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学校出勤困难青少年陪伴实践过程的影响因素

Influencing factors of the accompanying practice process for Teenagers with School Attendance Problems

Theory and Practice of Psychological Counseling / 2025,7(10): 713-724 / 2025-10-28 99 66

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• Authors: 郭昊珅¹ ² 孙思佳¹ ² ³ 阮琳燕¹ ² 何丽¹ ²
• 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；
  3. 北京市回民学校，北京

• Keywords:
  School attendance difficulties; Adolescents; Companion plan; Narrative inquiry
  学校出勤困难; 青少年; 陪伴计划; 叙事探究
• Abstract: In recent years, the issue of school attendance has become one of the widely concerned educational challenges in the global education field. Although various psychological intervention methods for this problem have been developed at present, there is still a significant gap in the practice of systematic and professional companion intervention in China. This study recruited six adolescents with school attendance difficulties and their parents who volunteered to participate as research subjects. The research was conducted through multiple online and offline practical companionship experiences, adopting narrative inquiry method combined with observation, interviews and physical data collection, to deeply explore the companionship process itself and various influencing involved. The study found that in the practice of accompanying adolescents, multiple factors interact and influence the effectiveness of companionship. The influencing factors of the companionship process can be divided into subjective and objective aspects: subjective factors stem from the individual characteristics and interaction patterns of the companions, adolescents and parents; objective factors include family living environment, holidays and family arrangements, and external interference caused by the spread of epidemic viruses. This study provides local experience for the intervention practice of adolescents with school attendance difficulties in China, and also offers targeted references and guidance for practitioners who carry out companion programs in the future. 近年来，学校出勤问题已成为全球教育领域普遍关注的教育难题之一。尽管当前已形成多种针对该问题的心理干预方法，但我国在系统化、职业化的陪伴干预实践层面仍存在明显空白。本研究招募6名自愿参与的学校出勤困难青少年及其家长作为研究对象，通过多次线上与线下的实际陪伴开展研究，采用叙事探究法，结合观察、访谈和实物资料收集等方法，深入探析陪伴过程本身及其中的各类影响因素。研究发现，在陪伴青少年的实践过程中，多重因素交织作用并影响陪伴效果。陪伴过程的影响因素可分为主观与客观两个方面：主观因素源于陪伴者、青少年和家长三方的个体特征与互动模式，客观因素则涵盖家庭生活环境、假期与家庭安排、流行性病毒传播带来的外部干扰等。本研究为国内学校出勤困难青少年的干预实践提供了本土经验，也为后续开展陪伴计划的实践者提供针对性参考与指引。
• DOI: https://doi.org/10.35534/tppc.0710079 (registering DOI)
• Cite: 郭昊珅, 孙思佳, 阮琳燕, 何丽. (2025). 学校出勤困难青少年陪伴实践过程的影响因素. 心理咨询理论与实践, 7(10), 713-724.