The Loss and Seeking of Sense of Belonging about Companionship and Family—A Study of Life Story about a College Student with Left-Behind Experience

摘要

研究者采用生命故事访谈法对1名大三女生进行访谈，并运用扎根理论对收集的文本资料进行分析。该名大学生在学前期以及童年中期多次经历与父母双方或一方分离，并且多次受到同伴欺负等负性生活事件。这些留守和同伴欺负经历对大学生的同伴关系、家庭概念、学习竞争意识、道德情感、身体意象、亲子亲合的形成产生深刻的影响。为落实留守儿童和有留守经历大学生的心理健康教育工作，政府、学校与家庭应联合成关爱留守儿童的纽带。政府及相关部门应成立各级农村留守儿童关爱与保护服务工作领导小组。学校建立留守儿童档案，培训家长和监护人。教师开展心理健康教育活动，重视与关注学生的同伴关系。父母增加亲子接触，母亲减少长期外出，以促进亲子亲合及培养其家庭归属感；有心理困扰的大学生应积极寻求心理咨询中心老师的帮助。 The study used life story interview method to interview a female junior and used grounded theory to analyze the collected text data. The college student was separated from parents both or one side several times in the preschool and mid-childhood, and suffered multiple negative life events such as peer bullying. These left-behind and peer bullying experiences have a profound impact on the formation of peer relationship, family concept, learning competition, moral emotion, physical im-agery, and parental cohesion. To guide the mental health education of children and college students who had left-behind and peer bullying experiences, government, schools and families should unite. The government and relevant departments should set up a leading group of care services for rural left-behind children at all levels. Schools establish files for left-behind children, and train parents and guardians. Teachers carry out mental health education activities, and pay great attention to the peer relationship of students. Parents increase parent-child contact and mothers reduce long-term outings to promote parental cohesion. College students with psychological problems should actively seek the help of psychological counseling center teachers.