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Like all children, Perry Cunningham, age 4, wants friends. But until recently, he lacked the social skills to reach out to other kids.
與所有孩子一樣，4歲的佩里•坎寧安(Perry Cunningham)也想交朋友。但是一直到最近，他還缺乏與其他孩子進(jìn)行接觸的社交技巧。

When Perry tried to make a friend at his New Haven, Conn., preschool this year, he mimicked a move he had seen his 15-year-old brother make with his buddies -- he gave another, much bigger child a playful shove. The big guy's response: A punch in the face, leaving Perry with a bloody nose.
今年，當(dāng)佩里試圖在康涅狄格州紐海文的學(xué)齡前學(xué)校交朋友的時(shí)候，他模仿了自己15歲的哥哥向他的伙伴做過的一個(gè)動(dòng)作──他頑皮地推了一下另外一個(gè)個(gè)頭比他大得多的小朋友。那個(gè)大個(gè)頭小朋友的反應(yīng)是：給了佩里一拳，讓他流了鼻血。

In many classrooms, Perry might simply have been regarded as a troublemaker. But Barbara Giangreco, a mental-health therapist who works in child-care centers and preschools, understood that he was just trying to be friendly, and worked with his mother and teacher on helping him use words to reach out to other kids. All the adults involved agree that Perry's social skills have improved significantly. He is making friends, and while he still has conflicts with other kids sometimes, he knows how to apologize and make peace.
在很多課堂上，佩里可能都被認(rèn)為是個(gè)搗蛋鬼。不過，在育兒中心和學(xué)齡前學(xué)校工作的心理健康理療專家芭芭拉•奇安格列柯(Barbara Giangreco)認(rèn)為佩里只是想表示友好，她與佩里的母親和老師一起幫助他運(yùn)用語言與其他孩子進(jìn)行接觸。所有參與的大人都同意佩里的社交技巧已經(jīng)得到了明顯的改善。佩里開始交上朋友，雖然他有時(shí)仍會(huì)與其他小朋友發(fā)生沖突，但是他知道如何道歉講和。

The idea of assigning mental-health workers to child-care centers and preschools is jarring; I was skeptical when I first heard the idea. Children so small shouldn't need mental-health help, it seems, and having therapists or counselors working in classrooms seems to risk stigmatizing them with labels, or simply interfering with the innocence of childhood.
對(duì)于安排心理健康工作者到育兒中心和學(xué)齡前學(xué)校工作的觀點(diǎn)不絕于耳；我第一次聽到這個(gè)想法的時(shí)候很是懷疑。這么小的孩子似乎不應(yīng)需要心理健康治療，而讓治療專家或者顧問出現(xiàn)在課堂上似乎有給某些孩子打上烙印，或者干脆就是妨礙孩童純真心理的風(fēng)險(xiǎn)。   更多信息請(qǐng)?jiān)L問：http://www.24en.com/

However, a growing body of research shows that the programs are benefiting entire classrooms of children by reducing behavior problems and supporting overburdened teachers. The specialists' purpose isn't to diagnose or treat mental illness in individual children. Instead, they provide targeted, expert help to teachers, and sometimes to parents, on ways to interact with children and reorganize classrooms that improve behavior and the emotional climate. In the process, many researchers believe, the specialists may be helping prevent bigger social problems in kids in the future, such as delinquency.
然而，越來越多的研究顯示，此類安排能夠減少行為問題，為負(fù)擔(dān)過重的老師提供支持，從而使整個(gè)課堂上的孩子們受益。這些專家的目的并非診斷或者治療個(gè)別孩子的心理疾病。相反，他們?yōu)槔蠋?，有時(shí)候還為父母提供有針對(duì)性的專業(yè)幫助，開導(dǎo)他們?nèi)绾闻c孩子進(jìn)行互動(dòng)，如何重新組織課堂改善行為和感性氛圍。許多研究人員認(rèn)為，在整個(gè)過程中，這些專家可能會(huì)有助于避免未來發(fā)生更大的社會(huì)問題，如青少年犯罪等。