易感青少年生命教育的小组工作增能模式探索

【作者】 李洁；

【导师】 刘颖；

【作者基本信息】 广州大学 ， 社会工作（专业学位）， 2022， 硕士

【摘要】 随着当下经济快速发展,社会竞争剧增,青少年对生命价值的认知出现了结构性的变化。在非易感青少年群体中,学校、家庭、社区、同伴环境为其生命教育提供了优质条件,可以有效避免生命意义的迷失。而在相同的社会条件下,缺乏这些有利生命教育条件的易感青少年在压力中无法及时调适自己,易产生焦虑、抑郁、自卑、悲观失望等内隐性心理或具有急躁易怒、破坏社会规范等外显行为,但还未产生不可挽回的影响。为减少易感青少年对毁灭生命的冲动,对其进行生命教育十分有必要。本文以珠海市W社区的易感青少年为研究对象,运用访谈法、行动研究法和个案研究法收集、分析该社区易感青少年生命教育现状,发现易感青少年存在内在权能感缺乏、人际效能感不足、社会参与度不够、生命实践缺失的问题,从而明确易感青少年具有正确认识生命、提升自我认识、与他人建立信任关系、与自然亲密接触的需要。在增能理论的指导下,从个体、人际、社会三维度切入,以“我与生命有个约定”为主题设计六次小组活动,帮助易感青少年认识自己优势和权能,正确接纳生命和认识生命,提高未来生活的质量。小组活动后,通过小组过程评估、前后测数据对比、满意度评估、工作者自评形式分析易感青少年在活动中的改变。具体研究结果如下:(1)W社区的易感青少年和非易感青少年的生命观存在显著性差异。易感青少年在对生命、自我、他人、自然的认识四个维度上的得分均明显低于非易感青少年。(2)增能理论在分析易感青少年生命教育需求、介入准备、介入过程和评估中发挥了优势,从个体、人际、社会三个增能维度介入,契合易感青少年的生命教育需要,有助于引导易感青少年实现权能,提高内在权能感、人际效能感和社会参与度。(3)通过对易感青少年小组介入的过程评估、前后测评估、家长评估、成员满意度评估和工作者自评的结果表明,小组活动开展之后,易感青少年在生命、自我、他人、自然的认识上都有改善,以“我与生命有个约定”为主题的小组活动有利于帮助易感青少年建立正确的生命观。更多还原

【Abstract】 With the rapid development of the economy and the fierce competition of the society,structural changes in adolescents’ life view have been seen.For the non-susceptible adolescents,school,family,community,and peer environment have provided high-quality conditions for their life education that has effectively prevented them from the feeling of meaningless of life.However,under the same social conditions,susceptible adolescents,who do not have these favorable conditions,usually cannot properly adjust themselves to response to pressures.And they are likely to experience inward feelings such as anxiety,depression,self-contemption,pessimism,and frustration or show the outward behaviors such as easily get annoyed,and violation of social regulations,but have not yet caused any irreparable harms.Thus,to reduce these impulsive behaviors,the life education is essential.In this paper took the susceptible adolescents in W community of Zhuhai as the research target and applied interview,action research,and individual case study methods to collect data and analyze the current state of life education of susceptible adolescents.It is found that the susceptible adolescents have many problems,such as lack of empowerment,ineffective interpersonal interactions,insufficient social participation,and lack of life practice.So,it is vital for them to correctly understand life,enhance self-awareness,establish trustful relationships with others,and closely contact with nature.Under the guidance of the empowerment theory,and from individual,interpersonal and social perspectives,six group activities were designed with the theme of "Promise to life" to help susceptible adolescents recognize their strengths,correctly accept,and understand life,so as to improve the quality of their future life.After the group activities,this paper applied process evaluation,before and after data comparison,satisfaction rate evaluation,and self-assessment to analyze the changes of them.The detailed findings are as follows:(1)In the W community,there are significant differences in the life view of susceptible adolescents and non-susceptible adolescents.Susceptible adolescents have significantly lower scores in the understanding of life,self,others,and nature.(2)The empowerment theory is crucial to the analysis of the life education needs,the intervention preparation,the intervention process,and the evaluation of susceptible adolescents.It intervened from three dimensions: individual,interpersonal and society,which matches the life education needs of susceptible adolescents.And it helps to guide them to realize empowerment,improve their intrinsic motivation,interpersonal effectiveness,and social participation.(3)Through the process evaluation,before and after evaluation,parents evaluation,members satisfaction evaluation,and workers’ self-evaluation,the results show that after the group activities,the susceptible adolescents have improved their understanding of life,self,others,and nature.The "Promise to life" group activities are helpful to guide them to establish a correct life view.更多还原