【摘要】 留守儿童偏差行为是其成长过程中出现偏离社会规范的行为,它与儿童的成长历程密切相关。个体范式、社会范式和互动范式对留守儿童偏差行为的解释侧重从横向视角看待留守儿童偏差行为的生成,使得既有政策在对留守儿童的偏差行为进行治理时,相对忽视留守儿童的成长历程这一历时性变量。基于生命历程视角,从"依附-控制""承诺-信念"两条路径对留守儿童L的留守经历及重要生命事件进行深度分析发现,在L的钟摆式流动过程中,其偏差行为的生成可以分为萌发、爆发、强化三个阶段。钟摆流动造成留守儿童外部"依附-控制"系统功能失效,家庭和学校对儿童的控制力随着依附性的降低而降低;也造成留守儿童内部"承诺-信念"系统的失真,难以对自身行为保持克制和自持。自我控制和社会控制的双重降低是留守儿童偏差行为生成的深层因素。这一发现为留守儿童偏差行为的治理提出了新视角,它要求留守儿童偏差行为的矫治应该聚焦于家庭依附的再强化、社会控制的再构建,在此基础上进行一体化治理,建构出预防、诊断、介入、评估、追踪五大体系,在此过程中发挥好多主体协同治理效能。更多还原

【Abstract】 The deviant behaviors of left-behind children are behaviors that deviate from social norms in the process of their growth, it is closely related to the growth process of children. In recent years, the problem behavior of left-behind children have emerged and attracted wide attention. The new phenomenon and characteristics of left-behind children’s problem behavior have greatly touched the sensitive nerve of the government and the society, and also presented a new challenge to the mainstream interpretation paradigm of deviation and social adaptation. The individual paradigm, social paradigm, and interaction paradigm explain the deviant behaviors of left-behind children from a horizontal perspective, does not pay enough attention to the mutual construction mechanism between left-behind children and the social environment,and often separates children, environment and control in research as a result of lacking systematic and procedural thinking, which makes the existing policies to deal with deviant behaviors of left-behind children relatively neglecting the development process of left-behind children. Sexual variables.Based on this background, this research adopts the life course perspective with the method of case study to focus on the spatial and temporal background of Case L’s becoming left-behind, and sorts out the left-behind experience, important life events of this case. The research finds that Case L has experienced three stages of left-behind experience:different childhood:the beginning of left-behind, living with parents:left-behind in the mobility, and returning home to study:another left behind. The Case L’s experience presents a bell pendulum flow trajectory. In the pendulum flow process of case L, The generation and dexelopment of its deviant behavior can be divided into three stages:budding, bursting and strengthening.In the first stage, school is the starting point for Case L to deviate from the normal track, during this period,his behavior began to divide and change, include reading comics, chatting, sleeping, cheating in exams and playing online games began to appear. In the second stage, Case L’s learning state has developed from“dissociation in class”to“dissociation outside class”, under the influence of various negative life events,the disadvantages of staying behind are accumulating day by day. His deviant behavior began to break out at this stage, including truancy, absenteeism, smoking, drinking, fighting, puppy love, etc. In the third stage, Case L dropped out of school, which means that he broke away from the supervision and control of the social mainstream value system. His deviant behavior is constantly strengthened in the communication with bad peer groups, including gambling and theft.Social bond theory is mainly composed of four concepts:attachment, commitment, involvement and belief. The theory holds that if individuals can establish strong attachment relationship with others or organizations, invest and participate in traditional social activities, understand social rules and internalize social rules, they can establish connection with society and maintain good behavior. Combined with the four basic elements of social control theory, this study finds that the pendulum movement caused the failure of the external“dependency-control”system of left-behind children, Case L was unable to establish a good attachment relationship with important social institutions such as family, school and community, which made him turn from attachment to his parents, school and community to attachment to his undesirable peers, and the family and school’s control over children decreased with the decrease of dependence. In the meantime,it also caused the distortion of the internal“commitment-belief”system of left-behind children. After leaving school and family, Case L escaped from the constraints and supervision of important social institutions,and further involved himself in non-traditional social activities.This made him acquire very limited behaviors and habits conforming to social norms in the socialization process, which leads to his low degree of understanding and internalization of social rules as well as his inability of restraint and self-control. As a whole, The dual reduction of self-control and social control is the deep-seated factor in the generation of deviant behaviors of left-behind children.The deviant behavior of left-behind children is the result of the gradual accumulation, continuous strengthening, and mutual superposition of various disadvantages in the left-behind process. This discovery provides a new perspective for the governance of deviant behaviors of left-behind children. It requires that the correction of children’s deviant behavior should focus on the re-strengthening of family attachment and the re-construction of social control.To block the formation mechanism of deviant behavior of left-behind children, it is necessary not only for left-behind children and their families to make efforts, but also for social policy to strengthen the connection between the governance of left-behind children’s deviant behavior and other relevant policies. More importantly, it is necessary to fundamentally reduce parent-child separation and strengthen the attachment relationship between left-behind children and their families, schools and communities. On this basis, it carries out integrated governance,the establishment of five major systems of prevention, diagnosis, intervention, evaluation, and tracking, and in this process, it exerts the effectiveness of coordinated governance of many subjects.更多还原