ABSTRACT Nurture Groups (NGs) are a short term, psychotherapeutic intervention aiming to provide reparative attachment experiences for children within an educational setting. The social skills of 16 children (aged between 6.0 and 9.75 years) were assessed through teacher ratings and children’s self-report to hypothetical and challenging social situations. Thematic analysis was also used to explore six children’s experiences and perceptions of NG intervention on their social skills. Over time, children attending NGs used significantly more socially appropriate responses. Teachers’ ratings of children’s social skills also improved, although did not reach statistical significance. In their interviews, children suggested that they enjoyed attending NGs and that this had helped them improve their social skills. However, they reported challenges engaging with peers outside of the NG, particularly in the playground. Implications for practice include the need to identify how practitioners can help to facilitate the generalisation of children’s developing social skills beyond the NG context.

中文翻译：

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探索培育团体对儿童社交技能的影响：混合方法

摘要 培育小组 (NG) 是一种短期的心理治疗干预，旨在为教育环境中的儿童提供修复性依恋体验。16 名儿童（年龄在 6.0 至 9.75 岁之间）的社交技能通过教师评分和儿童对假设和具有挑战性的社交情况的自我报告进行评估。主题分析也被用来探索六名儿童对 NG 干预对其社交技能的体验和看法。随着时间的推移，参加 NG 的儿童使用了更适合社会的反应。教师对儿童社交技能的评分也有所提高，但没有达到统计显着性。在采访中，孩子们表示他们喜欢参加非政府组织，这有助于他们提高社交技能。然而，他们报告了与 NG 以外的同龄人互动的挑战，尤其是在操场上。对实践的影响包括需要确定从业者如何帮助促进儿童发展社交技能超越 NG 背景的普遍化。