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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

Theory and Practice of Psychological Counseling / 2023,5(11): 848-860 / 2023-12-14 494 569

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• Authors: 孙思佳¹²      阮琳燕¹²      任彦名¹²      何丽¹²     
• Information:

  1．北京联合大学师范学院，北京 ;
  2．北京联合大学儿童及青少年学习与心理发展研究所，北京

• 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。
• DOI: https://doi.org/10.35534/tppc.0511086
• Cite: 孙思佳，阮琳燕，任彦名，等．始于陪伴，终于亲情——小A陪伴拒学青少年的个案研究［J］．心理咨询理论与实践，2023，5（11）：848-860.