PDF(Pubmed)
Abstract：
In the early years of schooling, peer groups are key to fostering students\' overall learning and development. Yet it has been found that around 10% of children suffer from peer rejection in the classroom, with this problem entailing negative consequences both in the short and long term. The problem proves difficult for adults to detect, which usually leads to a delay in measures being taken to intervene and prevent it. This study applies an experimental design with pre-test and post-test measurements in two groups-experimental and control-in order to address the problem of rejection in the early years of schooling. It explores aspects such as sociometric type, degree of victimisation, social and antisocial behaviour, as well as problematic situations among 637 students at six schools. We then implement an intervention programme for socioemotional competence throughout a school year in an effort to improve students\' social skills and relationships, focusing specifically on preventing and reducing the rejection experienced by some of these children. The programme comprises 35 teaching activities and strategies that promote the development of competences for student inclusion (curbing aggression, encouraging teamwork, fostering self-esteem, etc.) and that seek to involve all students, teachers, and relatives by offering an array of complementary resources that enrich the initiatives applied (a programme calendar, assessment notebook, questionnaires, related website, material resources). After the intervention programme, it was found that the experimental group had reduced the percentage of students who suffered rejection from 9.9% to 7.3%, although the same was not true of the control group, which went from 9.5% of rejected students to 10.2%. The reduction in the percentage of rejected students in the experimental group after the application of the programme is an encouraging result that invites us to continue working on more comprehensive interventions to prevent and reduce this phenomenon.
摘要：
在学校教育的早期，同伴团体是培养学生全面学习和发展的关键。然而，已经发现，大约10%的孩子在课堂上遭受同伴拒绝，这个问题在短期和长期都会带来负面影响。事实证明，成年人很难发现这个问题，这通常会导致延迟采取措施进行干预和预防。这项研究在实验和对照两组中应用了带有测试前和测试后测量的实验设计，以解决学校教育初期的拒绝问题。它探讨了社会计量类型、受害程度,社会和反社会行为，以及六所学校637名学生的问题情况。然后，我们在整个学年中实施社会情感能力干预计划，以提高学生的社交技能和人际关系，特别关注预防和减少这些孩子中的一些经历的排斥。该计划包括35项教学活动和策略，以促进学生融入能力的发展（遏制侵略，鼓励团队合作,培养自尊，等。)并寻求让所有学生参与进来，教师,和亲戚，提供一系列补充资源，丰富所应用的举措(方案日历，评估笔记本,问卷，相关网站,物质资源)。干预方案之后,发现实验组将遭受排斥的学生比例从9.9%降低到7.3%，尽管对照组并非如此，从9.5%的被拒绝学生增加到10.2%。在应用该计划后，实验组中被拒绝学生的百分比减少是一个令人鼓舞的结果，邀请我们继续致力于更全面的干预措施，以预防和减少这种现象。
