留守儿童心理弹性与领悟社会支持的关系和干预研究
发布时间：2019-03-31 11:24
【摘要】：随着对留守儿童越来越多的关注,留守儿童群体的教育干预日益成为人们关注的热点。心理弹性被认为是压力/逆境的有效缓冲剂,高心理弹性的个体在生活困境下可以适应良好,而领悟社会支持对个体的心理健康具有增益性功能,是一种重要的压力应对资源,与心理弹性关系密切。因此,本研究对留守儿童领悟社会支持与心理弹性的关系进行研究,并通过对领悟社会支持的心理干预和认知行为训练来提高留守儿童的心理弹性水平,以探索有效促进留守儿童心理弹性的干预方案。 本研究分为两部分,第一部分采用《青少年心理韧性量表(HKRA)》、《领悟社会支持量表(PSSS)》对河南省684名小学生进行问卷调查,以分析留守儿童心理弹性、领悟社会支持的特点及两者关系。在此基础上,采用实验组对照组前后测的实验方法对实验组留守儿童进行团体心理辅导,并在干预前、干预后、干预后3个月分别记录两组被试的心理弹性和领悟社会支持得分,以此评估团体心理辅导的即时和短期维持效果。结果发现： (1)留守儿童心理弹性、领悟社会支持与非留守儿童存在显著差异,留守儿童心理弹性得分、领悟社会支持得分显著低于非留守儿童。 (2)留守儿童心理弹性在性别、年级上存在显著差异,女生心理弹性得分显著高于男生,五年级心理弹性得分显著高于六年级。 (3)留守儿童心理弹性在留守时间、父母回家频次、父母外出告知方式上存在显著差异,,心理弹性得分随留守时间的增加而递减、随父母回家频次的增加而递增,不同告知方式上心理弹性得分由高到低依次为父母告知、其他亲人告知、旁人告知或无人告知。 (4)留守儿童领悟社会支持在留守时间、父母回家频次、父母外出告知方式上存在显著差异,领悟社会支持得分随留守时间的增加而递减、随父母回家频次的增加而递减,不同告知方式上领悟社会支持得分由高到低依次为父母告知、其他亲人告知、旁人告知或无人告知。 (5)留守儿童领悟社会支持与心理弹性存在显著正相关,回归分析显示家人支持、朋友支持、其他支持可以显著正向预测心理弹性的内部保护因素。 (6)认知行为训练和感恩练习对留守儿童心理弹性的提高有显著作用,通过团体心理辅导,留守儿童领悟社会支持得分和心理弹性得分都有显著提高,心理干预短期维持效果较好。
[Abstract]:With more and more attention to the left-behind children, the educational intervention of the left-behind children has become the focus of attention. Psycho-elasticity is considered to be an effective buffer for stress / adversity. Individuals with high resilience can adapt well to life difficulties, and understanding that social support is beneficial to their mental health is an important resource for coping with stress. It is closely related to psycho-elasticity. Therefore, this study studies the relationship between perceived social support and psycho-elasticity of left-behind children, and improves the psycho-elastic level of left-behind children through psychological intervention and cognitive behavior training of perceptual social support. In order to explore the effective promotion of left-behind children psychological resilience intervention programs. This study is divided into two parts. In the first part, the psychological resilience of left-behind children was analyzed by questionnaire survey of 684 primary school students in Henan Province, using (HKRA) and (PSSS), respectively, in order to analyze the psycho-elasticity of the left-behind children. Understand the characteristics of social support and the relationship between them. On this basis, the experimental group left-behind children in the experimental group before and after the intervention, were given group psychological counseling by the experimental group before and after the control group. The scores of psycho-elasticity and perceived social support were recorded 3 months after intervention to evaluate the immediate and short-term effects of group counseling. The results were as follows: (1) there were significant differences between the left-behind children and the non-left-behind children. The scores of the left-behind children's psychological elasticity and the perceived social support were significantly lower than those of the non-left-behind children. (2) there were significant differences in sex and grade between left-behind children. The score of female students was significantly higher than that of male students, and the score of fifth grade was significantly higher than that of sixth grade. (3) there were significant differences in the time of stay, the frequency of parents going home and the way parents were told. The score of psycho-elasticity decreased with the increase of stay time, and increased with the increase of frequency of return of parents. The scores of psycho-elasticity in different ways of communication were told by parents from high to low, and by other relatives, by others or by no one else. (4) there were significant differences in the time of stay, the frequency of parents going home and the way parents were told about social support. The score of social support decreased with the increase of time left behind, and decreased with the increase of frequency of return of parents. The scores of perceived social support were informed by parents from high to low in different ways of communication, while other relatives told them, others told them or no one else told them. (5) there was a significant positive correlation between left-behind children's understanding of social support and psycho-elasticity. Regression analysis showed that family support, friend support and other support could significantly positively predict the internal protective factors of psychoelasticity. (6) Cognitive behavior training and Thanksgiving training have a significant effect on the improvement of psychological elasticity of left-behind children. Through group psychological guidance, the scores of perceived social support and psycho-elasticity of left-behind children are significantly improved. The short-term maintenance effect of psychological intervention is better.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B844.1
