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农村留守儿童是我国经济高速发展和城市化的产物。父母长期不在身边,导致农村留守儿童最大问题是亲情缺失带来的对关怀的迫切需求。通过对比留守儿童与非留守儿童情感状况的深入调查了解,分析学生存在问题,发挥学校老师优势,探索“言教．身教、心教”三结合模式,探索农村留守儿童情感缺失移情于老师的方案。 相似文献
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近年来,留守儿童的教育问题越来越受到社会的关注,尤其是做好留守儿童心理健康教育,更是成为教育工作者必须面对的新课题。一、留守儿童产生心理问题的原因1.缺失父母教育。父母教育对孩子有着直接、持久和潜移默化的作用。对大多数儿童来说,亲子关系在儿童成长过程中起着非常重要的作用。农村留守儿童长期与父母分离,无法与父母进行正常的情感交流,无法获得直接的情感体验,会缺少安全感和自尊心,导致心理上的敌意和焦虑。 相似文献
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留守儿童情感生活的现状及对策探证——以湖南道县英豪学校为例 总被引：1，自引：0，他引：1
刘於清 《徐特立研究(长沙师范专科学校学报)》2009,(6):18-22
伴随着中国社会的城市化,留守儿童作为一个新生的社会问题开始凸现,并引起了社会各界的广泛关注。许多留守儿童与父母长期分开生活后,因为和父母情感沟通不方便,其情感需求无法得到满足,严重的甚或导致亲子关系缺失,进而形成不良性格,产生留守问题。针对此状况,教师应该用爱弥补留守儿童亲情缺失,重视学生的心理咨询与辅导,充分发挥集体的力量,铺设沟通亲情的桥梁,以建立良好的学校、家长沟通机制,使留守儿童在“学校、家庭、社会”的立体教育体系中得到健康的发展。 相似文献
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改革开放以来,越来越多的农村年轻夫妻奔向大城镇打工,留在家乡的孩子成了留守儿童,他们由于缺乏父母的有效教育和关爱,产生了一系列不利于其健康成长的问题。农村留守儿童的家庭教育现状堪忧———情感教育方面:农村留守儿童由于父母或其直接监护人不在身边,他们在亲情、情感以及心理上都缺少关怀,而且,留守儿童与外界的 相似文献
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郭正科 《中国教育发展研究杂志》2008,5(10)
留守儿童与务工父母之间日常亲情互动的缺失或不足，导致了留守儿童严重的心理焦虑。为了弥补亲情，我们从这么几个方面作了较有成效的探索：一是依托现代科技，为这些留守儿童开辟绿色情感通道；二是挖掘学校潜力，通过拓展途径和开展活动来弥补留守儿童亲情缺失；三是组织社会活动，加强感恩教育。 相似文献
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随着我国经济快速发展和城市化进程的加快,越来越多的农村富余劳动力离开故土到城市务工,大批农村孩子脱离父母的直接监护,成为一种新型的社会弱势群体——留守儿童。这些留守儿童由于长期缺少亲情的关怀,在安全、教育、情感、心理等方面的问题日益突出,形势十分严峻。根据十堰农村留守儿童的基本情况,分析农村留守儿童存在的问题及其成因,提出解决十堰地区农村留守儿童的对策与方法。 相似文献
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一、农村学校寄宿生的现状
1．家庭教育缺失。一是亲情缺失。当前,随着社会经济的转型,大量农民工进城务工,而其子女又不能随父母进城就学,使得农村留守儿童不断增多,留守儿童与父母不能团聚,他们成长期间缺失亲情的抚慰与关怀。 相似文献
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马多秀 《思想理论教育(上半月综合版)》2011,(24):46-49
全国妇联2008年发布的《全国农村留守儿童状况研究报告））显示,当年全国农村留守儿童约5800万人,其中14周岁以下的农村留守儿童约4000万,留守儿童占全国农村儿童的28．29％。[1]农村留守儿童是当前中国快速城市化背景下一个特殊的社会群体,由于父母外出务工,他们长期处于亲情缺失的状态之中。 相似文献
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农村留守儿童是我国城市化进程中出现的一类特殊儿童群体,农村留守儿童存在着认知偏差、情绪消极、行为障碍、人格障碍、人际关系障碍、适应障碍等心理特点。究其原因,主要是学校心理教育资源匮乏、家庭教育中父母亲情的缺失及社会各界对农村留守儿童的关注未深切到实处。做好农村留守儿童心理健康状况的改善和教育工作,需要学校、父母、监护人、社会、政府等方面的共同努力。 相似文献
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Being a parent's eyes and ears: emotional literacy and empathy of children whose parents have a sensory disability 
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下载免费PDF全文 Sigal Eden Shlomo Romi Einat Braun Aviyashar 《Journal of Research in Special Educational Needs》2017,17(4):257-264
Children of parents with sensory disability may feel that their experience helped nurture their sense of empathy. The study was designed to examine the connection between parents’ sensory disability (visual disability to blindness and hearing disability to deafness) and the empathy and emotional literacy of their non‐sensory‐disabled children. Participants were 77 children aged 7–17 – 37 children of parents with a sensory disability and 40 children of parents with no such disability. Questionnaires to check empathy and emotional literacy were accompanied by a demographic questionnaire. Findings revealed that levels of empathy and emotional awareness of others (a measure of emotional literacy) were higher among children of parents with a sensory disability than among children of parents without a disability. The results expand the literature on that subject and shed light on the important issues of empathy and emotional literacy in families with disability. 相似文献
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Ian Hay Adrian F. Ashman 《International Journal of Disability, Development & Education》2003,50(1):77-91
Gender differences associated with the development of adolescents' sense of general self-concept (confidence and self-worth) and emotional stability (calmness, freedom from anxiety, and depression) were investigated using a sample of 655 adolescents (mean age 16 years). Relationships with parents were important for males' emotional stability but not females' and so this finding challenges the belief that adolescent males are more concerned with establishing independence from parents than females. The research also challenges the notion that adolescent boys are less interested in close personal peer relationships than girls. Same sex and opposite sex peer relationships were more influential in the formation of adolescents' emotional stability than parental relationships. A reciprocal relationship was revealed between general self-concept and emotional stability. Comparing these results with results obtained on the same students 18 months previously (aged 14.5 years), demonstrates that adolescents increasingly transfer their emotional attachment from parents to peers in a process called individuation. 相似文献
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农村留守儿童的问题行为调查及家庭影响因素 总被引：3，自引：0，他引：3
