留守儿童人际交往团体辅导干预研究

发布时间：2018-05-19 14:54

本文选题：留守儿童 + 人际交往　；参考：《云南师范大学》2013年硕士论文

【摘要】：留守儿童是伴随我国经济社会转型而产生并将长期存在的一个社会群体。虽然自产生以来，其健康与发展一直备受社会各界的关注。但现有的研究大多从宏观的角度出发，往往对该群体的一些表面问题进行描述，然后提出宏观的政策性建议与对策，这虽然具有宏观理论上的意义，但缺少可操作性。而留守儿童所处的年龄正是他们接受教育的黄金时间，如果他们的问题得不到妥善解决，这个后果的严重性不仅仅在于影响留守儿童当前的学习生活，更重要的是影响他们人生观、价值观的形成，甚至可能还会影响到几代人的发展，这个代价是巨大的。因此，随着农村人口向城市转移的规模不断扩大，留守儿童数量的不断增加，对这个特殊的未来接班人群体进行深入系统的研究则具有深远的意义。本研究基于文献阅读－调查研究－团体干预－结果分析这一研究思路，采用问卷调查法、访谈法、实验法等相结合的方法，首先通过对留守儿童与非留守儿童问题行为的对比研究，发现留守儿童最突出的问题行为，然后运用Logistic回归分析对其影响因素进行探索分析，为接下来的干预研究提供一定的参考，最后在此基础上对留守儿童问题行为进行团体辅导干预研究，以期改善其问题行为，这对其今后的学习生活及身心发展都具有重要的作用，并为今后对留守儿童的心理健康教育和研究提供理论参考和依据。综合本研究，主要得出以下结论： 1、通过对留守儿童与非留守儿童问题行为的对比调查研究，，发现两者差异显著。然后通过问题检测率探索出社交问题是留守儿童最突出的问题行为，并且留守儿童与非留守儿童在儿童社交焦虑量表上差异也显著。 2、通过Logistic回归分析和实地的访谈调查，探索出影响留守儿童人际交往的因素主要是监护类型和性别差异。 3、针对留守儿童的人际交往团体辅导对改善其人际交往状况效果显著，能够提高他们的人际交往意愿和能力。总之，基于调查分析所形成的干预计划，具有较强的针对性并且切时可行，这表明，该干预方式可以作为改善留守儿童人际交往的有效形式。
[Abstract]:The left-behind children are a social group which will exist for a long time with the economic and social transformation of our country. Although since its birth, its health and development has been concerned by all walks of life. However, most of the existing studies are based on the macroscopic point of view, often describe some surface problems of this group, and then put forward macroscopic policy suggestions and countermeasures. Although this has macroscopic theoretical significance, it is lack of maneuverability. The age of left-behind children is the prime time for them to receive education. If their problems are not properly resolved, the seriousness of this consequence is not only that it affects the current learning life of left-behind children. More importantly, the cost of influencing their outlook on life, the formation of values, and perhaps even the development of generations is enormous. Therefore, with the continuous expansion of the scale of rural population to urban transfer and the increasing number of left-behind children, it is of profound significance to study this special group of future successors deeply and systematically. This study is based on literature reading, investigation research, group intervention and result analysis, and adopts the methods of questionnaire survey, interview, experiment and so on. First of all, by comparing the problem behavior of left-behind children and non-left-behind children, we find the most prominent problem behavior of left-behind children, and then use Logistic regression analysis to explore the influencing factors. In order to improve the problem behavior of left-behind children, this paper provides some reference for the following intervention research, and finally carries out group counseling intervention research on the problem behavior of left-behind children on this basis. This will play an important role in their future study, life and physical and mental development, and provide a theoretical reference and basis for the mental health education and research of left-behind children in the future. Synthesizing this research, the main conclusions are as follows: 1. Through the comparative investigation and research on the problem behavior of left-behind children and non-left-behind children, we find that there is a significant difference between the two. Then we find out that social problem is the most prominent problem behavior of left-behind children, and there are significant differences between left-behind children and non-left-behind children in social anxiety scale. 2. Through the Logistic regression analysis and the field interview, it was found that the main factors influencing the interpersonal communication of the left-behind children were the type of monitoring and the gender difference. 3. Interpersonal group counseling for left-behind children is effective in improving their interpersonal communication status, and can improve their interpersonal communication willingness and ability. In short, the intervention plan based on investigation and analysis has strong pertinence and feasibility, which indicates that the intervention can be used as an effective form to improve the interpersonal communication of left-behind children.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：B844.1

【参考文献】