Development of the self recognition and guidance of the self acceptance in children and adolescents with high functional autism

高功能自闭症儿童青少年自我认知的发展和自我接受的指导

基本信息

批准号：
16530622
负责人：
BEPPU Satoshi
金额：
$ 1.41万
依托单位：
Gifu University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2004
资助国家：
日本
起止时间：
2004 至 2006
项目状态：
已结题

项目摘要

The aim of this research was to examine how children with high functional autism had the self recognition. Participants were 81 children with high functional autism who were from the first to sixth grade students of the elementary school. They were asked to answer the question about the self recognition, for example, "What kind of person are you? ", "How would you describe yourself? ", which procedure and questionnaire was based on Sakuma, Endo, and Muto (2000). The answers were classified to 3 categories (physical self, behavioral self, psychological self), and responses of behavioral and psychological self were divided whether the self in relation to others or not. Children with high functional autism produced the responses of the self recognition in relation to others less than children with typical development. However the older (from the fourth to sixth grade) children made the self recognition in relation to others more than the younger (from first to third grade). We analyzed the factor that facilitated the development of the self recognition in relation to others and indicated the two important educational factors; the forming the shared experiences of positive emotions with others, and the establishing the shared cognitive experiences with others by speaking for the intention and/or anxiety of children with high functional autism. In addition, we introduced the workbook which children with high functional autism utilized to learn the self recognition and the autism. To develop the self recognition of children with high functional autism, we need to make the educational shared experiences between children with high functional autism and others with positive emotion and/or cognitive mind of the partner from the preschool period to the puberty and provide the opportunity for understanding the self.

这项研究的目的是检查具有高功能自闭症的儿童如何具有自我认可。参与者是81名具有高功能自闭症的儿童，他们是小学的一年级至六年级学生。他们被要求回答有关自我认可的问题，例如：“您是什么样的人？”，“您将如何形容自己？”，哪个程序和问卷是基于Sakuma，Endo和Muto（2000）。答案分为三类（身体自我，行为自我，心理自我），行为和心理自我的反应是否与他人有关。具有高功能自闭症的儿童比典型发育的儿童产生了自我识别的反应。然而，年龄较大（从四年级到六年级）的孩子比其他年轻人（从一年级到三年级）更适合他人的自我认可。我们分析了促进与他人有关的自我认可的因素，并指出了两个重要的教育因素。与他人共同的积极情绪的共同经历，以及以高功能自闭症的儿童的意图和/或焦虑而与他人建立共同的认知经历。此外，我们介绍了工作簿，该工作簿具有高功能性自闭症的儿童，用于学习自我识别和自闭症。为了发展具有高功能自闭症的儿童的自我认识，我们需要使具有高功能自闭症的儿童与其他伴侣的积极情绪和/或认知思想的儿童之间的教育共同经历从学龄前时期到青春期，并为理解自我提供机会。