父亲心理缺位对青少年遭受身体欺凌的影响机制与干预路径

The Influence Mechanism and Intervention Path of Psychological Absence of Father on Adolescent Physical Bullying

摘要: 本研究基于进化心理学与自我决定理论的双重视角，系统探讨了父亲心理缺位(即父亲物理在场但情感与教育参与缺失)对青少年遭受身体欺凌的影响机制及干预路径。研究发现，其核心作用机制在于，父亲心理缺位通过三重交互路径显著增加青少年沦为身体欺凌受害者的风险：(1) 阻碍基本心理需要满足(胜任感、关系感与自主感的缺失加剧心理脆弱性)；(2) 削弱家庭支持功能(表现为加剧母亲压力、恶化家庭氛围)；(3) 限制社交技能发展(导致社交孤立与应对能力不足)。针对上述机制，本研究提出了身体欺凌干预的“角色重构–能力培养–制度保障”三元路径，具体包括：强化父亲角色参与、提升青少年应对能力、完善社会支持网络等。未来研究需通过纵向追踪与跨文化比较，深化对父亲心理缺位与遭受身体欺凌间动态关联的理解，从而为家庭教育和校园反欺凌干预提供科学依据。

Abstract: This study, based on the dual perspectives of evolutionary psychology and self-determination theory, systematically explores the impact mechanism and intervention pathways of paternal psychological absence (i.e., the father is physically present but lacks emotional and educational involvement) on adolescents’ exposure to physical bullying. The study found that the core mechanism is that the absence of a father’s psychology significantly increases the risk of adolescents becoming victims of physical bullying through a triple interaction pathway: (1) Obstructing the satisfaction of basic psychological needs (the lack of competence, relationship and autonomy increase psychological vulnerability); (2) Weakening family support functions (expressed as exacerbating maternal pressure and worsening family atmosphere); (3) Restricting social skills development (resulting in social isolation and insufficient coping ability). In response to the above mechanisms, this study proposes a three-way path of “role reconstruction-ability cultivation-institutional guarantee” for physical bullying intervention, specifically including: strengthening the participation of fathers, improving the coping ability of teenagers, and improving the social support network. Future research needs to deepen the understanding of the dynamic relationship between father’s psychological absence and physical bullying through longitudinal tracking and cross-cultural comparison, so as to provide scientific basis for family education and anti-bullying interventions in schools.