【摘要】：農(nóng)村留守兒童問題是我國在經(jīng)濟發(fā)展過程中出現(xiàn)的一個十分特殊的問題,大量留守兒童因缺失父母的伴陪而留下心理隱患。已有許多研究表明留守兒童較非留守兒童存在更多的心理問題。本研究對于留守兒童知覺歧視、應(yīng)對方式與孤獨感進行研究,有利于進一步了解留守兒童心理發(fā)展過程中出現(xiàn)的問題,增加留守兒童心理健康教育的工作視角和理論依據(jù)。本研究在文獻分析的基礎(chǔ)上,首先采用個體知覺歧視問卷、應(yīng)對方式問卷與孤獨感問卷對512名留守兒童進行了問卷調(diào)查,分析了留守兒童知覺歧視、應(yīng)對方式與孤獨感的現(xiàn)狀,檢驗了各自在人口統(tǒng)計學(xué)方面的差異,并探討了三者之間的關(guān)系;其次采用訪談研究了解知覺歧視的具體產(chǎn)生過程;最后通過個案研究驗證了敘事治療對留守兒童知覺歧視與孤獨感的干預(yù)作用。本研究結(jié)論如下:(1)留守兒童知覺歧視年級差異顯著,四年級知覺歧視水平最高。(2)留守兒童應(yīng)對方式在解決問題和幻想上年級差異顯著。解決問題應(yīng)對方式的使用隨著年級的增加而上升,幻想的應(yīng)對在五年級和九年級中存在著顯著差異。(3)留守兒童孤獨感在人口學(xué)變量上差異不顯著,留守兒童孤獨感普遍存在。(4)留守兒童知覺歧視與自責、幻想、退避、合理化呈顯著正相關(guān),與求助呈顯著負相關(guān)。(5)留守兒童應(yīng)對方式中的自責、幻想、退避、合理化與留守兒童孤獨感呈顯著正相關(guān),解決問題、求助與留守兒童孤獨感呈顯著負相關(guān)。(6)留守兒童知覺歧視與孤獨感呈顯著正相關(guān)。(7)留守兒童應(yīng)對方式在知覺歧視與孤獨感中起中介作用,其中求助、合理化獨立發(fā)揮了顯著中介作用。(8)同伴是留守兒童產(chǎn)生知覺歧視的主要途徑。(9)敘事治療對留守兒童知覺歧視與孤獨感有良好的干預(yù)效果。
[Abstract]:The problem of left-behind children in rural areas is a very special problem in the process of economic development in China. A large number of left-behind children are left with psychological hidden dangers because of the lack of accompanying their parents. Many studies have shown that left-behind children have more psychological problems than non-left-behind children. The research on the perception discrimination, coping style and loneliness of left-behind children is helpful to further understand the problems in the process of psychological development of left-behind children, and to increase the perspective and theoretical basis of mental health education for left-behind children. On the basis of literature analysis, this study first investigated 512 left-behind children by using individual perception discrimination questionnaire, coping style questionnaire and loneliness questionnaire, and analyzed the current situation of perceived discrimination, coping style and loneliness of left-behind children. The differences in demographics were examined and the relationships among the three were discussed. Secondly, interview is used to understand the specific process of perceptual discrimination. Finally, the intervention effect of narrative therapy on perceived discrimination and loneliness of left-behind children is verified by case study. The conclusions of this study are as follows: (1) there are significant differences in the grade of perceived discrimination among the left-behind children, while the level of perceptual discrimination in the fourth grade is the highest. (2) there are significant differences in the coping styles of the left-behind children in the grade of problem-solving and fantasy. The use of problem-solving coping styles increased with the increase of grade. There were significant differences in fantasy coping between grade five and grade nine. (3) there was no significant difference in demographic variables between left-behind children. (4) perceived discrimination of left-behind children was positively correlated with self-accusation, fantasy, retreat and rationalization, and negatively correlated with help-seeking. (5) Self-accusation, fantasy and retreat in coping style of left-behind children. Rationalization was positively correlated with loneliness of left-behind children. (6) there was a significant positive correlation between perceived discrimination and loneliness among left-behind children. (7) coping style of left-behind children played an intermediary role in perceived discrimination and loneliness. Rationalization and independence play a significant intermediary role. (8) Peer is the main way for left-behind children to produce perceptual discrimination. (9) narrative therapy has a good intervention effect on perceived discrimination and loneliness of left-behind children.
【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G444

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