立足于对照顾者培训的留守儿童心理健康教育的建议
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摘要
据不完全统计,我国约有6 000万名留守儿童。这一伴随着中国经济社会发展和工业化、城镇化过程而出现的特殊群体,目前分布在包括经济发达地区的全国各地。留守儿童问题正受到各方前所未有的高度重视,其中心理健康问题尤其受到关注。留守儿童的心理健康教育对于留守儿童的健康成长非常重要,但最终起主体作用的还是家庭本身。本文立足于对照顾者培训的新视角,根据儿童心理发育的特点以及我国的实际情况,提出了对于留守儿童心理健康教育的理念和建议,具体阐述了立足于对照顾者培训的留守儿童心理健康教育的工作原则、工作机制以及培训内容。
According to incomplete statistics, there are about 60 million left-behind children in our country. This special group accompanying the economic and social development, industrialization and urbanization in China is now spread across all parts of the country, including economically developed areas. The issue of left-behind children is receiving unprecedented attention from all sides. Among them, the issue of mental health is of particular concern. The mental health education of left-behind children is very important for the healthy growth but it is the family itself that ultimately plays a role. Based on the new perspective of caregivers training, according to the characteristics of children's psychological development and the actual situation in our country, the author puts forward the ideas and suggestions for the mental health education of left-behind children, and elaborates the working principle of education, working mechanism and training content on the mental health of left-behind children.
According to incomplete statistics, there are about 60 million left-behind children in our country. This special group accompanying the economic and social development, industrialization and urbanization in China is now spread across all parts of the country, including economically developed areas. The issue of left-behind children is receiving unprecedented attention from all sides. Among them, the issue of mental health is of particular concern. The mental health education of left-behind children is very important for the healthy growth but it is the family itself that ultimately plays a role. Based on the new perspective of caregivers training, according to the characteristics of children's psychological development and the actual situation in our country, the author puts forward the ideas and suggestions for the mental health education of left-behind children, and elaborates the working principle of education, working mechanism and training content on the mental health of left-behind children.
引文
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[5]Han L,Zhao SY,Pan XY,et al.The impact of students with left-behind experiences on childhood:The relationship between negative life events and depression among college students in China[J].Int J Soc Psychiatry,2017,(1):20764017739332.
[6]牟生调.家庭社会经济地位对留守儿童学校人际关系的影响[J].卫生职业教育,2016,34(14):105-106.
[7]赵学众,周雷,李明婷.城乡结合部留守儿童心理健康状况研究[J].临床医学研究与实践,2017,2(28):95-96,101.
[8]王林翮,邹枫,杨世昌.心理弹性的定义、概念化和理论[J].四川精神卫生,2016,29(6):573-578.
[9]王秋萍,王维利,赵梅,等.心理弹性纵向研究进展及其对临床心理康复的启示[J].医学与哲学,2016,37(4):87-90.
[10]韦炜.留守儿童研究的新视角——基于心理弹性理论的思考[J].卫生职业教育,2012,30(6):23-25.
[2]于慧慧,夏冰月.西部贫困地区农村留守儿童心理健康现状[J].中国健康心理学杂志,2016,24(4):610-613.
[3]Ge Y,Zhong X,Luo W.Recognition of Facial Expressions by Urban Internet-Addicted Left-Behind Children in China[J].Psychol Rep,2017,120(3):391-407.
[4]Man Y,Mengmeng L,Lezhi L,et al.The psychological problems and related influential factors of left-behind adolescents(LBA)in Hunan,China:a cross sectional study[J].Int J Equity Health,2017,16(1):163.
[5]Han L,Zhao SY,Pan XY,et al.The impact of students with left-behind experiences on childhood:The relationship between negative life events and depression among college students in China[J].Int J Soc Psychiatry,2017,(1):20764017739332.
[6]牟生调.家庭社会经济地位对留守儿童学校人际关系的影响[J].卫生职业教育,2016,34(14):105-106.
[7]赵学众,周雷,李明婷.城乡结合部留守儿童心理健康状况研究[J].临床医学研究与实践,2017,2(28):95-96,101.
[8]王林翮,邹枫,杨世昌.心理弹性的定义、概念化和理论[J].四川精神卫生,2016,29(6):573-578.
[9]王秋萍,王维利,赵梅,等.心理弹性纵向研究进展及其对临床心理康复的启示[J].医学与哲学,2016,37(4):87-90.
[10]韦炜.留守儿童研究的新视角——基于心理弹性理论的思考[J].卫生职业教育,2012,30(6):23-25.