茧中寻光：拒学少年的自我叙事与心路重构
Seeking Light from the Cocoon: Self-narratives and Psychological Reconstruction of School Refusal Adolescents
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- Keywords: School Refusal; Self-esteem; Self-narrative拒学; 自我价值感; 自我叙事
- Abstract: School refusal among adolescents is a result of multiple interacting factors. It reflects deficiencies in family and school education systems and indicates some individuals’ lack of self-esteem. Using the researcher’s self-narrative as a thread and combining educational, psychological, and sociological theories, this paper analyzes school refusal experiences and psychological changes from high school to college. The study reveals that schools, through academic rankings and subject hierarchies, quantify student value into digital indicators, intensifying competitive anxiety and selfdenial. Overprotective parenting and the intergenerational transmission of class habitus foster dependent personalities and reduce psychological resilience. External pressure from schools and families lowers self-esteem, leading to school refusal. The paper suggests adolescents cultivate a growth mindset and intrinsic motivation. Schools should adopt diverse evaluation methods and flexible learning paths, and families should shift to a supportive parenting style. Together, they should build a diverse ecosystem. Through individual experiences and theoretical dialogue, this study offers new interpretations of school refusal and provides insights for educational practice and family intervention.青少年拒学行为是多重因素交互作用的结果，既反映了家庭和学校教育系统存在多方面的不足和挑战，也体现了部分个体出现自我价值感缺失。本文以研究者的自我叙事为线索，结合教育学、心理学与社会学理论，剖析了从高中到大学阶段的拒学经历及其心理转变过程。研究发现，学校通过成绩排名、学科等级化等手段，将学生价值量化为数字化指标，加剧了竞争焦虑与自我否定；家庭教养方式中的过度保护与阶层惯习代际传递，强化了依赖型人格，削弱了心理抗逆力；学校与家庭的外部压力使个体自我价值感降低，从而出现拒学行为。研究提出，青少年需培养成长型思维与内在动机，学校应推动多元化评价与弹性学习路径，家庭需要向支持型教养方式转变，共同构建多元的生态系统。本文通过个体经验与理论对话，为拒学现象提供了新的阐释维度，并为教育实践与家庭干预提供了启示。
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家庭资本的“福”与“祸”：学校出勤困难青少年家庭适应过程的质性研究
“The Unbearable Weight of Life”: A Qualitative Study of the Family Adaptation Process among Adolescents with School Attendance Problems
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- Keywords: Family adaptation process; Families with school attendance problems; Family capital; Case study家庭适应过程; 学校出勤困难家庭; 家庭资本; 个案研究
- Abstract: In order to analyze the influencing factors of family capital on the family adaptation process among adolescents with school attendance problems, this study adopts qualitative research method, using in-depth interview method and physical collection method for data collection, and adopting situational analysis and analogical analysis method to analyze the case data. The subjects of the study were adolescents and their parents who voluntarily participated in the study from September 2021 to March 2023, having attendance problems for more than one semester. The results indicate a close relationship between the family adaptation process and their family capital, which includes social, cultural, economic, and psychological aspects. Economically affluent families can offer substantial financial support to facilitate the adaptation of teenagers facing attendance problems. Those with abundant social and psychological capital can assist these children in returning to school or finding alternative paths for their growth. However, families with significant cultural capital may impose excessively high expectations on their children, leading to a more complex impact on the family’s adaptation process.为了分析家庭资本对学校出勤困难青少年家庭适应过程的影响因素，本研究采用质性研究的个案研究方式，运用深度访谈法和实物收集法进行资料收集，采取情境分析法和类属分析法分析个案资料。研究对象为2021年9月至2023年3月自愿参与研究并且出勤困难超过一学期的青少年及其父母。研究结果发现：出勤困难青少年的家庭适应过程与其所拥有家庭资本（社会资本、文化资本、经济资本和心理资本）息息相关，“福”“祸”相依。基于青少年身心状况和父母支持理解的两个维度，本研究将８个个案家庭适应过程分别划分为四种类型：稳定复学型、自洽平稳型、复学动荡型、持续卡滞型。其中，经济资本丰富的家庭可以为出勤困难青少年的适应过程提供更多的经济支持，拥有丰富的社会资本和心理资本的家庭都有助于出勤困难的孩子重新复学或寻找到适合孩子成长的出路，而文化资本较为丰富的家庭由于对孩子有过高期望，所以对出勤困难的家庭适应过程有更为复杂的影响。
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科研立项
始于陪伴，终于亲情——小A陪伴拒学青少年的个案研究
Started with Companionship, Ended with Family Relationship —The Case Study of Accompanying Adolescents
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Authors:
孙思佳¹² 阮琳燕¹² 任彦名¹² 何丽¹² / Theory and Practice of Psychological Counseling / 2023,5(11): 848-860 / 2023-12-14
- Keywords: Accompanying volunteers; School refusul; Adolescent陪伴者; 拒绝上学; 青少年