本研究采用早期问题行为发现量表对470名小学四、五、六年级和初一、初二、初三的留守儿童进行测量。结果发现：留守儿童存在情绪方面的问题行为较为严重，其次为学业适应不良及人际关系不适应；男生容易出现学习不适应问题，女生较易出现情绪不稳定问题；年级差异上，四年级、六年级和初三留守儿童学习和情绪问题较其他年级更严重；是否与兄弟姐妹生活在一起、父母外出时间、外出距离、回家频率、代养人类别及教养方式、留守儿童性剐及年级是影响留守儿童问题行为的重要因素。 相似文献
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现有研究主要关注向上流动的农村大学生进入大学后的学业与社会表现，而较少关注他们与家庭的情感联系。本研究利用全国范围的定量调查数据以及访谈数据，探索正在接受高等教育的农家子弟在向上流动的过程中与父母的情感联系。研究发现，从本科、硕士到博士阶段，农家子弟与父母的情感关系呈现出“U型”趋势，从最初的感激亲密到中期的埋怨疏离，最后走向了更高层次的包容理解，本科后期至硕士教育阶段成为农家子弟与父母间关系最为紧张的阶段。这种情感关系的起伏转变，在很大程度上与人生重大事件有关，这些事件触发了根植于城乡二元结构间的资源与文化不平等，使这些农家子弟饱受“阶层的隐性伤害”。 相似文献
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留守儿童家庭情感生活对留守儿童心理健康有着重要影响。文章从情感体验、情绪表达、情感沟通三个方面对留守儿童家庭情感生活进行调查研究。总体来看,留守儿童积极情感体验不充分、负性情绪表达受阻、应急情感沟通不畅。同时,父母感情满意度、监护类型、被留守年龄段对留守儿童家庭情感生活影响显著。为此,文章提出有意识关注留守儿童情感世界、父母之间对留守儿童的关爱形成合力、谨慎选择外出时间段和监护人等建议。 相似文献
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Karen Broomhead 《British Journal of Special Education》2013,40(1):14-21
Previous research on home–school relationships and blame has concentrated on the experiences of parents with children with behavioural, emotional and social difficulties (BESD). This has led to the voices of educational practitioners, as well as parents of children with other special educational needs, being neglected. This article, by Karen Broomhead of Lancaster University, details part of a larger study examining socio‐emotional aspects of home–school relationships between parents of children with special educational needs and educational practitioners. The study reported in this article explored perceptions of blame via semi‐structured interviews with 15 educational professionals and 22 parents of children with various special educational needs. The findings reveal that parental experiences of blame and guilt were influenced by the nature of their children's special educational needs, which consequently influenced parental focus on obtaining ‘labels’ of special educational needs for their children. The implications of these findings for educational practitioners are discussed. 相似文献
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对某师范院校460名大学生进行了父母婚姻关系与人格发展相关研究,结果显示父母婚姻关系对大学生子女（尤其是女性）在情绪稳定性及社会适应性等方面发展有重要影响,父母有义务和责任提高婚姻关系质量,以促进子女人格的积极发展。 相似文献
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Liu Bai 《Parenting, science and practice》2016,16(3):187-205
Objective. This study focused on the intrapersonal and interpersonal effects of parents’ histories of childhood emotional abuse and emotion dysregulation on parenting stress in a sample of school-age children’s fathers and mothers in Mainland China. Design. One hundred ninety-four Chinese couples participated. Structural equation modeling within the framework of the actor–partner interdependence mediation model was used to assess whether emotion dysregulation mediates relations between parents’ childhood emotional abuse and parenting stress of both individuals and their spouses. Results. The childhood emotional abuse of one parent was significantly associated with the parenting stress of both parents through the emotion dysregulation of the parent who was emotionally abused. Conclusions. Links between emotional abuse and parenting stress in the family system are complex, and both parents’ childhood histories of emotional abuse play roles in parenting. 相似文献
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The present study took a developmental psychopathology approach to examine the longitudinal association between parents’ emotional expressiveness and children’s self-regulation. Data collection spanned from 2004 to 2008. Ninety-two physically abusive parents completed yearly assessments of their emotional expressiveness, as well as their children’s self-regulation abilities. Observational and behavioral measures were also obtained yearly to capture both parents’ emotional expressiveness and children’s self-regulation. Specifically, parents participated in a parent-child interaction task, which provided insight into their levels of flat affect. A puzzle box task was completed by each child to assess self-regulation. Results indicated, first, that greater parental expression of negative emotions predicted poorer self-regulation in children, both concurrently and across time. Second, parental expressions of positive emotions and parents’ flat affect were unrelated to children’s self-regulation. Findings inform our understanding of parental socialization of self-regulation and provide insight into the roles of distinct components of emotional expressiveness. Moreover, findings have crucial implications for understanding emotional expressiveness in high-risk samples and increase our understanding of within-group functioning among maltreating families that may serve as a means to direct intervention efforts. 相似文献