将为政策提供信息，并将为关注儿童发展的公众，教育工作者和临床医生提供新的知识。因此，我们计划开展一系列令人兴奋和多样化的影响相关活动，以确保研究结果能够覆盖一系列学术和非学术受众。