留守兒童心理彈性與領(lǐng)悟社會(huì)支持的關(guān)系和干預(yù)研究
發(fā)布時(shí)間：2019-03-31 11:24
【摘要】：隨著對(duì)留守兒童越來越多的關(guān)注,留守兒童群體的教育干預(yù)日益成為人們關(guān)注的熱點(diǎn)。心理彈性被認(rèn)為是壓力/逆境的有效緩沖劑,高心理彈性的個(gè)體在生活困境下可以適應(yīng)良好,而領(lǐng)悟社會(huì)支持對(duì)個(gè)體的心理健康具有增益性功能,是一種重要的壓力應(yīng)對(duì)資源,與心理彈性關(guān)系密切。因此,本研究對(duì)留守兒童領(lǐng)悟社會(huì)支持與心理彈性的關(guān)系進(jìn)行研究,并通過對(duì)領(lǐng)悟社會(huì)支持的心理干預(yù)和認(rèn)知行為訓(xùn)練來提高留守兒童的心理彈性水平,以探索有效促進(jìn)留守兒童心理彈性的干預(yù)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(lǐng)悟社會(huì)支持量表(PSSS)》對(duì)河南省684名小學(xué)生進(jìn)行問卷調(diào)查,以分析留守兒童心理彈性、領(lǐng)悟社會(huì)支持的特點(diǎn)及兩者關(guān)系。在此基礎(chǔ)上,采用實(shí)驗(yàn)組對(duì)照組前后測(cè)的實(shí)驗(yàn)方法對(duì)實(shí)驗(yàn)組留守兒童進(jìn)行團(tuán)體心理輔導(dǎo),并在干預(yù)前、干預(yù)后、干預(yù)后3個(gè)月分別記錄兩組被試的心理彈性和領(lǐng)悟社會(huì)支持得分,以此評(píng)估團(tuán)體心理輔導(dǎo)的即時(shí)和短期維持效果。結(jié)果發(fā)現(xiàn)： (1)留守兒童心理彈性、領(lǐng)悟社會(huì)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(lǐng)悟社會(huì)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(jí)上存在顯著差異,女生心理彈性得分顯著高于男生,五年級(jí)心理彈性得分顯著高于六年級(jí)。 (3)留守兒童心理彈性在留守時(shí)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(shí)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(lǐng)悟社會(huì)支持在留守時(shí)間、父母回家頻次、父母外出告知方式上存在顯著差異,領(lǐng)悟社會(huì)支持得分隨留守時(shí)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(lǐng)悟社會(huì)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(lǐng)悟社會(huì)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(yù)測(cè)心理彈性的內(nèi)部保護(hù)因素。 (6)認(rèn)知行為訓(xùn)練和感恩練習(xí)對(duì)留守兒童心理彈性的提高有顯著作用,通過團(tuán)體心理輔導(dǎo),留守兒童領(lǐng)悟社會(huì)支持得分和心理彈性得分都有顯著提高,心理干預(yù)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(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：B844.1
本文編號(hào)：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.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：B844.1
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