偏差青少年自我概念现状、来源研究

发布时间：2018-07-02 11:25

本文选题：偏差青少年 + 自我概念　；参考：《华东理工大学》2014年硕士论文

【摘要】：偏差青少年自我概念及形成是他们与环境互动的结果。本文以符号互动论为理论视角,以Kinch的反射型模型为参照,探讨偏差青少年自我概念现状、来源及其对社会工作服务的启示。本文主要围绕偏差青少年自我概念内容包含哪些?这些自我概念具体内容是什么?偏差青少年自我概念来源包含哪些等问题。运用定性研究方法对9名偏差青少年进行了深入访谈,并在研究基础上,探讨上述研究结果对于社会工作的启示。研究发现,偏差青少年的自我概念除了家庭自我概念较高以外,其余均不高。偏差青少年自我概念有两种来源方式：一种来源于思维加工例如因果归因、社会比较等；另一种则是偏差青少年与身边重要他人和重要事件的沟通方式。基于上述研究结论,本文提出了偏差青少年自我概念社会工作干预的基本框架。该干预的核心主要围绕着促使偏差青少年形成新的知觉到的自我评价进行。而促使偏差青少年形成新的知觉到的自我评价则需要从干预他们与身边重要他人或事件的沟通方式和引导偏差青少年进行积极的思维反思着手。
[Abstract]:Deviant youth self-concept and formation are the result of their interaction with the environment. From the perspective of symbolic interaction theory and Kinch's reflective model, this paper discusses the status quo of deviant adolescents' self-concept, its source and its enlightenment to social work service. What does this paper mainly focus on the content of deviant adolescents' self-concept? What are the details of these self-concepts? What are the sources of self-concept of deviant adolescents? In this paper, 9 deviant teenagers were interviewed by qualitative research method, and on the basis of the study, the enlightenment of the above research results to social work was discussed. The study found that the self-concept of deviant adolescents was not high except family self-concept. There are two sources of self-concept of deviant adolescents: one is from thinking processing such as causal attribution, social comparison and so on; the other is the way of communication between deviant teenagers and important others and important events around them. Based on the above conclusions, this paper puts forward the basic framework of deviant youth self-concept social work intervention. The core of the intervention revolved around the formation of new perceived self-assessments among deviant adolescents. However, the self-evaluation, which promotes the formation of new perception among deviant teenagers, needs to start by interfering in their communication ways with important others or events around them and guiding them to reflect on their thinking actively.
【学位授予单位】：华东理工大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：C913.5;C916

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