發(fā)布時(shí)間：2018-05-19 14:54

  本文選題：留守兒童 + 人際交往��； 參考：《云南師范大學(xué)》2013年碩士論文

【摘要】：留守兒童是伴隨我國(guó)經(jīng)濟(jì)社會(huì)轉(zhuǎn)型而產(chǎn)生并將長(zhǎng)期存在的一個(gè)社會(huì)群體。雖然自產(chǎn)生以來，其健康與發(fā)展一直備受社會(huì)各界的關(guān)注。但現(xiàn)有的研究大多從宏觀的角度出發(fā)，往往對(duì)該群體的一些表面問題進(jìn)行描述，然后提出宏觀的政策性建議與對(duì)策，這雖然具有宏觀理論上的意義，但缺少可操作性。而留守兒童所處的年齡正是他們接受教育的黃金時(shí)間，如果他們的問題得不到妥善解決，這個(gè)后果的嚴(yán)重性不僅僅在于影響留守兒童當(dāng)前的學(xué)習(xí)生活，更重要的是影響他們?nèi)松^、價(jià)值觀的形成，甚至可能還會(huì)影響到幾代人的發(fā)展，這個(gè)代價(jià)是巨大的。因此，隨著農(nóng)村人口向城市轉(zhuǎn)移的規(guī)模不斷擴(kuò)大，留守兒童數(shù)量的不斷增加，對(duì)這個(gè)特殊的未來接班人群體進(jìn)行深入系統(tǒng)的研究則具有深遠(yuǎn)的意義。 本研究基于文獻(xiàn)閱讀－調(diào)查研究－團(tuán)體干預(yù)－結(jié)果分析這一研究思路，采用問卷調(diào)查法、訪談法、實(shí)驗(yàn)法等相結(jié)合的方法，首先通過對(duì)留守兒童與非留守兒童問題行為的對(duì)比研究，發(fā)現(xiàn)留守兒童最突出的問題行為，然后運(yùn)用Logistic回歸分析對(duì)其影響因素進(jìn)行探索分析，為接下來的干預(yù)研究提供一定的參考，最后在此基礎(chǔ)上對(duì)留守兒童問題行為進(jìn)行團(tuán)體輔導(dǎo)干預(yù)研究，以期改善其問題行為，這對(duì)其今后的學(xué)習(xí)生活及身心發(fā)展都具有重要的作用，并為今后對(duì)留守兒童的心理健康教育和研究提供理論參考和依據(jù)。 綜合本研究，主要得出以下結(jié)論： 1、通過對(duì)留守兒童與非留守兒童問題行為的對(duì)比調(diào)查研究，，發(fā)現(xiàn)兩者差異顯著。然后通過問題檢測(cè)率探索出社交問題是留守兒童最突出的問題行為，并且留守兒童與非留守兒童在兒童社交焦慮量表上差異也顯著。 2、通過Logistic回歸分析和實(shí)地的訪談?wù){(diào)查，探索出影響留守兒童人際交往的因素主要是監(jiān)護(hù)類型和性別差異。 3、針對(duì)留守兒童的人際交往團(tuán)體輔導(dǎo)對(duì)改善其人際交往狀況效果顯著，能夠提高他們的人際交往意愿和能力。 總之，基于調(diào)查分析所形成的干預(yù)計(jì)劃，具有較強(qiáng)的針對(duì)性并且切時(shí)可行，這表明，該干預(yù)方式可以作為改善留守兒童人際交往的有效形式。
[Abstract]:The left-behind children are a social group which will exist for a long time with the economic and social transformation of our country. Although since its birth, its health and development has been concerned by all walks of life. However, most of the existing studies are based on the macroscopic point of view, often describe some surface problems of this group, and then put forward macroscopic policy suggestions and countermeasures. Although this has macroscopic theoretical significance, it is lack of maneuverability. The age of left-behind children is the prime time for them to receive education. If their problems are not properly resolved, the seriousness of this consequence is not only that it affects the current learning life of left-behind children. More importantly, the cost of influencing their outlook on life, the formation of values, and perhaps even the development of generations is enormous. Therefore, with the continuous expansion of the scale of rural population to urban transfer and the increasing number of left-behind children, it is of profound significance to study this special group of future successors deeply and systematically. This study is based on literature reading, investigation research, group intervention and result analysis, and adopts the methods of questionnaire survey, interview, experiment and so on. First of all, by comparing the problem behavior of left-behind children and non-left-behind children, we find the most prominent problem behavior of left-behind children, and then use Logistic regression analysis to explore the influencing factors. In order to improve the problem behavior of left-behind children, this paper provides some reference for the following intervention research, and finally carries out group counseling intervention research on the problem behavior of left-behind children on this basis. This will play an important role in their future study, life and physical and mental development, and provide a theoretical reference and basis for the mental health education and research of left-behind children in the future. Synthesizing this research, the main conclusions are as follows: 1. Through the comparative investigation and research on the problem behavior of left-behind children and non-left-behind children, we find that there is a significant difference between the two. Then we find out that social problem is the most prominent problem behavior of left-behind children, and there are significant differences between left-behind children and non-left-behind children in social anxiety scale. 2. Through the Logistic regression analysis and the field interview, it was found that the main factors influencing the interpersonal communication of the left-behind children were the type of monitoring and the gender difference. 3. Interpersonal group counseling for left-behind children is effective in improving their interpersonal communication status, and can improve their interpersonal communication willingness and ability. In short, the intervention plan based on investigation and analysis has strong pertinence and feasibility, which indicates that the intervention can be used as an effective form to improve the interpersonal communication of left-behind children.
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：B844.1

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本文編號(hào)：1910532