【摘要】：隨著對留守兒童越來越多的關(guān)注,留守兒童群體的教育干預日益成為人們關(guān)注的熱點。心理彈性被認為是壓力/逆境的有效緩沖劑,高心理彈性的個體在生活困境下可以適應良好,而領悟社會支持對個體的心理健康具有增益性功能,是一種重要的壓力應對資源,與心理彈性關(guān)系密切。因此,本研究對留守兒童領悟社會支持與心理彈性的關(guān)系進行研究,并通過對領悟社會支持的心理干預和認知行為訓練來提高留守兒童的心理彈性水平,以探索有效促進留守兒童心理彈性的干預方案。 本研究分為兩部分,第一部分采用《青少年心理韌性量表(HKRA)》、《領悟社會支持量表(PSSS)》對河南省684名小學生進行問卷調(diào)查,以分析留守兒童心理彈性、領悟社會支持的特點及兩者關(guān)系。在此基礎上,采用實驗組對照組前后測的實驗方法對實驗組留守兒童進行團體心理輔導,并在干預前、干預后、干預后3個月分別記錄兩組被試的心理彈性和領悟社會支持得分,以此評估團體心理輔導的即時和短期維持效果。結(jié)果發(fā)現(xiàn)： (1)留守兒童心理彈性、領悟社會支持與非留守兒童存在顯著差異,留守兒童心理彈性得分、領悟社會支持得分顯著低于非留守兒童。 (2)留守兒童心理彈性在性別、年級上存在顯著差異,女生心理彈性得分顯著高于男生,五年級心理彈性得分顯著高于六年級。 (3)留守兒童心理彈性在留守時間、父母回家頻次、父母外出告知方式上存在顯著差異,,心理彈性得分隨留守時間的增加而遞減、隨父母回家頻次的增加而遞增,不同告知方式上心理彈性得分由高到低依次為父母告知、其他親人告知、旁人告知或無人告知。 (4)留守兒童領悟社會支持在留守時間、父母回家頻次、父母外出告知方式上存在顯著差異,領悟社會支持得分隨留守時間的增加而遞減、隨父母回家頻次的增加而遞減,不同告知方式上領悟社會支持得分由高到低依次為父母告知、其他親人告知、旁人告知或無人告知。 (5)留守兒童領悟社會支持與心理彈性存在顯著正相關(guān),回歸分析顯示家人支持、朋友支持、其他支持可以顯著正向預測心理彈性的內(nèi)部保護因素。 (6)認知行為訓練和感恩練習對留守兒童心理彈性的提高有顯著作用,通過團體心理輔導,留守兒童領悟社會支持得分和心理彈性得分都有顯著提高,心理干預短期維持效果較好。
[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.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：B844.1

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