积极心理学视域下留守儿童积极心理培育的多主体协同策略探析

Exploring Multi-Subject Collaborative Strategies for Cultivating Positive Psychology among Left-Behind Children from the Perspective of Positive Psychology

摘要: 城市化进程中留守儿童心理健康教育仍存在“问题化”认知误区与家校社干预脱节的现实问题。本文立足积极心理学视域，结合儿童心理发展规律，从外在环境主体与内在心理发展双向剖析留守儿童积极心理培育的现实困境，明确培育实践的核心原则，进而构建“学校专业引领–家庭情感赋能–社会氛围支撑”的多主体协同培育策略，推动协同机制渗透各主体实践环节。研究旨在打破刻板认知、挖掘留守儿童内在积极心理资源，为基层开展留守儿童积极心理培育提供兼具专业性与可操作性的实践路径。

Abstract: In the urbanization process, the mental health education of left-behind children still faces the cognitive misconception of “problematization” and the practical issue of disconnection between home, school, and community interventions. From the perspective of positive psychology and in line with the developmental laws of children’s psychology, this study conducts a dual analysis of the external environmental subject and internal psychological development to explore the practical challenges in fostering positive psychology among left-behind children. It clarifies the core principles of cultivation practice and subsequently constructs a multi-subject collaborative strategy of “school professional guidance-family emotional empowerment-social atmosphere support”, promoting the integration of collaborative mechanisms into the practical aspects of each stakeholder. The research aims to break through rigid perceptions, uncover the internal positive psychological resources of left-behind children, and provide a practical pathway that combines professionalism and operability for grassroots-level efforts in fostering positive psychology among left-behind children.