家庭生态系统:农村留守儿童关爱服务体系的建构路径
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摘要
从性别、年龄、留守经历、外出务工父母、监护人和学校教师等视角考察及分析留守儿童的生活史,发现农村留守儿童面临关爱服务理念偏差、家庭监护能力匮乏、学校关爱服务缺位、社会协调机制失调的生存环境。基于家庭生态系统理论,通过保障留守儿童权利的增权系统、实现家庭抚育与学校教育相结合的支持系统、完善留守儿童"三社联动"机制及支持家庭为本的政策取向,从时间系统上保证留守儿童家庭抚育与教育的统一,建构农村留守儿童以家庭为本的关爱服务体系。
From the perspectives of gender, age, left-behind children, migrant parents, guardians and school teachers, the life history of left-behind children was investigated and analyzed. It is found that left-behind children in rural areas are faced with a living environment with deviation of care service views, lack of guardianship capability, absence of school care service, and imbalance of social coordination mechanism. Based on familial ecosystem theory, this article stresses that, through the empowerment system for protecting the rights of left-behind children and the support system for combining both family support and school education, and through improving the linking mechanism of "three social networks" for left-behind children and supporting family-oriented policies, the unity of family upbringing and education of left-behind children should thus be ensured from the temporal perspective, and family-oriented care service system for rural left-behind children can be developed.
From the perspectives of gender, age, left-behind children, migrant parents, guardians and school teachers, the life history of left-behind children was investigated and analyzed. It is found that left-behind children in rural areas are faced with a living environment with deviation of care service views, lack of guardianship capability, absence of school care service, and imbalance of social coordination mechanism. Based on familial ecosystem theory, this article stresses that, through the empowerment system for protecting the rights of left-behind children and the support system for combining both family support and school education, and through improving the linking mechanism of "three social networks" for left-behind children and supporting family-oriented policies, the unity of family upbringing and education of left-behind children should thus be ensured from the temporal perspective, and family-oriented care service system for rural left-behind children can be developed.
引文
[1]悲剧是如何发生的?--贵州毕节4名儿童集体喝农药自杀事件调查[EB/OL].(2015-06-12).http://www.gov.cn/xinwen/2015-06/12/content_2878443.htm.
[2]费孝通.乡土中国[M].上海:上海世纪出版集团,2007:476.
[3]我国农村留守儿童902万人[EB/OL].[2016-11-11].http://news.ife ng.com/a/20161111/50241133_0.shtml.
[4]叶松庆,程秀霞.“服务三角”模型建构中的农村留守儿童教育与关爱供给机制研究[J].中国青年社会科学,2018(4):70-78.
[5]BOWLBY J.Attachment and loss[M].London:Hogarth Press,1973.
[6]NOWINSKI J.The tender heart:conquering your insecurity[M].New York:Versailles Press,2001.
[7]卢利亚.农村留守儿童安全和品行问题的空间治理[J].贵州社会科学,2017(9):69-74.
[8]石兰月.农村留守儿童关爱服务:成效、问题与对策[J].河南师范大学学报(哲学社会科学版),2016(3):91-95.
[9]黄诚.关爱和服务留守儿童研究述评[J].社会工作,2013(5):128-133.
[10]国务院关于加强农村留守儿童关爱保护工作的意见[EB/OL].(2016-02-14).http://www.gov.cn/zhengce/content/2016-02/14/content_5041066.htm.
[11]董才生,马志强.留守儿童关爱保护政策需要从“问题回应”型转向“家庭整合”型[J].社会科学研究,2017(4):99-105.
[12]陆士桢.儿童青少年社会工作[M].北京:高等教育出版社,2008:61,69.
[13]张学浪.创新社会治理体制下的农村留守儿童关爱服务体系构建[J].农村经济,2018(2):99-104.
[14]杨汇泉.农村留守儿童关爱服务路径的社会学考察[J].华南农业大学学报(社会科学版),2016(1):42-43.
[15]ERIKSON E H..Youth and crisis[M].New York:Norton,1968.
[16]李祥,韦卫.农村留守儿童教育关爱服务体系构建探析[J].华北电力大学学报(社会科学版),2016(4):131-136.
[17]O’CONNOR T G,et al.Child-parent attachment following early institutional deprivation[J].Development and psychopathology,2003(1):19-38.
[18]聂飞.儿基于家庭视角下的留守儿童关爱服务体系构建[J].新疆社会科学,2014(4):119-125.
(1)埃里克森把生命周期分为八个阶段,即婴儿前期(0-1岁)、婴儿后期(1-3岁)、学前期(3-6岁)、学龄期(6-12岁)、青少年期(12-20 岁)、青年期(20-40岁)、中年期(40-65岁)和老年期(65岁以上)。
[2]费孝通.乡土中国[M].上海:上海世纪出版集团,2007:476.
[3]我国农村留守儿童902万人[EB/OL].[2016-11-11].http://news.ife ng.com/a/20161111/50241133_0.shtml.
[4]叶松庆,程秀霞.“服务三角”模型建构中的农村留守儿童教育与关爱供给机制研究[J].中国青年社会科学,2018(4):70-78.
[5]BOWLBY J.Attachment and loss[M].London:Hogarth Press,1973.
[6]NOWINSKI J.The tender heart:conquering your insecurity[M].New York:Versailles Press,2001.
[7]卢利亚.农村留守儿童安全和品行问题的空间治理[J].贵州社会科学,2017(9):69-74.
[8]石兰月.农村留守儿童关爱服务:成效、问题与对策[J].河南师范大学学报(哲学社会科学版),2016(3):91-95.
[9]黄诚.关爱和服务留守儿童研究述评[J].社会工作,2013(5):128-133.
[10]国务院关于加强农村留守儿童关爱保护工作的意见[EB/OL].(2016-02-14).http://www.gov.cn/zhengce/content/2016-02/14/content_5041066.htm.
[11]董才生,马志强.留守儿童关爱保护政策需要从“问题回应”型转向“家庭整合”型[J].社会科学研究,2017(4):99-105.
[12]陆士桢.儿童青少年社会工作[M].北京:高等教育出版社,2008:61,69.
[13]张学浪.创新社会治理体制下的农村留守儿童关爱服务体系构建[J].农村经济,2018(2):99-104.
[14]杨汇泉.农村留守儿童关爱服务路径的社会学考察[J].华南农业大学学报(社会科学版),2016(1):42-43.
[15]ERIKSON E H..Youth and crisis[M].New York:Norton,1968.
[16]李祥,韦卫.农村留守儿童教育关爱服务体系构建探析[J].华北电力大学学报(社会科学版),2016(4):131-136.
[17]O’CONNOR T G,et al.Child-parent attachment following early institutional deprivation[J].Development and psychopathology,2003(1):19-38.
[18]聂飞.儿基于家庭视角下的留守儿童关爱服务体系构建[J].新疆社会科学,2014(4):119-125.
(1)埃里克森把生命周期分为八个阶段,即婴儿前期(0-1岁)、婴儿后期(1-3岁)、学前期(3-6岁)、学龄期(6-12岁)、青少年期(12-20 岁)、青年期(20-40岁)、中年期(40-65岁)和老年期(65岁以上)。