- Abstract: In the process of seeking intervention methods for adolescents who refused to study, the author found that one adolescent who refused to study successfully returned to school and restored social function with the help of A’s companion. This article aims to discuss the practical effects and application value of companionship models in response to adolescent school refusal, and to test the generalizability, in order to help more adolescents who refuse to study get on the right track in life. This study adopts a qualitative oriented case study method to conduct in-depth and specific research on the participants, collect data through semi-structured in-depth interviews and observation methods, and analyze the data using MAXQDA software. The research content has obtained informed consent from the study participants and has undergone ethical review by the school. The research results found that companionship can lead teenagers who have taken a break from school to establish new connections with others, leave their homes, restore social function, increase the probability of returning to school, and the trend of companionship effect shows a nearly inverted U-shaped curve. The companionship mode can be achieved through practical testing. However, to increase the generalizability of this method, it is necessary to establish a more comprehensive companion mechanism. This study preliminarily explores the practical effects and application value of the companionship model in response to adolescent school refusal, and summarizes the role positioning, competency trait model, precautions and potential risks in the companionship process of the accompanying volunteers, providing reference for the promotion of the companionship model.在探索对拒学青少年干预方法的过程中，笔者发现有一位拒学青少年在陪伴者小A的帮助下继续学业并恢复社会功能。本文旨在探讨应对青少年拒学的陪伴模式的实际效果和应用价值，检验其可推广性，以帮助更多的拒学青少年走上人生正轨。本研究采用质性取向的个案研究法，对研究参与者进行深入而具体的研究，以半结构式深度访谈和观察法进行资料收集，通过MAXQDA软件进行资料分析。该研究内容已获得研究参与者的知情同意，且经过了学校的伦理审核。研究结果发现，陪伴者能带领休学在家的青少年重新与他人建立链接，走出家门，恢复社会功能，增加复学概率，陪伴效果的变化趋势呈近倒U型曲线，陪伴模式经过现实检验能得以实现。但是，要想增加这一方法的可推广性，还需要建立更完善的陪伴机制。本研究初步探讨了应对青少年拒学的陪伴模式的实际效果和应用价值，并总结了陪伴者的角色定位、胜任力特质模型和陪伴过程的注意事项、潜在风险，为陪伴模式的推广提供了参考。
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案例分析
家庭亲密度和适应性与青少年拒绝上学行为的关系：同伴关系和感知到的教师支持的链式中介作用
Relationship between Family Intimacy and Adaptability and School Refusal behavior: The Chain-mediated Role of Peer Relation and Perceived Teacher Support
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- Keywords: Family intimacy and adaptability; School refusal behavior; Peer relationship; Perceived teacher support家庭亲密度和适应性; 拒绝上学行为; 同伴关系; 感知教师支持
- Abstract: Objective: This study aimed to explore the effect of family intimacy and adaptability onadolescents’ school refusal behavior, specially to investigate the mediating effects of peer relationshipsand perceived teacher support negative evaluation. Methods: 340 secondary school students in Beijingare investigated with the Family Intimacy and Adaptability Scale (FIA), the Children’s School RefusalBehavior Scale (CRBS), the Peer Relationships Scale (PRS), and the Perceived Teacher Support Scale(PTSS). Results: This study indicated that family intimacy and adaptability were significantly andpositively related to peer relationships and perceived teacher support (r=0.40, 0.44, p<0.01), andsignificantly and negatively related to school refusal behavior (r=-0,35, p<0.05); Peer relationships weresignificantly and positively related to perceived teacher support (r=0.36, p<0.01), and significantly andnegatively related to school refusal behavior (r=-0.39, p<0.05); Perceived teacher support was significantlynegatively correlated with school refusal behavior (r=-0.32, p<0.05). The mediating effects of peerrelationships and perceived teacher support were significant between family intimacy and adaptability andschool refusal behavior, respectively (-0.053, 95% CI: -0.087 ~ -0.023; -0.030, 95% CI: -0.061 ~ -0.006);and the peer relationship and perceived teacher support The chain-mediated effect was also significant(-0.007, 95% CI: -0.015 ~ -0.001). Conclusion: Family intimacy and adaptability can indirectly influenceschool refusal behavior through the peer relationship, teacher support single mediating effect, and peerrelationship → perceived teacher support chain mediating effect, respectively.目的：探讨家庭亲密度和适应性与青少年拒绝上学行为之间的关系以及同伴关系和感知到的教师支持在其中的中介作用机制。方法：采用家庭亲密度和适应性量表、儿童拒绝上学行为量表、同伴关系量表和学生感知教师支持行为量表对北京市340名中学生进行问卷调查。结果：家庭亲密度和适应性与同伴关系、感知到的教师支持呈显著正相关（r=0.40，0.44，p<0.01），与拒绝上学行为呈显著负相关（r=-0.35，p<0.05）；同伴关系与感知到的教师支持呈显著正相关（r=0.36，p<0.01），与拒绝上学行为呈显著负相关（r=-0.39，p<0.05）；感知到的教师支持与拒绝上学行为呈显著负相关（r=-0.32，p<0.05）。同伴关系、感知到的教师支持分别在家庭亲密度和适应性与拒绝上学行为之间的单独中介效应显著（-0.053，95%CI：-0.087～-0.023；0.030，95%CI：-0.061～-0.006）；同伴关系、感知到的教师支持在家庭亲密度和适应性与拒绝上学行为之间的链式中介效应也显著（-0.007，95%CI：-0.015～-0.001）。结论：家庭亲密度和适应性可以分别通过同伴关系、感知到的教师支持两个中介变量的独立作用和链式作用间接影响青少年的拒绝上学行为。
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