正念养育理念对亲子共读的干预作用：基于家长教养压力和正念水平、家长使用心理状态语言的证据

Intervention Effect of Mindful Parenting on Parent-Child Shared-Reading: Evidence in Parenting Stress, Mindfulness Level, and Parental Use of Mental State Language

摘要: 在家庭日常生活中建立有规律的亲子共读习惯，是对儿童发展非常重要的一种亲子互动模式。已有研究表明，亲子绘本共读的经历，是与儿童的社交、认知和情感发展都呈正相关。但是，如何提高亲子共读的质量，成为家长的普遍困扰。本研究原创性地把正念教养(mindful parenting)与亲子绘本共读相结合，为改善亲子共读质量而编制了一套以正念养育理念为基础的家长干预技术。正念教养是将正念融合到日常亲子互动中的一种教养理念，指父母对孩子及自己教养行为的有意识的、不评判的即时注意和觉知。以往研究发现正念教养对亲子关系有一定的积极作用。本研究在家长干预技术培训的之前和之后，分别测量家长感受到的教养压力、家长个人正念水平，并且对干预前后的亲子共读过程进行录音和编码，比较家长在前后两次共读中所使用的描述心理状态的语言，分析心理状态语言的类型和数量。干预实验的结果显示，正念亲子绘本共读干预可以降低家长在父母困扰方面的教养压力，提高家长的个人正念水平，增加家长在亲子绘本共读中使用的心理状态语言的数量。

Abstract: A regular shared-reading routine between parents and their children is an important interactive activity for the children’s development. Previous studies showed that shared storybook reading experiences connected positively to social, cognitive, and emotional developmental outcomes. Nevertheless, how to improve the quality of parent-child shared-reading has become a topic of common concern for parents. This study originally integrated mindful parenting into par-ent-child shared reading. Based on the mindful parenting theories, we developed a training program of parental intervention aimed to improve the quality of parent-child shared-reading. Mindful parenting is the application of mindfulness in daily parent-child interaction, which means the parents’ intentional and nonjudgmental awareness of the here and now. It has been proved that the mindful parenting training has some positive impacts on the parent-child rela-tionship. In current study, the levels of parenting stress and mindfulness were measured before and after the intervention. The parent-child shared-reading sessions before and after the intervention were recorded and coded. The types and the amounts of mental stage language that the parents used during the shared-reading were analyzed. The results show that the in-tervention has reduced the parenting stress in parental distress, and improved parents’ levels of mindfulness. The intervention also increased the amount of mental stage language that used by the parents.