本文编号：2450856
[Abstract]:With more and more attention to the left-behind children, the educational intervention of the left-behind children has become the focus of attention. Psycho-elasticity is considered to be an effective buffer for stress / adversity. Individuals with high resilience can adapt well to life difficulties, and understanding that social support is beneficial to their mental health is an important resource for coping with stress. It is closely related to psycho-elasticity. Therefore, this study studies the relationship between perceived social support and psycho-elasticity of left-behind children, and improves the psycho-elastic level of left-behind children through psychological intervention and cognitive behavior training of perceptual social support. In order to explore the effective promotion of left-behind children psychological resilience intervention programs. This study is divided into two parts. In the first part, the psychological resilience of left-behind children was analyzed by questionnaire survey of 684 primary school students in Henan Province, using (HKRA) and (PSSS), respectively, in order to analyze the psycho-elasticity of the left-behind children. Understand the characteristics of social support and the relationship between them. On this basis, the experimental group left-behind children in the experimental group before and after the intervention, were given group psychological counseling by the experimental group before and after the control group. The scores of psycho-elasticity and perceived social support were recorded 3 months after intervention to evaluate the immediate and short-term effects of group counseling. The results were as follows: (1) there were significant differences between the left-behind children and the non-left-behind children. The scores of the left-behind children's psychological elasticity and the perceived social support were significantly lower than those of the non-left-behind children. (2) there were significant differences in sex and grade between left-behind children. The score of female students was significantly higher than that of male students, and the score of fifth grade was significantly higher than that of sixth grade. (3) there were significant differences in the time of stay, the frequency of parents going home and the way parents were told. The score of psycho-elasticity decreased with the increase of stay time, and increased with the increase of frequency of return of parents. The scores of psycho-elasticity in different ways of communication were told by parents from high to low, and by other relatives, by others or by no one else. (4) there were significant differences in the time of stay, the frequency of parents going home and the way parents were told about social support. The score of social support decreased with the increase of time left behind, and decreased with the increase of frequency of return of parents. The scores of perceived social support were informed by parents from high to low in different ways of communication, while other relatives told them, others told them or no one else told them. (5) there was a significant positive correlation between left-behind children's understanding of social support and psycho-elasticity. Regression analysis showed that family support, friend support and other support could significantly positively predict the internal protective factors of psychoelasticity. (6) Cognitive behavior training and Thanksgiving training have a significant effect on the improvement of psychological elasticity of left-behind children. Through group psychological guidance, the scores of perceived social support and psycho-elasticity of left-behind children are significantly improved. The short-term maintenance effect of psychological intervention is better.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B844.1
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