【摘要】：自閉癥兒童社交行為的改善至今仍是世界各國(guó)普遍關(guān)注的問(wèn)題,伴隨我國(guó)自閉癥兒童數(shù)量的不斷增長(zhǎng),社會(huì)各界對(duì)自閉癥兒童面臨的處境越發(fā)關(guān)注。目前,我國(guó)各地的特殊兒童康復(fù)中心,已開(kāi)展了一系列針對(duì)自閉癥兒童社交行為改善的康復(fù)訓(xùn)練,然而,相關(guān)訓(xùn)練過(guò)程中普遍存在特教老師與自閉癥兒童家庭間鏈接薄弱甚至鏈接缺失的現(xiàn)象,致使自閉癥兒童在專業(yè)特教機(jī)構(gòu)中獲得的改善,在離開(kāi)特教機(jī)構(gòu)回歸家庭時(shí)出現(xiàn)斷層,從而造成自閉癥兒童社交行為改善普遍存在成效不明顯、訓(xùn)練成果遇瓶頸等問(wèn)題,如何更好地促進(jìn)自閉癥兒童社交行為的改善是我們當(dāng)前亟待解決的問(wèn)題。本研究旨在更好地提升自閉癥兒童社交行為改善的效果,研究創(chuàng)新之處在于筆者從社會(huì)支持網(wǎng)絡(luò)視野出發(fā),在社會(huì)工作實(shí)務(wù)基礎(chǔ)上,對(duì)個(gè)案社會(huì)工作在改善自閉癥兒童社交行為的介入方式、過(guò)程、效果進(jìn)行了探索。筆者以貴州省XX特殊兒童康復(fù)中心的一名自閉癥兒童小L為個(gè)案對(duì)象,開(kāi)展了近兩個(gè)月的個(gè)案介入與服務(wù)。在社會(huì)支持網(wǎng)絡(luò)視角下,筆者采用文獻(xiàn)查閱法、半結(jié)構(gòu)訪談法、參與式觀察法收集相關(guān)數(shù)據(jù)資料,通過(guò)構(gòu)筑自閉癥兒童家庭與特教老師間的互助支持網(wǎng)絡(luò),在自閉癥兒童康復(fù)訓(xùn)練環(huán)境中,介入雙方支持網(wǎng)絡(luò)面臨的各種問(wèn)題與挑戰(zhàn),鞏固完善雙方互助支持網(wǎng)絡(luò),創(chuàng)造有利于自閉癥兒童社交行為訓(xùn)練的外部支持環(huán)境,以進(jìn)一步鞏固和提升自閉癥兒童社交行為改善的效果。研究結(jié)果表明:一、以社會(huì)支持網(wǎng)絡(luò)理論為指導(dǎo),在自閉癥兒童社交行為康復(fù)訓(xùn)練環(huán)境中,通過(guò)構(gòu)筑自閉癥兒童家庭及特教老師間的互助支持網(wǎng)絡(luò),進(jìn)而促進(jìn)自閉癥兒童社交行為改善的探索,具有一定的可行性,一定程度上取得了預(yù)期的效果,自閉癥兒童小L的相關(guān)社交行為得到不同程度改善;二、運(yùn)用社會(huì)支持網(wǎng)絡(luò)理論促進(jìn)自閉癥兒童社交行為改善的社工介入服務(wù)存在一定的不足,即介入服務(wù)周期短,改善效果不明顯且服務(wù)介入的深度有待進(jìn)一步提高。
[Abstract]:The improvement of social behavior of autistic children is still a common concern all over the world. With the increasing number of autistic children in China, all walks of life pay more and more attention to the situation faced by autistic children. At present, rehabilitation centres for special children in various parts of our country have conducted a series of rehabilitation training aimed at improving the social behavior of children with autism. However, The phenomenon of weak or even missing links between special education teachers and families of autistic children in the relevant training process leads to the improvement of professional special education institutions for autistic children and a fault when they leave special education institutions to return to their families. As a result, the improvement of social behavior of autistic children is not obvious, training results meet with bottlenecks, how to better promote the improvement of social behavior of autistic children is an urgent problem we need to solve. The purpose of this study is to improve the social behavior of autistic children. The innovation of the research is based on the social work practice. This paper probes into the intervention, process and effect of individual social work in improving the social behavior of autistic children. The author took small L of autistic children in XX Special Children Rehabilitation Center of Guizhou Province as the case object and carried out case intervention and service for nearly two months. From the perspective of social support network, the author uses literature review, semi-structured interview and participatory observation to collect relevant data, and constructs a mutual support network between families of autistic children and special teachers. In the rehabilitation training environment for autistic children, interventional support network faces various problems and challenges, consolidate and perfect mutual support network, and create an external support environment conducive to social behavior training for autistic children. To further consolidate and improve the social behavior of autistic children. The results show that: first, under the guidance of social support network theory, in the social behavior rehabilitation training environment for autistic children, we build a mutual support network between families and special teachers of autistic children. And then promote the exploration of improving the social behavior of autistic children, has certain feasibility, to a certain extent has achieved the expected results, autistic children small L related social behavior has been improved to varying degrees; second, There are some shortcomings in the social work intervention service which uses the social support network theory to improve the social behavior of autistic children, that is, the period of intervention service is short, the effect of improvement is not obvious and the depth of service intervention needs to be further improved.
【學(xué)位授予單位】：貴州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：C916

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本文編號(hào)：2201686