漫长曲折的修复之路——青少年学校出勤困难的结局类型及家庭心理历程研究
The Long and Winding Road of Restoration —Study on Outcome Types and Family Psychological Processes in Adolescents with School Attendance Problems
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- Keywords: School attendance problems; School refusal; Outcome; Teenagers; Psychological journey; Case study学校出勤问题; 拒学; 结局; 青少年; 心理历程; 个案研究
- Abstract: In recent years, school attendance problems have become one of the significant challenges faced by the education sector in our country. To explore the types of outcomes for adolescents with difficulties attending school and their families’ psychological processes, this study employed a case study method. Through public recruitment on various online platforms and communities, we conducted in-depth interviews and follow-up investigations with eight adolescents who voluntarily participated in the research and had experienced school attendance difficulties for more than one semester, along with their parents. The results indicate that the outcomes of adolescents’ school attendance difficulties can be categorized into four types based on their physical and mental states and school attendance status: Stable Reintegration Type, Self-Consistent Stabilization Type, Persistent Stagnation Type, and Turbulent Reintegration Type. These four types may exhibit dynamism and instability. Each type of family experiences different psychological processes: (1) Stable Reintegration Type: Stage One: Parents experience anxiety and conflict, while adolescents feel anxious and seek to avoid school. Stage Two: Parents reflect and take action, leading to a passive relapse in adolescents. Stage Three: Parents provide relief and support, allowing adolescents to rebuild stability. (2) Self-Consistent Stabilization Type: Stage One: Parents feel overwhelmed and helpless, and adolescents experience confusion and distress. Stage Two: Parents persist and seek help, enabling adolescents to process and organize their thoughts. Stage Three: Parents accept and support, leading adolescents to stabilize and achieve self-consistency. (3) Persistent Stagnation Type: Stage One: Parents deny and conflict, and adolescents resist and isolate themselves. Stage Two: Parents experience turmoil and contradictions, causing adolescents to feel chaotic and relapse. Stage Three: Parents feel powerless and stagnate, and adolescents withdraw and become resistant. (4) Turbulent Reintegration Type: Stage One: Parents neglect and avoid, and adolescents struggle with depression. Stage Two: Parents reflect and learn, supporting adolescents in trial-and-error healing. Stage Three: Parents transform and accept, and adolescents persevere amidst turbulence. It is evident that: (1) The recovery process for adolescents with school attendance difficulties is long, winding, and fraught with complexity and uncertainty. (2) The reintegration rate for these adolescents is not ideal. (3) There is an interplay between the psychological processes of adolescents with school attendance difficulties and their parents. Therefore, professionals intervening in school attendance problems must fully recognize the difficulty and complexity of addressing this issue and place great importance on a family systems perspective and working with parents.近年来，学校出勤问题已成为我国教育界面临的难题之一。为探究青少年学校出勤困难的结局类型与家庭心理历程，本研究采用个案研究法，通过各大网络平台和社群公开招募研究参与者，对8名自愿参与研究且学校出勤困难时间超过一学期的青少年及其父母进行了深度访谈和追踪调查。结果显示，青少年学校出勤困难的结局可以根据青少年身心状态及学校出勤状况的双重维度分为四种类型：稳定复学型、自洽平稳型、持续卡滞型、动荡复学型。这四种类型可能呈现出动态波动性和不稳定性。每种类型的家庭会经历不同的心理历程：（1）稳定复学型：阶段一，父母焦虑冲突，青少年焦虑逃避；阶段二，父母反思行动，青少年被动反复；阶段三，父母缓和陪伴，青少年平稳重建；（2）自洽平稳型：阶段一，父母崩溃无助，青少年混乱痛苦；阶段二，父母坚持求助，青少年疏通整理；阶段三，父母接纳陪伴，青少年缓和自洽；（3）持续卡滞型：阶段一，父母否认冲突，青少年抗拒封闭；阶段二，父母动荡矛盾，青少年混乱反复；阶段三，父母无力卡滞，青少年排斥退缩；（4）动荡复学型：阶段一，父母疏忽回避，青少年抑郁挣扎；阶段二，父母反思学习，青少年试误疗愈；阶段三，父母转变接纳，青少年动荡坚持。可见，（1）学校出勤困难青少年的修复历程是漫长曲折且具有复杂和不确定性；（2）学校出勤困难青少年的复学率并不理想；（3）学校出勤困难青少年和家长的心理历程呈现出交互作用的特点。因此，专业人员干预学校出勤问题要充分意识到该议题的干预难度和复杂性，并且充分重视家庭系统视角及父母工作。
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重点基金项目
公立幼儿园还是“民办辅导机构” ——市场竞争下农村幼儿园小学化现象的个案研究
Public Kindergarten or “Private Counseling Organization” —A Case Study of the Phenomenon of Rural Kindergartens’ Primary Schooling under Market Competition
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- Keywords: Market competition; Rural kindergartens; Primary schooling; Case study市场竞争; 农村幼儿园; 小学化; 个案研究
- Abstract: 在幼儿园市场化的进程中，农村幼儿教育小学化现象依然存在。本研究运用质性研究方法深描当前农村幼儿园小学化现象，探究其社会结构动因，进而剖析乡村幼儿园的生存路径依赖。研究发现乡村幼儿园存在教育目标迷失、注重家长的教育要求、教学活动寻求家长满意度等社会现实，也发现乡村幼儿园小学化现象的社会结构动因与幼儿园的生存策略之间呈现出动态变化、跨场域的特征，并依此构建出该乡村幼儿园小学化现象的内在机理。
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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
绘本激发感觉系统，让情绪看得见、听得到、摸得着 ——基于儿童情绪发展的中外比较视角
Picture Books Stimulate the Sensory System, Allowing Emotions to be Seen, Heard, and Touched — A Comparative Perspective of Children’s Emotional Development between China and Foreign Countries
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- Keywords: Picture books; Children’s emotional development; A comparative perspective between China and foreign countries绘本; 儿童情绪发展; 中外比较视角
- Abstract: In recent years, picture books, as children’s books and supplementary teaching materials, haveattracted more and more attention from parents, teachers, writers, and illustration creators. This researchtakes “When Fear Knocks on the Door” as the lesson study case, presenting a deep interpretation of thevisual, auditory, and tactile experiences that teachers use picture books to promote children’s emotionalability. Researchers have found that China’s policies and curriculum for children’s emotional developmentare oriented towards children’s physical and mental health, while foreign theories and practices forchildren’s emotional development are oriented towards social emotions. Therefore, when designing mentalhealth education courses for primary and secondary school children or integrating interdisciplinarymental health education concepts, Chinese teachers need to base themselves on the national conditionsand identify the target positioning for the emotional development of children in our country.近年来，绘本（PictureBook）作为儿童读物和教学补充资料，受到越来越多家长、教师、作家和插画创作者的关注。本研究以《当害怕来敲门》为课例研究对象，呈现了教师运用绘本促进儿童情绪发展的视觉、听觉和触觉等具身体验的深度解读。研究者发现：我国的儿童情绪发展的政策和课程以儿童身心健康为目标导向，国外的儿童情绪发展的理论和实践以社会情感为导向，具有文化差异性。因此，我国教师在设计中小幼的心理健康教育课程或跨学科渗透心理健康教育理念时，需要立足国情，找准我国儿童情绪发展的目标定位。
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科研立项
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
- Authors:
- 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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