农村留守青少年自我认同困境的社会工作介入研究

发布时间：2018-03-03 17:28

本文选题：留守青少年　切入点：自我认同困境　出处：《西北农林科技大学》2016年硕士论文　论文类型：学位论文

【摘要】：80年代末、90年代初出生的第一代“留守儿童”已长大成人,这部分已步入青年期的群体,但是研究焦点较多集中在尚在的未成年“留守儿童”上。留守青少年与留守儿童相比正处于人生发展的重要阶段,他们的自我认同在这个时期逐渐的形成。因此,本文以Y市P社区的Y村留守青少年为调查对象,通过对该村五年级以上有过留守的学生进行问卷调查,研究该村留守青少年自我认同问题。从而,分析和论述农村留守青少年自我认同的困境,并且运用社会工作探索解决留守青少年自我认同困境的可行性途径。本文中,笔者首先在对S省Y市P社区Y村留守青少年自我认同调查的基础上,对体貌特征与自我概念、打架好斗与自我主义、学业成绩与“差生标签”、人际交往与是非观等诸多方面的状况进行梳理与分析。然后,通过家庭结构与家庭互动、学校教育与同辈群体、个体自我认同冲突等三大影响因素进行深入探究,旨在找寻影响留守青少年自我认同的具体原因。最后,通过个案社会工作对自我认同困境较严重的留守青少年进行介入,帮助他克服自卑、人际交往等问题。同时,笔者在问卷调查的基础上,招募了其他9名留守青少年与小G共同组成了一个健康成长小组,并对他们进行了小组社会工作的介入,帮助他们纠正自我认同问题上的错误观念。在对S省Y市P社区Y村的研究中,笔者也对全文研究的内容进行了反思与建议。通过学理反思与实践反思、笔者对留守青少年自我认同困境给出了三点建议:(1)构建留守青少年社会支持网络;(2)丰富留守青少年学习生活;(3)帮助留守青少年明确自我发展规划。总之,本文力图从具体案例实践出发,论证得出社会工作介入对于留守青少年自我认同困境的解决具有良好的效果。同时,笔者进一步尝试探讨社会工作介入农村留守青少年自我认同困境的方法,为后来的研究提供借鉴。
[Abstract]:The first generation of "left-behind children" born in the late 80s and early 1990s has grown into adulthood, a part of the youth group. However, the focus of the study is mainly on the under-age "left-behind children". Compared with the left-behind children, the left-behind teenagers are in an important stage of their life development, and their self-identity is gradually forming in this period. In this paper, we investigate the problem of self-identification of the left-behind teenagers in Y village in P community of Y city, through the questionnaire survey to the students who have been left behind in grade 5 or above in this village, so as to study the self-identity of the left-behind teenagers in this village. This paper analyzes and discusses the dilemma of self-identity of rural left-behind teenagers, and explores the feasible ways to solve the dilemma of self-identity of left-behind teenagers by using social work. First of all, based on the investigation of the self-identity of the left-behind adolescents in the Y village of P Community in Y City of S Province, the author makes a survey on the features and self-concept of body appearance, fighting and self-concept, fighting and egoism. Then, through the interaction between family structure and family, school education and peer group, academic achievement and "poor student label", interpersonal communication and view of right and wrong are combed and analyzed. In order to find out the specific reasons that affect the self-identity of the left-behind teenagers, three factors, such as individual self-identity conflict, are deeply explored. Finally, through the social work of individual cases, the left-behind adolescents with serious self-identity dilemma are involved. At the same time, on the basis of the questionnaire, the author recruited 9 other left-behind teenagers to form a healthy growth group with small G, and involved them in group social work. To help them correct the wrong concept of self-identity. In the study of Y village of P community in Y city of S province, the author also reflects on the content of the whole paper and reflects on it through theoretical reflection and practical reflection. The author gives three suggestions on the dilemma of self-identity of left-behind teenagers: 1) to build a social support network for left-behind teenagers. (2) to enrich the learning and life of left-behind teenagers. 3) to help left-behind teenagers to define their self-development plans. In short, This paper tries to demonstrate that the intervention of social work has a good effect on solving the dilemma of self-identification of the left-behind teenagers from the concrete case practice. The author further attempts to explore the method of social work intervention in the dilemma of self-identification of rural left-behind teenagers, which provides a reference for later research.
【学位授予单位】：西北农林科技大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：C913.5;C916

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