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漫长曲折的修复之路——青少年学校出勤困难的结局类型及家庭心理历程研究

The Long and Winding Road of Restoration —Study on Outcome Types and Family Psychological Processes in Adolescents with School Attendance Problems

心理咨询理论与实践 / 2024,6(8)：442-455 / 2024-09-02 145 136

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• 作者： 李雨霏¹      ²      蔡辰³      阮琳燕¹      ²      何丽¹      ²     
• 单位：

  1. 北京联合大学师范学院，北京；
  2. 北京联合大学儿童及青少年学习与心理发展研究所，北京；
  3. 北京市徐悲鸿中学，北京

• 关键词： 学校出勤问题；拒学；结局；青少年；心理历程；个案研究
• School attendance problems; School refusal; Outcome; Teenagers; Psychological journey; Case study
• 摘要： 近年来，学校出勤问题已成为我国教育界面临的难题之一。为探究青少年学校出勤困难的结局类型与家庭心理历程，本研究采用个案研究法，通过各大网络平台和社群公开招募研究参与者，对8名自愿参与研究且学校出勤困难时间超过一学期的青少年及其父母进行了深度访谈和追踪调查。结果显示，青少年学校出勤困难的结局可以根据青少年身心状态及学校出勤状况的双重维度分为四种类型：稳定复学型、自洽平稳型、持续卡滞型、动荡复学型。这四种类型可能呈现出动态波动性和不稳定性。每种类型的家庭会经历不同的心理历程：（1）稳定复学型：阶段一，父母焦虑冲突，青少年焦虑逃避；阶段二，父母反思行动，青少年被动反复；阶段三，父母缓和陪伴，青少年平稳重建；（2）自洽平稳型：阶段一，父母崩溃无助，青少年混乱痛苦；阶段二，父母坚持求助，青少年疏通整理；阶段三，父母接纳陪伴，青少年缓和自洽；（3）持续卡滞型：阶段一，父母否认冲突，青少年抗拒封闭；阶段二，父母动荡矛盾，青少年混乱反复；阶段三，父母无力卡滞，青少年排斥退缩；（4）动荡复学型：阶段一，父母疏忽回避，青少年抑郁挣扎；阶段二，父母反思学习，青少年试误疗愈；阶段三，父母转变接纳，青少年动荡坚持。可见，（1）学校出勤困难青少年的修复历程是漫长曲折且具有复杂和不确定性；（2）学校出勤困难青少年的复学率并不理想；（3）学校出勤困难青少年和家长的心理历程呈现出交互作用的特点。因此，专业人员干预学校出勤问题要充分意识到该议题的干预难度和复杂性，并且充分重视家庭系统视角及父母工作。
• In recent years, school attendance problems have become one of the significant challenges faced by the education sector in our country. To explore the types of outcomes for adolescents with difficulties attending school and their families’ psychological processes, this study employed a case study method. Through public recruitment on various online platforms and communities, we conducted in-depth interviews and follow-up investigations with eight adolescents who voluntarily participated in the research and had experienced school attendance difficulties for more than one semester, along with their parents. The results indicate that the outcomes of adolescents’ school attendance difficulties can be categorized into four types based on their physical and mental states and school attendance status: Stable Reintegration Type, Self-Consistent Stabilization Type, Persistent Stagnation Type, and Turbulent Reintegration Type. These four types may exhibit dynamism and instability. Each type of family experiences different psychological processes: (1) Stable Reintegration Type: Stage One: Parents experience anxiety and conflict, while adolescents feel anxious and seek to avoid school. Stage Two: Parents reflect and take action, leading to a passive relapse in adolescents. Stage Three: Parents provide relief and support, allowing adolescents to rebuild stability. (2) Self-Consistent Stabilization Type: Stage One: Parents feel overwhelmed and helpless, and adolescents experience confusion and distress. Stage Two: Parents persist and seek help, enabling adolescents to process and organize their thoughts. Stage Three: Parents accept and support, leading adolescents to stabilize and achieve self-consistency. (3) Persistent Stagnation Type: Stage One: Parents deny and conflict, and adolescents resist and isolate themselves. Stage Two: Parents experience turmoil and contradictions, causing adolescents to feel chaotic and relapse. Stage Three: Parents feel powerless and stagnate, and adolescents withdraw and become resistant. (4) Turbulent Reintegration Type: Stage One: Parents neglect and avoid, and adolescents struggle with depression. Stage Two: Parents reflect and learn, supporting adolescents in trial-and-error healing. Stage Three: Parents transform and accept, and adolescents persevere amidst turbulence. It is evident that: (1) The recovery process for adolescents with school attendance difficulties is long, winding, and fraught with complexity and uncertainty. (2) The reintegration rate for these adolescents is not ideal. (3) There is an interplay between the psychological processes of adolescents with school attendance difficulties and their parents. Therefore, professionals intervening in school attendance problems must fully recognize the difficulty and complexity of addressing this issue and place great importance on a family systems perspective and working with parents.
• DOI： https://doi.org/10.35534/tppc.0608055
• 引用： 李雨霏，蔡辰，阮琳燕，等．漫长曲折的修复之路——青少年学校出勤困难的结局类型及家庭心理历程研究［J］．心理咨询理论与实践，2024，6（8）：442-455.